Over the past week, the learners in LIBE 477B have been assisting each other in timely instances, but have been largely endeavoring alone. Today felt different. Today, with the time and the open forum for small group discussion, a sense of purpose was renewed. Collectively, with Charlotte, Kristine, Brianne and myself, the beginnings of ideas were formed and distinct areas of inquiry were established. We decided that our starting point would be research into why technology, particularly social media, should and could be utilized in education. Research can often be a daunting task, a potentially crushing bulk of information that individuals are often left to sift through alone. Although each learner then processes it themselves and then carves their own path, the tapestry of learning is much richer and deeper when created together. In 15 short minutes each of us had accessed and shared numerous pieces of research for each group member to consider and to bring their ideas and critiques for tomorrow’s ongoing discussion.

This opportunity to seek, question, discuss, share and grow knowledge together is incredibly vital. According to the report Technology in Schools: What the Research Says, the choice to implement any classroom technology should be based on sound learning theory and should support a specific aspect of the curriculum or skill development (Benefits of Social Media in the Classroom”). Unfortunately, when endeavoring alone, or when prompted by break-neck pace tech integration mandates, there is often little time or forum for the inquiry and establishment of “sound learning theory,” particularly as our learning theory struggles to keep pace with the technological and cultural dimensions of practices in our lives. This is an issue that I often see in the school system, and as I understand it, is connected to “institutional isomorphism.” DiMaggio & Powell, from the American Sociology Review define institutional isomorphism as the “constraining process that forces one unit in a population to resemble other units that face the same set of environmental conditions.” Often within the educational system there is little time or platform for true collaboration, co-creation and inquiry. I believe that this is a dangerous aspect of the system that allows for it to continually slip into stagnation and “institutional isomorphism” as what is done, what has always been done, or what is haphazardly decided without “sound learning theory” becomes a subtle but evasive norm.

In education it has often been grass-roots change and pods of educational leaders, investigators and collaborators who have lead the way out of the factory-model of education. Today’s small group inquiry time is a small sampling of this process, and how it is often the life-blood of professional growth. I am optimistic and eager regarding what me and my small group can collectively discover and execute. Now if only there was such time and support for all educators in the field. I think that the changes could be potentially, and necessarily, revolutionary.