Is it time to revisit our definition of cheating? Author Penelope Trunk thinks so, writing in the Washington Post “It’s completely ridiculous that schools are so uptight about cheating because what schools call cheating is what people in the work world call effective workplace behavior.”
No doubt, technology changes things. We wonder why, given the questions that our kids are being asked on many of their tests, why they shouldn’t be allowed to access their networks to find the answers. (Dates of the Civil War, anyone?) Life outside of school is turning into an open phone test. Is it time for schools (and our mindsets about student work) to catch up?
And by the way, for an interesting and passionate rebuttal, check out the response from Elaine J. Power, a biotech teacher at a Silver Spring, Md. high school.
If you want to know our thoughts on the evolution of cheating, read on.
If nothing else, the ubiquity of information and knowledge should launch a serious conversation among parents, educators, and students not just about cheating but about just what knowledge we really need to carry around in our brains. In other words, what should the curriculum cover at a moment when so many answers are just a few keystrokes away via our technology?
No doubt, we’re assuming here that every student has access to a smartphone or wireless access for his or her tablets or iPads. Right now, that isn’t the case. But we trust that within the next five years, the number of disconnected classrooms and students will be falling fast. And we can’t wait until every child is connected to engage in the “What changes?” conversation.
What changes with cheating is this: we used to have to carry all sorts of information in our heads because if we didn’t have it in there we may not have access to it. That, apparently, is why the New York State Regents saw fit to make sure every 11th grader in the state could answer this highly relevant and important question ”Which geographic feature impacted the development of the Gupta Empire?” The answer choices were: a) island location; b) volcanoes; c) monsoons; and d) permafrost. (See below for the right answer.)
Now, seriously, why would anyone object to a student taking his or her phone out, firing up Google, and searching for the answer? Isn’t that how 99% of the population would deal with that question in real life? The point: it’s not what you know so much as whether or not you know how to find the answer. In the Gupta case, I might go to Google, or ask my connections on Twitter or LinkedIn, or even turn to Wikipedia. As a parent, I care more about that literacy than I do about whether my child can answer that question on Jeopardy some day.
So much of what we expect kids to know falls in that same category, yet we demand memorization and recall at the expense of the skills and literacies so vital to navigating the world of information we now live in. That simply has to change. We have to ask more questions that have more than one answer, and help our kids become masters at using the tools and networks at their disposal to arrive at the most relevant answer for the moment. If that’s cheating, so be it.
What do you think?
PS…the answer is “monsoons.”