In a post on “hybrid schools” that combine “bricks and clicks,” Larry Cuban warns that efficiency isn’t the only goal: Schools are not “information factories.”
In some ways, the new hybrid schools are fulfilling progressive educators’ dream of student-centered learning, he writes. Digital lessons are “hand-crafted to fit students for part of or most of the day,” while teachers coach students on what they’ve learned or teach a few traditional lessons. There are fewer teachers and therefore lower costs.
But techno-enthusiasts’ view of public schools is too narrow, Cuban argues.
They equate access to information with becoming educated – more of one leads to more of the other. These very smart people ignore other crucial and purposes public schools have served historically in a democracy. . . What can be as important as students acquiring information? Try socializing the young, developing engaged citizens, moral development, and, yes, even custodial care of the young.
Schools have never been solely information factories; they have been and are social, political, and moral institutions whose job is to help children and youth acquire multiple literacies, enter the labor market well prepared, vote, serve on juries, contribute to their communities, think for themselves, and live full and worthwhile lives.
That criticism may apply to click-only education. While home-schooled children often participate in youth soccer, Little League, the church choir, art classes and other group activities, some parents may let their children grow up as loners.
However, it’s not likely that bricks-and-clicks students will go to the same building to learn but never socialize. Do students need to be grouped into classes to learn to be good citizens? Are they more likely to be independent thinkers if they’re taught in a group? What do traditional schools do to develop morals that a brick-and-click schools couldn’t or wouldn’t do?
San Jose’s Rocketship schools, charters with a hybrid model, are rated #5 and #15 in the state among schools with 70 percent or more low-income students. Students, predominantly from Mexican immigrant families, significantly exceed state performance goals. These children will be just as able to “live full and worthwhile lives” as traditionally educated children with weaker reading, writing and math skills.