Innovate, innovate, innovate ... Today it seems like a mantra that is incessantly repeated in any company or institution that seeks to create a new idea, concept, or product, achievement or achievement, and thus differentiates itself from others ... rest, gain followers in order to be successful ... But in addition, in the field of education, this mantra reaches teachers in an almost offensive, versatile, continuous way. A goal that permeates every activity that is entrusted to them, and which, if it is not achieved, turns them into obsolete entities devoid of reality; about prehistoric dinosaurs who don't care about designing their classes for the 21st century. And the point is that “innovative teachers” seem to carry the label that makes them outstanding, but for whom?
Society? Too
ambitious ... The recognition of teachers at the social level in Spain is far
from what it should be, and in some countries, it actually exists. And the
innovations that teachers make are often not that significant.
For centers?
Learning innovations are rarely replicated at this level. This is usually a teacher who acts alone, without peer support, horizontal coordination or
interest in involving the rest of the educational community.
For your students?
This would be the intended end, but in fact, the innovations in many cases do
not affect student learning, but rather benefit the teacher's curriculum.
But if we replace
that “for whom” with “for what” or, better yet, “why,” we find the
philosopher's stone. Why innovation in education? Why is innovation so
important? Is everything traditionally “bad”? If you do not do something
different from others in the class with students, do you fall into mortal sin?
Don't students learn if they don't innovate?
Applications for
research projects are full of innovation-related requirements. National and
international congresses put forward certain thematic directions on this topic.
In universities and many training centers, special departments have been
created for this. There are even awards and mentions for those teachers who
stand out for this (although in most cases self-offering, which takes on a
rather peculiar kind of hedonism that is irrelevant). It seems like innovation
is invading everything. But is all innovation really relevant? Are all
innovations valid, reasonable, useful?
In this place, the
reader may have composed the place and presents the author of these words as a
counter-system, anchored in the past, an apostate of educational progress, an immobile careless person before any change of school. Couldn't be further from
the truth.
It is the purpose
of this text - to call for action, for reflection. Suggest that we make a stop
along the way to think about whether we are going to a good port, whether we
are plotting this route correctly. And for this, it is necessary to return to
its beginning, to the first stones, to the reason for its existence.
Why and why do we
want to innovate in education? What is our goal? Of course, there may be
several answers here, but they must all have a common denominator: improving
student learning. Because if what we do as teachers does not affect the
enrichment of the educational and pedagogical process, it makes no sense. I
believe that all innovation should be associated with improving the conditions
of this process. To enable each student to maximize their individual abilities
in an equity and social justice environment that fosters their participation
and provides them with the resources they need to progress academically, but
above all as individuals. And
the fact of the matter is that a common mistake in educational innovation is
that they are attractive and relevant offerings, beyond those that show a light
touch of traditional nuances, so they usually involve the use of technology.
And this is my biggest battle cry, my biggest request for help. Since many of
the proposals labeled as innovative are viewed in this way simply because of
the use of technology, although they do not really bring anything new, they do
not imply any progress, no improvement for students.
For this reason, I
invite the reader to ponder whether the project you are facing is indeed
conducive to learning the next time you encounter this constant educational mantra of innovation; if the activity in front of which it is located offers an
effective, efficient, and motivating alternative for students; if the
integration of technology in this proposal has a solid sense that justifies its
replacement with physical material or a more traditional methodology.
New is not always
innovative. Innovation isn't always good. We may face an innovation crisis at a
crossroads, lost, not knowing how to recognize the importance of true
innovation. So let's think, let's think. Let us not be carried away by this
wave into the open and unknown sea. Let's find its initial value.