PRIMARY FOCUS: Using technology to move towards a more constructivist teaching methodology.
Using technology purposefully to enhance learning is very different from using it for entertainment or because it is there. Although enhanced learning may sometimes be a by-product of non-purposeful technology use, I feel that the power of technology truly becomes apparent when we place it in the hands of students with a specific and thoughtful purpose. The challenges that we face in doing this were very apparent in the interview excerpts we posted and discussed.
One of the first challenges that became apparent was that of availability. Many of our interviewees commented on the logistical issues involved in using computer labs or portable class sets of laptops. A number of interviewees had SMART Boards or computers in their classrooms, but these were used more by the teacher than by the students. Some of the teachers indicated that the SMART Board allowed them to change the way they taught, but in many cases it was students watching the technology rather than interacting with it firsthand.
The second challenge that I saw as a recurring theme throughout many of the interviews was the struggle to find valuable professional development opportunities. Using technology purposefully requires training and effort. Some teachers are willing and able to teach themselves or do research and attend workshops on their own time and others are not. I felt that the discussion around teacher-lead small group professional development were the most promising. Collaboration is a powerful tool and the small group setting means that each teacher involved can tailor what is being done to something that is useful to him or her. The only problem is that it requires someone to organize it and for teachers to be willing to share what they have learned.
Within my particular setting, both of the above challenges are very real issues. Small, overbooked computer labs and inconsistent wifi connections limit what I can do with any technology that requires a computer during class time. The rural location and size of my community limit pro-d and collaboration opportunities.
With the above challenges in mind, I would like to investigate blended learning environments further. One of the interviewees had commented on how a blended learning environment had allowed him to change his teaching style towards constructivism. I am very interested in seeing how that can work. With limited computer availability, I would have to adapt a blended learning environment to what would work in my situation but I am hoping that further research in this area will provide at least some of the professional development that I am seeking. At the very least, I anticipating that it will give me some direction as to what to seek. I am eager to start putting some of what I am learning into practice and ultimately, to be able to share what has worked for me with other teachers.