How many times have you gone to a tech workshop and learned about all these wonderful new apps and strategies, but never really did anything with that information? If you are anything like me, then it happens all the time. I learn all this wonderful information, am given resources on how to implement the tech, have all the best intentions of using it when I get back to the classroom, but never get around to doing it.
In the Ted Talk posted above, Kristen Daniels talks about how having knowledge in your head isn’t enough. She uses the example of how she had to build a Lego table, so she looked up Google and YouTube to see how it was done. Then she got excited and when it came time to build her table, she realized she couldn’t build a table. Information transfer isn’t enough. She says that teachers don’t need support to get information or learn about new tools. They need support implementing the tools they were taught about. Professional Development workshop models need to be changed from snazzy presentations to direct support on implementation.
As the one of the go-to people for tech advice at my school, I will teach the staff about new apps or web-tools I come across. I do this knowing full well that most of the staff will not use whatever I showed them in their classroom because they simply won’t know how to implement them. I still think it is worthwhile to teach them though because at least they are exposed and aware to what is out there. Perhaps one or two will be inspired and come to me for help on how to use it in their class. Unfortunately, I am a classroom teacher and have little time during the day to help. I am happy to help after school, but this isn’t as ideal because I wouldn’t be able to model a lesson for children using the new tools. However, if I were a teacher-librarian, I would be able to help with all of this. Teachers could take their classes to the library and I could support teachers with their teaching of ICT to their students. Eventually, it will become second nature and they could use these new tools independently with their classes.
When supporting our staff with tech, we can’t use a one size fits all approach though. As Daniels noted, she categorized her staff into three different categories based on their comfort level and supported them each in different ways. Similarly, Jennifer Gonzalez (site linked in picture to the left) provides several tips on how to best train teachers in tech. In addition to knowing your staff and their comfort levels with ICT, she also has many other guidelines to follow. She talks about utilizing what she calls “force multiplication.” This is where we use other people or tools in order to enhance our effectiveness in teaching. An example of this is enlisting the help of other teachers who already have some knowledge. Her third tip is making workshops hands-on so that teachers practice using the tools. Gonzalez’s final tip is to stay connected to those we help because technology is always changing. In order to make the most of what technology has to offer us, we have to stay connected to keep each other informed. Gonzalez goes over all of this in much more detail on her website. She even has it all on a podcast if you find that to better suit your learning style. I have embedded the podcast episode below for your convenience.
Lawrence and Tar conducted a study in 2018 looking at factors that influence the adoption and integration of technology into teaching. Their study covered a plethora of factors but some of the key ones included:
- a lack of ICT knowledge in teachers
- the complex nature of implementing ICT in teaching
- lack of training
- lack of technical support
With this in mind, a shift in the way that we teach and support our staff and teachers with using ICT could change attitudes towards it and nudge people to be more open to trying new technologies out in the classroom. The problem isn’t that we aren’t trying hard enough to get the information out there. The information is out there! There are lots of workshops, presenters, and speakers available. YouTube and Google can teach you anything you want to know. But implementation requires a different kind of support. Knowing isn’t enough. All teachers are students too, and they need someone to guide them along the way to implementation.
Works Cited:
T. (2013, November 06). Empowering the teacher technophobe: Kristin Daniels at TEDxBurnsvilleED. Retrieved June 8, 2018, from https://www.youtube.com/watch?v=puiNcIFJTCU
How to Plan Outstanding Tech Training for Your Teachers. (2018, February 27). Retrieved June 8, 2018, from https://www.cultofpedagogy.com/tech-training-for-teachers/
Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International,55(1), 79-105. doi:10.1080/09523987.2018.1439712
39: How to Plan Outstanding Tech Training for Teachers. (n.d.). Retrieved June 8, 2018, from http://cultofpedagogy.libsyn.com/39-how-to-plan-outstanding-tech-training-for-teachers
I totally agree with your last statement – “All teachers are students too, and they need someone to guide them along the way to implementation.” Who better to do this than the TL? As you suggest, information transfer is not enough. Learning needs to be modeled and supported. You have linked some excellent resources here.
I appreciate your comments about technology becoming outdated so quickly and that there is only so much time for prod. Setting realistic goals is good advice and using social media to learn new skills can help to make learning quick, easy and accessible. Taking time to play with technology is also very good advice.
You have picked up on some great points about teacher PD, especially related to technology. One-off conferences or workshops do very little to support the implementation of new technology. Unless the PD is on-going and the tech tool is used regularly, anything that was learned at the workshop will soon be lost. Personally, I would rather attend a series of short workshops or webinars, and have the time to experiment in between the sessions and try out the new skills with students.
Great thoughts and reflection. For professional development, I’m totally okay with teachers being granted the time to simply “mess around” with the tech tools that they would be most likely to use in their classroom.
Friends of mine in private IT only giggle when I speak of how technology is disseminated throughout our district. The idea that teachers do not have multiple trial days and implementation workshops really is laughable to them. As you suggest and where I’m leaning toward, is maximizing the usefulness of the time that you do get to spend with the teachers interested in technology; what do they need support with and what can they discover on their own.
Thanks for the references. They are very interesting to refer to. Yes, educators are ongoing learners. I attended a local workshop during Pro-D in my district regarding SmartBoards. The coordinator came from Calgary, headquarters of the company at the time (not sure if they are still there). At the workshop, I was the only teacher that raised a hand who had prior experience working with this tool in the classroom. The presenter was shocked. In every classroom, in every public school in Calgary exists a SmartBoard. That refers to all the front-loading of information through in-service workshops, training, etc that these teachers received to learn how to use this tool. We also need to invest this time and energy back in BC! The results would pay off for both students and teachers!