When we introduced ourselves in class I said, “I learn by doing”. Well, I have definitely had the opportunity to gain first hand experience with some examples of ITC over the last few days: blogging, contributing to forums, tweeting, creating “team” Pearl Trees. I can’t imagine what else is in store.
I have sensed the growing pains around me as we adjust to these new forms of communication and learning. One classmate used the term, “unlearning”…moving beyond how we’ve done things in the past in order to progress…and hopefully be digital education leaders, as Jenny would like to empower us to be.
We spent part of today defining ITC and Information Literacy. As we try to understand the meaning of these terms, I wonder how technology/information literate I am? Yes, I can think critically about information. I can navigate, analyze, communicate, share information but finding and applying it in the digital world? That’s another story. I’ve just scratched the surface of what being “connected” means and how it applies to the future of education.
Our conversation today also noted the difference between teaching the curriculum with technology vs. teaching how to use the technology itself. It seems we are supposed to do both? Personally, I feel somewhat unprepared to teach using a lot of digital applications in meaningful ways because I don’t have enough experience with the technology. So, I have to learn to use it, in order to teach how to use it, so the learning is actually Information/digital literacy. Phew.
For reference the class comment I’m referring to was about information literacy: critical reading skills vs. skills for searching the web. Here is a quote from the Ministry of Education with a similar message:
“Digital literacy includes, but goes beyond, simple technology skills. Just as traditional literacy goes beyond comprehension to include the more complex skills of composition and analysis, digital literacy includes a deeper understanding of, and ultimately the ability to create a wide range of content with various digital tools.”
So, it seems, the challenges we are facing in LIBE 477b (i.e. taking on new forms/uses of technology) are just a taste of what we will likely experience in our classes. Various devices and various levels of competency will be the norm in our schools as have various reading levels and resources…
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As I was thinking I the over-arching goals of educators (to provide quality, accessible, personally meaningful, +, programs for our students), I was wondering how ITC and Digital Literacy were connected to my School District’s goals:
“We believe that an effective learning environment should engage the learner in an active, purposeful process of building positive, realistic attitudes towards both self and society; forming personal understandings; developing life-long skills; and acquiring a strong knowledge base. Schools should provide a social context which will reflect and assist the transition from childhood to adulthood, promote self-esteem and enhance learning. As communities of learners, they should be characterized by tolerance, respect, an enthusiastic climate of cooperative enterprise and a zest for learning on the part of students, teachers and administrators alike. Since students vary widely in their backgrounds, needs and abilities, and since there is no single approach to learning, schools should adapt, their educational programs and services to the needs of each student insofar as an equitable application of resources will allow.” Taken from Richmond School District’s Mission Statement online.
Key ideas that stand out to me are: adaptability, personally meaningful, learning as a way to develop the skills and attitudes to improve our lives and society.
Now, consider what B.C.’s Ministry of Education says about digital literacy:
“The vision of a 21st century K-12 education system is rooted in personalised learning. It focuses on providing students the skills they need to participate in a knowledge-based society, while also allowing them to explore an educational path that is best suited to their interests, their capabilities and their chosen future. Such a vision means the system must be transformed in a number of ways.”
The goals of teachers, School Boards and the Ministry are in sync. We have the same objectives. I think what has to be done now is the transformation of our educational practice. If I deny the role of technology in this “knowledge-based society” am I really offering the program that my students need/deserve?
Whoo, I feel like a lot of adapting and learning is still yet to come for me. I have already worked towards student-centered, open-ended teaching. I know engagement is not my struggle…the question of teaching the skills and attitudes we value as educators through technology is a big one though. Our role becoming more and more that of a guide rather than a teacher with knowledge to impart in creative ways…A bit overwhelming though it makes me even more appreciative of this course: ITC Immersion 101.
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“Our conversation today also noted the difference between teaching the curriculum with technology vs. teaching how to use the technology itself.”
I think it is unnecessary and redundant to even try and teach students how to use technology because 1) The teachers who are teaching technology may be technologically challenged themselves and unqualified/unsuited/not feel comfortable to teach this and 2) students these days grow up with technology and know how to use it already. Students going through high school now without the tech education seem to be doing fine 3) If there is something technological that students want to learn, they would search up it on the internet and find abundant resources written by tech geeks. Rather, the role of the teacher has changed and teachers need to be the students for once and learn to learn to teach the curriculum with technology. In fact, the “curriculum” of technology is unlimited based on what you want to learn and as global citizens, everyone, in whatever profession (teachers included) need to learn to be more technologically savvy in their professional careers.
Jorden, you have done a wonderful job of articulating the “growing pains” we are all experiencing. A few things really struck me about this post. You are definitely grappling with the same questions and issues that arose for me. For example, when you ask, “If I deny the role of technology in this “knowledge-based society” am I really offering the program that my students need/deserve?” I think as teachers we all feel that guilt. Am I teaching my students everything they need to know to be successful? The fact of the matter is that we cannot “deny” technology, and with the incredible possibilities that these new technologies – programs, resources, devices, etc. – suggest why would we want to? And, you’re right, teachers, school districts, and the ministry all have the same goal/s. And, yet, many teachers can barely log in to their district provided email accounts, let alone set-up a blog or a wiki, use Prezi or Pearltrees. No matter how scary it is, we as professionals need to commit to making considerable changes to our “educational practice”. Through trial and, I’m sure, plenty of error, we need to adapt. As you say, “[o]ur role becoming more and more that of a guide rather than a teacher with knowledge to impart”.
Part of the challenge of teaching with ICT is the commensurate need to teach about ICT. Because the field of ICT is dynamic and constantly changing, and the provision of ICT in schools is proscribed by the institutional constraints of district ICT management policies, there is a constant need to be aware of the ICT resources, even as we are designing and implementing learning activities for our students. Not only that. Once we bring ICT into our learning lives in schools, we must address the social, civic, academic, and cultural uses of ICT with our students. Otherwise, how do we teach them the codes of conduct, self-control, and social responsibility that goes along with these uses? It is a can of worms, but one we educators must open up and examine with our students. Otherwise, how are we going to prepare ourselves, and each other, for knowledge era society?