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| Source: ASIDE 2015 |
It’s no surprise that the New York Taxi and Limousine Commission is lobbying for limits to Uber’s expansion. In fact, municipalities across the country are fretting over Uber’s intrusion.
Uber’s appeal — and its rapid, unmitigated ascent — is exactly like the edtech groundswell in contemporary learning.
Uber is a private car service currently taking the country by storm. It allows anyone with an app to instantly summon a professional ride. It takes away the guessing about street corners and hand-waving. It offers customized choices, such as a car seat or SUV. Uber provides real time, visual tracking of how far away the car is and how much the trip will cost.
Uber takes the frustrating tasks of flagging a phantom taxi or confronting a gruff phone operator and replaces them with immediate, digital satisfaction.
This is exactly what today’s students expect from their lessons and teachers.
For better or for worse, children enter our classes with a ready affinity toward online tools and an understandable assumption of digital learning. They are used to texting in realtime, chatting in realtime, Googling in realtime, and creating in realtime. When anachronistic teachers give them paper worksheets and bubble tests, it’s no wonder they roll their eyes and feel like they’re being intentionally stranded on the side of a high-tech boulevard, while the wired world seems to be passing them by.
Kids (and adults) live on their smartphones. They demand instantaneous answers via Siri or Wikipedia to any question that might pique their curiosity. In this way, they are uber-researchers. They seek information more actively and more frequently than any prior generation. The gift of the Internet offers them answers, but they still need to know their end destination. They still need to have a conclusion in mind, to drive their scholarship in the right direction.
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| Source: ASIDE 2015 |
The greatest gift from laptops, iPads, SMARTboards, and phones is efficiency. What used to take a middle schooler an entire Saturday now takes a split second. Kids can diagram the locks of the Erie Canal or study the bricks of the Giza pyramids in the same time it takes to tie one’s shoelaces. The “Internet of things” is a powerful encyclopedia. Any school district that blocks access to YouTube or Twitter, therefore, is closing the doors to Alexandria, erecting antiquated barriers in the face of authentic learning.
We expect our Uber driver to know our name, know our route, and know our credit card number. We expect service with a smile and quiet satisfaction in skipping the crowded van to the airport or the late-night carpool quest.
This is modern education — personalized, differentiated, and affordable.
This is technological learning — satisfying, searchable, and immediate.
As a point of reference, check out this current ad for Microsoft Windows 10:
Many educators still fight against this disruption, against these invading technological hordes. They demand professional development and budget studies to delay the inevitable. Many administrators side with city districts, viewing apps as interlopers seeking to upset the status quo.
Many still resist the arrival of a learning alternative, because it’s not “the way we’ve always done it.”
But the rabid popularity of Uber speaks to a communal need. The instinctive embrace of real-time learning by students means that if educators don’t change, kids will be chauffeured off into the sunset without them.
Eduindex 
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