I recently read the article "Why Ed Tech Is Not Transforming How Teachers Teach" from Education Week. The author, Benjamin Herold, pointed out the giant elephant in the room: we have spent millions of dollars on technology, but we are still teaching the way we did in the past. Why? While he points out many reasons, one stuck out to me:
"...[more important] may be teachers' level of confidence in trying it out in their classrooms. If they do not believe that they can use technology to accomplish their classroom goals, they appear unlikely to seriously attempt. it."
This speaks volumes to how we need to structure our professional development. It's one thing to teach about the tool - it's another to showcase instructional strategies with a specific tool or set of tools. While there is a time and place for training and teaching staff how a tool works, we must provide guidance and support for utilizing that tool in the classroom.
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I thought this was a wonderful article with many great points. One of the biggest things that stuck out to me was "second order" obstacles. For so long the problem was "We don't have anything!" Now the question really becomes "What do I do with all this technology?" There are many bandwagon schools that bought a ton of iPads, laptops, and other devices thinking it would just fix their problems and improve learning. However, there is so much more work that goes into it. While most students may be comfortable using these devices and their features, this does not mean the teachers know what to do with them.
ReplyDeleteFrom a personal perspective, my district decided to buy all multi-needs special education teachers an iPad and iTouch. In theory this sounds wonderful! However at my school it is nothing more than a glorified paperweight. There are very minimal apps that have been approved for the high school. One of these reasons being that the philosophy is that if we have the same apps as the middle school, the students will become burnt out on them. As a result, we only have a handful of apps that can be used for only SOME of my students. They range cognitively from a 1 year old level to 3rd grade level so there is a wide range of learners that not all apps are meant for.
Not surprisingly the first solution for success of implementation of tech in the classroom was professional development. Next year my district is starting 1:1 with 7th and 8th grade. Although I do not teach these grades, there has been absolutely zero talk of PD for teachers at the high school, who will get these students with a device in just about a year. I believe it is critical tech PD is something that is always ongoing. I am hoping with 1:1 our district will have tech coaches for each building as the program expands. This would be so helpful for teachers who are uneasy about making the transition. It would also be wonderful to have someone actually be able to come in the classroom and be able to coach the teacher and students about how to most effectively use their device.
Tech coaches are a wonderful addition to a building and district! They help bridge technology and instruction to help teachers make instructional change. Over time, "tech PD" switches to "instruction/assessment PD." It's a move that needs to be gradual, since a focus on learning the basics of the devices is important. When the shift happens, the focus becomes on what we are asking of students and how technology can/should help.
DeleteThis was definitely an interesting read. I found myself really reflecting on how I use technology in my classroom. I would say that 99% of my teaching, I am simply using the SMARTboard and other resources to help get my point or lecture across. The article states that, "teachers are far more likely to use technology to make their own jobs easier and to supplement traditional instructional strategies than to put students in control of their own learning." This is exactly where I am at in my instructional technology journey - which needs to change. In my building, I am seen as the "tech guy" who is willing and able to quickly fix a laptop or malfunctioning SMARTboard, but I need to up my instructional game. The most interesting part of the article for me was where they talked about the ingredients for success. The article talks about one strategy, "that most researchers and experts seem to agree on: so-called "job-embedded" professional development that takes place consistently during the workday and is tied to specific classroom challenges that teachers actually face, rather than in the isolated sessions often preferred by district central offices and written into districts' contracts with their teachers." This would be perfect for me. All teachers are on differently levels technologically, and instructionally. It would be really cool if my district offered tiered versions of PD: 1. being the teachers who are still learning tech 2. teachers who know tech but are learning how to use it in their classroom and 3. teachers who know tech and have a good idea on how to use it instructionally, but would like supplemental ideas. My district is very quickly becoming more and more tech advanced, and I hope that the PD comes along with it.
ReplyDeleteYou are making a shift in your focus from technology to instruction. It's a good shift, and a necessary one. Teaching with technology requires a shift in instruction and it is imperative that PD follows suit.
DeleteI found that this particular article had a lot of similar beliefs that I had in terms of technology in the classroom. There were two in particular that really stuck out with me. The first was the example given with Ms. Howton where she was a young fresh out of college teacher that was applying all of these grand ideas and examples on incorporating technology into the classroom. I agree as discussed in the article that we need to be using these types of teachers to be the leaders of professional development in showing how to incorporate different ways to use technology during instruction. I personally feel though that we are still several years away from the completely happening. As discussed in the article there are still those teachers that are to pessimistic and refusing to change there ways forcing those types of teachers to alter their own teaching methods. I have experienced this first hand, where i have tried to show great tools and methods to other teachers, but they refuse to even give it a chance. The second take I took from this article was lack of training to staff. For some reason some school districts (mine included) hurry up and rush out some type of program or tool without looking that the complete picture. With the use of technology in the classroom, they expect results within the first semester and if those results are not given then the program was a bust. I feel that PD given from a staff member as opposed to an outside company would be very beneficial to a educators. I also feel that this type of training should take place during a school day (perhaps a TI day) as opposed to outside of contractual times.
ReplyDeleteI too have been in the situation of colleagues not following along. We need to consider human change factors when we plan for professional development with technology.
DeleteI thought this was a great article that really made me reflect on my own teaching and how I'm using technology. I have a mix of activities that when the computers are actually available for my classes to use, the learning is student-centered, hands on where every student is engaged. The problem is that I rarely get these opportunities due to the lack of available computers in our building. I did like the quote about "If schools take all this technology, and use it like a textbook, or just have teachers show PowerPoint [presentations] or use drill-and-kill software, they might as well not even have it." I feel this is why effective staff development is so vital to the technology implementation in a school or district. Teachers should be well versed in the tool before they start using it in their classrooms to maximize the benefits of that particular tool. It shouldn't just be used for the wow factor.
ReplyDeleteAnother point that was brought up was the amount of time that goes into developing great lessons utilizing the technology correctly. I can't agree with that more. That is another struggle with me and why I can't use technology more in my classroom because it is so hit or miss of when it is available. I feel that as my district advances with technology, they will also advance with the staff training. Then more people will be willing to hopefully start using what is available because that is what's best for our students.
Consistency with technology is vital. I was "that teacher" who checked out the laptop cart multiple months in advance and wouldn't budge when I had them. The more consistently I had the technology, the more consistently my instruction shifted.
DeleteI really liked this article and see many of the situations on a daily basis. Our school is very lucky in that we are the only school in the district that is one to one iPads. However, most teachers use the iPads as electronic babysitters and for math drills. Our school had a grant years ago and were one to one when iPads first came out. However the theory was to focus on how many cool apps there were and not how to be productive. Teachers can't get past that. They are constantly asking for Apps that are recommended by others, without really having a clue what they can use them for or they want apps installed that they used 5 years ago, even though the app hasn't improved in 5 years and there are much better apps on the market. Teachers just don't have the time to get further into the technology. If they see a presentation that uses technology, they may replicate it, but rarely do they expand or change it to fit other lessons. Every teacher uses their SMARTBoard. However, they are used as expensive projection screens that can be written on and rarely for the "Interactive" tools that they provide. We are also given a lot of technology, with little or no training.
ReplyDeleteAn issue that wasn't brought up was lack of support on a district level. Our district is so locked down and safety conscious that it becomes too complicated to use technology. Locking teachers out of Youtube or other needed and useful sites just causes teacher to stop trying. I also agree with the article that teachers as experts and relevant PD would go a long way in getting teachers to make more of an effort to use technology correctly in the class room.
The needing to have every iPad app is a hard issue. Something we do in my district is require teachers to complete an "App Request" form for any new iPad app they want installed. The request form has them rate the app against the ISTE NETS for students, state exactly what they propose to do with the app (instruction, assessment, etc), and must be approved by the Technology/Curriculum departments as well as the LLC director and instructional coach/tech facilitator at the building. It forces people to think about the apps they are requesting.
DeleteThis article seems to touch on a common theme in educational technology. The theme is that technology is out there, but it's not being used to its potential yet. There are many factors that contribute to the problem, but you can't make a blanket statement that it's the teachers fault. In my experience with Oswego 308, we just haven't had the necessary time needed to get past the substitution phase. I can't recall any professional development on educational technology in recent years.
ReplyDeleteThe one statement in the article that stuck out the most to me was the comment "In general, teachers at many schools seem to view technology as more valuable tool for themselves than for their students." Ms. Shapely. Teachers are so overloaded that time is a hot commodity. Some teachers might view technology as a burden, while others might view it as a valuable tool to free up time. Either way it's not being used to its full potential. We might be a few more years away from changing the status quo.
Changing the status quo is a hard thing to do. Change factors have to be considered when planning PD. I do agree that a blanket statement assigning blame is not appropriate - everyone is in this together. If we play the "blame game" we will get no where and our students will be stuck in the middle.
DeleteThis article brings up somethings we all know but cannot really talk about. Those being how many schools today do not have the proper tech to use in class as well as having many teachers that are not really motivated to use tech their district may be providing.
ReplyDeleteMy district seems to be on the path to 1:1 tech by having a tech pilot starting next year in select classrooms. But with many teachers being "asked" to volunteer their classrooms because not enough were volunteering change seems to be hard for many. Extra training and meetings seem to scare many of them away.
Change is hard. One thing we don't always consider is how to implement change in general and build a culture for change. We usually create professional development with an end-goal, but without "dealing with" change built into it.
DeleteThis article makes several great points about the challenges of integrating technology into the classroom. It also highlights some of the key mistakes that districts make when pushing technology initiatives. Larry Cuban, Stanford professor, very appropriately states, “The introduction of computers into schools was supposed to improve academic achievement and alter how teachers taught. Neither has occurred." When district administrators fail to recognize that introducing computers into the classroom is only the first step in a much more involved process of transforming teaching with technology, teachers are often left feeling frustrated and floundering. Continuing professional development is an essential part of ensuring that teachers have familiarity with new technologies, but also the confidence to use those technologies in ways that advance students’ understanding.
ReplyDeleteThe next very important point that this article identifies is how much time is necessary to effectively integrate technology into the classroom. As the article states, for teachers to truly transform learning in their classroom, they need extensive time to learn these new technologies, and develop new lessons, activities, and educational outcomes that foster collaboration, real-world problem-solving, and student choice, those characteristics that make technology in the classroom so appealing.
Time is essential! The trick is trying to find how to maximize our time without taking time away from students. Many districts are looking to begin "flipping" professional development to try to solve the time issue.
DeleteAs I read this article I often reflect on my role of education and feel I so often see examples of high school teachers putting together fantastic uses of student led technology instruction. As I read about the "pessimist" it made me think "What if these people had great concrete examples from their grade level?" I think sometimes administration will put it on the teachers to find what works for them. This is great to do, however, I think when we are introducing a new concept and trying to change the whole structure of the teaching environment, this is a difficult thing to do without some concrete examples.
ReplyDeleteAs a primary educator, I think it can be difficult to find practical student led learning opportunities when my role as a teacher is still so strong at this point. I need to be there to directly instruct how to function in an elementary school. I think it would be hard for me to just let go and rely on technology.
This brings me back again to more professional development. Surely there are teachers out there who have done it and done very well. Professional development consistently inside and outside of the classroom is crucial to guide teachers on the right path.
Very good point - the examples of student led learning at the primary level are few and far between. I know many organizations are starting to look for and provide examples at the primary level. Also, as we look to the new standards (recently science), more is being put at the primary level to have students take charge of their learning. The science standards specifically give examples of what this could/should look like at the primary level. Not perfect, but a start.
DeleteAs I read through the article, I had the opportunity to reflect on my personal experiences integrating technology into the classroom. This year I was given 5 iPads to use in my kindergarten classroom. I was (and am) THRILLED to have them! With the iPads came no instructions, expectations for use, or training. It was up to me to figure out how and when to use the iPads with my students. I researched math and literacy apps for my students to use during their center time.
ReplyDeleteAfter reading a statement by Ms. Wilson, "There's nothing transformative about every kid having an iPad unless you're able to reach higher-order teaching and learning," I was inspired to stop and reflect: Are the apps my students are using allowing them to learn at the highest level? Are there better apps that I could be using? Am I using the technology to its fullest potential? What else could I use the iPads for to enhance instruction and learning? The article highlights the purpose of educational technology is to provide “student-centered, hands on, personalized” learning experiences for our students. Without any instruction or training, I wonder: What does student-centered learning look like at the kindergarten level? What is skill and age appropriate? It is nice to have the technology and freedom to explore on my own, but it is also necessary to have guidance and support.
This is why professional development is so important. I really liked the suggested “job embedded” professional development approach described in the article. I have attended a couple of fabulous professional development sessions on technology integration but left feeling like it didn’t apply to me or my grade level. The “job embedded” approach would personalize professional development specific to mine and my students’ needs. I also think visually being able to see how another teacher in kindergarten uses technology would be just as beneficial.
Great question: What does student-centered learning look like at the kindergarten level?
DeletePersonally - I have learned so much by watching some of our kindergarten teachers and working directly with my partner (former kindergarten teacher). She is a very strong advocate for play-based learning, centers/stations, and student choice. Our early childhood and kindergarten teachers all utilize a play-based model. Explore and explain your world as you experience it through play. Watching these teachers - students don't realize they are learning until after the fact.
I will say it is very difficult to find concrete examples of technology integration at the primary level. In fact, it's hard to find examples of any large concept at the primary level. Very frustrating!
Out of everything in this article, the following concept is the one that really resonated with me the most: "But the greater challenge, the researchers wrote, is in expanding teachers' knowledge of new instructional practices that will allow them to select and use the right technology, in the right way, with the right students, for the right purpose."
ReplyDeleteJust yesterday, I gave a PD class for several teachers in the district and central office staff about a tool I have been using in the classroom. As I was going through the PD, the people who told me I was going to lead it, did not share with me what specifically they were wanting me to share. I toyed around with showing them how I used it, and for part of the PD, I did show them that, but my view is limited because I was only sharing with them on the bases of music. Then as the PD session continued, I tried sharing the idea that the point of showing them this awesome tool is because it frees up your teaching and allows you to do things that you never thought before were possible. But as the session continued, I also kept wrestling with how to show them instructional strategies for using this tool. So at that point, I switched over my PD session to that, and walked through how I taught the tool to my class, different types of instructional lessons you can teach using the tool, and gave them a few ideas that could spring board them in whatever direction they wanted to take with it.
It is so easy to get into the habit of just teaching about a tool, but so often we forget that PD also needs to address the HOW and WHY. Then there should also be follow up for further questions, comments, and other collaborative opportunities. When PD is done in this way, that is when people are truly able to take that tool back with them and try it. We don't want to scare people away from a tool, but instead want to support them and walk them through it for the better.
I too have been in those PD sessions focused on a tool. It is very easy to get into the "nitty gritty" of what the tool can do. I've added time to play and brainstorm as a group to my sessions focused on a tool. It takes some pressure off me trying to find new ways to use the tool in all content areas (brainstorming sessions are wonderful for this), but also helps put ownership on teachers/admin to think of ways they personally can use the tool.
Delete"I decided my personal goal was to turn my classroom into a model so other teachers who want to start down this pathway have someone to come and [observe]."
ReplyDeleteThis quotation reminded me of the book "Good to Great" by Jim Collins. I appreciate this teacher making an effort to control her environment and create her on "corner of greatness”. It appears to me that many teachers have so much built up anxiety and fear over what could happen that they do not see the benefits that could come from incorporating technology. I believe that I have taken on this teacher's mentality of trying to be a good example. This has allowed me to create a student-centered environment and given me the experience I need for teachers that need additional support. Yes, technology is flawed. So are teachers. This will not always work smoothly and there will be times that I resort to other methods, but when this happens both my students and I learn how to troubleshoot problems.
With this experience, I also know how much additional support some teachers need to learn new technology applications. I believe that professional development for technology in my district is not provided to the degree in which our staff needs the support. Teachers within my department are not fluent in email, computer applications, or social networking. Asking these same individuals to learn a multitude of applications, electronic gradebooks, and a learning management system puts them over the edge. Add in the fact that these items all update and reformat on a regular basis – these teachers will be the first to complain that they “just learned the old system.” As a teacher leader within the department, I find that I can build my own corner of greatness by being the model that they need for how to use this new technology in a world that they have been in for decades.
Modeling is a vital component to helping teachers grow. We model for students - modeling needs to be done for teachers as well.
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