“It Isn’t the Answer Anymore, It is the Question”
Visual based on Quote by Bill Sheskey (p.208) in Curriculum 21 (ASCD, 2010) by Heidi Hayes Jacobs.
Teachers are worried that students simply “google” answers to a homework assignment or “copy and paste” entire paragraphs for research papers from the Internet. They are right. Nowadays, it is very easy, fast AND accessible to find answers.
So, what do we do?
- Do we punish students and fail them if they found the right answer online?
- Do we spend our time and energy checking if they did not plagiarize by simply copying from another website into their papers?
- Do we use services such as Plagiarism Checker or Turn It In to catch students?
John Sowash, The Electric Educator, writes about Google-Proof Questioning (make sure to click yourself through to his post and read the great discussion going on in the comment section):
We are in an age of information. Storing facts in our brains is a pointless exercise (unless you plan on being on Jeopardy!). In the era of the iPhone, any fact, statistic, or desirable piece of information is only a few clicks away. The skill of the 21st century that will set people apart is what they can do with the information that is available to them. What new products, services, or procedures can be improved, created or derived from the information that we have? Knowing is not as important as using.
Maybe it is time to change the kind of assessments we are asking of our students… If we can all agree that fact based answers are only a click away and we STOP blocking sites, stop making the regurgitation of these facts the assessment, stop limiting the use of these facts, then maybe we can START moving on from there. Let’s focus on teaching the skills necessary to do something with the information that is available to us (as John mentions in his blog post above).
Dave on the Social Enterprise Blog, Attribution in a Web 2.0 World says:
“…good finders are just as valued as good creators.†Other important roles in Web 2.0? “Good connectors,†“good sense-makers,†“good aggregators,†“good weavers,†good riffers†and many, many more. In a web 2.0 world, what happens to an idea after it’s put out into the world is often of more value than the idea itself.
Angela Maiers points out in one of the slides of her 21st Century Learning presentation that Information Literacy means being able to find, decode, analyze, organize, use and share information.
So, what does this mean for teachers? How do we move from wanting answers (via worksheets and multiple choice tests) to coaching students towards asking questions. What are some concrete steps we can take to “google-proof” assignments and assessments? How do we learn as teachers to inspire curiosity in our students that will lead to questioning? How do we get to the point that we accept that the “knowing” part of the information is easy, but the connecting and creating part is where the true learning happens? Where do we start?
I posted to Twitter:
What comes to mind when you hear the quote”It isn’t the answer anymore, it is the question”
Here are a few responses.
As you can see, I don’t have the answers either, just a lot of questions
Share your questions about the topic of google-proofing, knowledge of information versus creation and connection of information.



























Do we punish student for Googling answer, or is he/she just being smart?
.-= Karen Kliegman´s last blog ..Official Google Blog: Tips and tricks for deploying Google Apps =-.
I teach middle school and have children from 13-21, and I say just Google it. I tell my students in the classroom and my own to do this when they want to find generic factual information. We Google everything to get general directions to figure out homework assignments, from math to AP Lit essays. If nothing else there is a tutorial that will help us get started figuring out how to complete homework assignments. My job as a parent and a teacher is to help my students figure out what to do with this information. How to compile, it, how to reinvent it, and how to share it with others. When I hear other teachers complain about students working together to find and share information I get outraged. I want my children to be able to collaborate, to use information to solve problems, and to invent something new and not reinvent the old. It is definitely about the question and the process and not about the answer, in my humble opinion.
.-= marilyn´s last blog ..great idea for IWB screensaver =-.
Thank for the kind words. I’m am humbled at the discussion my post has created. I have continued to wrestle with the idea of “Google Proofing” my lessons all year. I will readily admit that I have in no way mastered this concept. One of the biggest issues that I have discovered is that “Google Proof” assignments are very challenging to assess. Each student has a unique process and product which requires individual attention. I will continue to wrestle with this idea and I hope that many others will as well.
I’ve been harping for eons about the need to give better written assignments, which is what the Google-proof assignment is really doing. I’m just starting in on the importance of asking questions. I think asking a question needs to be considered an essential 21st century skill.
I posted a web page making that point just last week:
http://www.you-can-teach-writing.com/21st-century-skills.html
Asking a question requires precise vocabulary, brevity, and ability to anticipate what the answerer needs to know. Sometimes it also requires reading the directions!
[...] is the blog to have a peek [...]
[...] Langwitches Blog on technology being about student learning, empowering students to be lifelong learners and ‘It Isn’t the Answer Anymore, It is the Question’ [...]