Learning is a change of behavior through experience. The three main categories of learning theory (behaviorism, cognitive, connectivism) have different assumptions about the process of learning. Each theory has implications for school leaders, however connectivism has the most implications for the digital age.
Learning Theory
There are three major categories of learning theory. Behaviorism makes three assumptions about learning. First, observable behavior is more important than understanding internal workings of the mind. Second, behavior is changed by specific stimuli and responses. Third, learning occurs through behavior change. Cognitive theory focuses on the internal workings of the mind. Learning is a series of inputs that are managed and coded into different parts of the brain. Knowledge is viewed as specific paths towards coding and recalling information in the subjects mind. Connectivism theory believes learning occurs in a network of social interactions between individuals and organizations or institutions. Knowledge is held by the group and the individual learns to tap into the network when needed. Access to knowledge is more important than the knowledge held by the individual (“Hello, Google!”).
Implications for School Leaders
Learning theory has a direct impact on the vision a school leader has. Many students and educators believe learning is not occurring unless the teacher is talking and the student is quiet. A paper and pencil test is the only way to truly assess learning. Curriculum must be proscriptive and consistent across classrooms.
Is there another way? Is the way children learn evolving faster than they how they are taught? Many educational leaders believe that the “digital natives” may be leaving traditional school systems behind. A district in the U.K. just abolished their traditional schools and opened up Learning Centers. At these learning centers students are given tasks to perform or goals to achieve. Resources are provided, teacher guidance can be utilized, yet the students are expected to form their own networks to find the knowledge and gain the skills needed to move up in level. Very much like the video games students are used to. Leaders in this school have applied connectivism theory to the structure of their school.
Curriculum in a school like this is constantly evolving. A connectivist leader believes learning is “about the pipe, not what is in the pipe”. These leaders view traditional content (the 50 state capitals, memorizing the periodic table, etc…) as less important than the social skills and problem solving skills needed to gain and retrieve knowledge. Assessments in this school are performance based, allowing individual growth models to develop.
Standards for school leaders require a school leader to encourage a research based approach to school leadership. By fostering a climate of inquiry, developing a network of support, and providing access to resources an instructional leader can approach the ideals of connectivism. Through this connection a leader can then incorporate the best aspects of all learning theories as a vision for school leadership is implemented.
