Default Culture vs. Culture of Possibility: Improving Student Achievement Through Technology

Sam Roberson made many good points in his article "Defying the Default Culture and Creating a Culture of Possibility". He states two opposing school cultures: default culture and culture of possibility. With default culture, he says that schools are bound and chained by teacher-centered classrooms, have rigid and often scripted curricula, and are narrowly focused on high stakes testing with a limited understanding and application of learning. With culture of possibility, he says that this is "characterized by student-centered classrooms, flexible and interdisciplinary curricula, formative and authentic assessments, and a generative understanding and application of learning," (p. 2). From these two sides, Roberson seems to be more in favor of culture of possibility. He goes more in detail with this side by listing characteristics and stating why this is better than default culture. After discussing both of these sides while favoring culture of possibility, he asks if default culture will remain or if culture of possibility will be adopted into schools. So how can this relate to technology improving student achievement? Well, a culture of possibility can relate to technology improving student achievement because this side of the debate is more engaged with student learning and improving students' knowledge, skills, and behavior.