When I first saw Mary Kalantzis’s photos of a 1983 elementary school classroom in Greece, I scoffed. It was so obvious that the “communications and knowledge architecture” was one-way, focused on rote learning and rewarding good behavior which involved staying safely “inside the box”. How easy to critique, deconstructing all of the ways in which this particular “banking” form of education was unlikely to intentionally “deposit” anything that might actually be useful to the future lives of these school children. How awful, I thought, and how at odds with everything I try to put into practice with respect to my own professional role. The promise of digital learning’s active knowledge-making makes 1983 look like the Dark Ages of education. And yet. And yet this classroom very closely resembles the ones in which I grew up, with 5th grade in 1980 as a reference point. And I was one of the …
