I got a few comments on YouTube today. Not about my recent videos on China (though I persuaded my friend Geoff, who’s a China buff, to at least view a few of them, and comment on one), but the videos I did several years ago, about English language and grammar.
Apparently, I’m now the English teacher of some sk8er dude somewhere. This guy:
This is what I was talking about in a post not that long ago. If a teacher can’t figure out a way to connect with students, any time, any where, in a comprehensible and compact form… that teacher may not have students for much longer. They’ll reach out and find solutions any which way they can… but they won’t be looking to their official for answers. That’s a problem.
It’s a problem for a couple of reasons. First, it favors the web-connected over the non-web-connected student. Second, it favors the students whose teachers have access to technology over those who don’t. Third, it favors imaginative and creative teachers against those who merely adopt procedure.
There’s monetary issues too, which I’ll talk about in another post. Schools, technically, may own some or all of the intellectual property their teachers create. Yet unlike other professions, there’s no tried-and-true bonus system for teachers to benefit from the materials they invent, and the stuff I put on YouTube essentially robs both my school and me for the benefit of YouTube and Google. How’s this all going to sort out? How are ordinary creators going to benefit from the new creative opportunities in teaching here?