Going out on a limb...
One of my friends who is a technology trainer in another state wrote the following comment after reading my last blog...
So if I'm reading this right, in my role as a trainer I need to focus on getting teachers to use technology for themselves first before trying to get them to use it in the classroom with students.
I don't know if you come across any readings with the phrase "paradigm shift" but it seems to be the opposite. That we need to stop just focusing on training teachers on the "how to's" and focus more on the integration.
Let me know your thoughts
Well, here are my thoughts...I believe both - you should teach the teachers the "how to's" AND focus more on integration.
Here's my rationale for teaching the "how-to's" - teachers CANNOT teach students how to use technology as a problem-solving tool if they don't first learn to use technology as a problem-solving tool in their own personal affairs. Teachers have to be consumers of technology in order to see the dividends that will be reaped by their investment.
Here's my thought on integration - far too many times, training stops at the "how-to's", there is no follow-up, no accountability, no committment, no investment. Some of the best training opportunities I have had are ones that have required me to check back and prove how I have used the tools I was taught.
One answer I can see to this dilemma is Peer Coaching - pair teachers up in training sessions and have them check back with one another to see what they have done in their classrooms using what they have learned. Also, I think a great way to accomplish this would be Peer Coaching from the trainer - it would be great if trainers could check back with teachers for support.
Or, as I have been studying in my practicum, set up a Peer Coaching/Support network within a building. Our technology focus group has seen a lot of progress this year, and most of the credit is due to the amount of support we have within our group.
Another aspect of the literature review that was included in Dr. Dawson's report that I referenced in my last post was administrative support. This is what made the Everett Technology PLC so successful. The Professional Learning Community model was a great way for many of us to get involved in learning about technology integration. Some are in the first stages of integration, while others have proficient skills in technology integration.
I like the in-house, almost embedded-reporter way of accomplishing things best. In a perfect world, every building would have an integration specialist who could encourage technology integration on-site, but for now, supporting colleagues is the best answer I have.
posted by Lynn @ 4:36 PM
5 Comments:
It is hard to use technology in a classroom if you can't use it your self. Also some believe kids come "knowing" technology, and I have found that this is NOT true. While they may know some things, and they are not afraid of it, most don't know how to use it educationally (IM is not the same as doing a research project, citing sources, and creating a paper or Power Point presentation).
However, my finding has been even when you can start to get teachers to use the programs for themselves many will not take that next step and have students use it in the classroom. This seems to be a wall that is more than just training.
I like the framework of having a technology integration specialist that comes to the class (cart with laptops) and the teacher has to stay to help with the project, and in the process learns to do the program with the students. That is how I learned to make web pages. I did it with my students when the region’s technology integration specialist came to the building for a few weeks. That two week time was the beginning of my use of technology in the classroom in the spring of 1999.
You not only do you learn the program, but you also learn how to go about teaching the program. In addition you have learned it in the setting of using it with students with the expectation that it will be used with students. Since you start with that expectation there isn’t the jump of “I know, it but how do I use it with kids” that happens when the teachers are taught first, and then expected to apply the knowledge in the classroom.
Linda
Lynn,
The support of a technology specialist would be great, but we don't always have that resource available. It's true, you can't teach someone else how to use technology if you haven't used it yourself. This is why I see those of us involved in courses/programs such as this one as those who can help colleagues. We've now got some knowledge, and can give examples of how some technology might be used in class. Of course, my biggest pet peeve with teachers is that many don't want to try something they aren't completely comfortable with. I guess this drives me crazy because we ask our students to step out of their comfort zone every day - make guesses, speak in front of others, etc. We need to learn as adults, it's ok the learn something new, and make mistakes along the way. This thought would serve us well, as we try a lesson with new technology. More teachers need to be willing to take that leap.
Lynn,
All of these hit the nail on the head in my opinion. Here's kind of summary of what I'm feeling.
1) You teach how you were taught (or how you learned). For teachers to integrate technoloy, they have to first use it themselves.
2) Learning something new is difficult. While you or I can throw a ppt together in 30 minutes or less, is it worth the time for teachers who don't know how to learn the basics? Esp. when they are getting the job done without it??
3) True or False: Coaching can only be done effectively when there is an interest from the one who wants to learn (a sense of self motivation) - If true then I need to create that interest by showing how technology can be useful for them as individuals.
So, as far as Mediacast goes, my thinking is that if it can be used as tool for them view online lessons and such, they are in fact using technology for themselves. Thus learning technology in the process, and hopefully be able to build their own modules, or upload their own resources.
Whew.
Lynn,
I have been examining how to use technology as a professional development tool over the last eight weeks. Based on what I have read, I think you are absolutely right about helping teachers become technology consumers before focusing on tech integration. Of course, this doesn't mean that the separation of time between the two areas of focus have to be vast. My thought is to breakdown tech skill development something like this: for every technology integration workshop, have two or three workshops that deal with teachers becoming technology consumers.
This ratio could change as teachers grow in their skills.
I also want to congratulate you on completing the program. Have a great summer!
Lynn,
Your comments about peer coaching are right on. We need to scaffold this stuff for our peers. We need to show them what an integrated classroom looks like on an hour by hour basis. We need to show them step by step what technology integration looks like in lesson presentation. It takes baby steps. I would like to read the piece by Dr. Dawson on peer coaching. I was amazed to hear 3-5 years, but I realize that after 2 years, I have only scratched the surface.
Best of luck in all you aspire to in the future!!
Shelly
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