This week we discussed a lot of theory about human nature and institutions. When we begin to view institutions as living organisms that are connected to the world, we begin to see how these structures are a sum of their parts and the relationships between these parts. Schools are made up of the people within the walls. Relationships between the students, teachers, staff and families make up the community. When the relationships are unharmonious, it’s typically because at least one of these elements is in conflict. Issues will remain, especially if there is a culture of sociocultural homeostasis – change can easily revert back to the status quo. Through a shift in linguistic cognitive domains and embrace in change, the parts within a school can adjust to a positive environment. That seems to be the first step for cultural change. Only once the beings within a school feel safe and supported can changes be made in the cognitive domains, along with supporting infrastructure and technology to support cognitive and cultural growth – it’s all connected.
An inner-city school I was once staffed had a history of conflict from previous administrators, and a challenging group of students working their way through the grades. Those years were simply categorized as “rough” from some of the teachers I talked to. However, once a more positive relationship with new administrators and strong support from the community was established, the culture and technology was able to change. The school was selected to be apart of a pilot program using iPads in conjunction with the area’s family of schools. While it is too soon to state the affects on student learning, I’ve realized how connected the cognitive, cultural, and technological domains are.
So how can I use this knowledge? As already mentioned, Sandy and I are trying to develop an online database and resource to provide information to teachers within our respective districts. While some of the ideas in the “bag of tricks” may not be feasible, hopefully we’ll be able to contribute to the use of ICT for new teachers.
In the future, I’d like to try to apply some of these concepts of resource based teaching and learning through the inquiry process while using technology to create (higher-level thinking according to Bloom’s Taxonomy). As we saw in Sugata Mitra’s TED Talk, students will teach themselves if they are motivated to do so. In the TL role, I’d like to look into the interest and demand for e-books, Tumblebooks, audio books and other digital media for students and teachers. If we can spark student interest with inquiry topics they want to do and provide the resources necessary, there’s no reason not to take advantage of the technological age we live it.
I really liked how willing you are to get into eBooks. Many are skeptical as they prefer their paper products. However with eBooks and textbooks coming along, there would be less “hassle” for the TL at the year-end inventory, and more students reading. Often with paper you only get 1 or 2 copies, but wit an eBook, it can leant out to many at once with various “expiration dates.” Not to mention they often cost less. PLUS with ESL, emergent readers, struggling readers, and special needs, eReaders can be easily adapted in terms of font size and speaking to the student as they “follow along.” I believe eBooks would be a great asset, especially if the students have phones or other devices in which to read on!
As for inquiry based learning it is a good skill to have wether you are leading your own class or helping out the classroom teacher with a project. When more information is needed, teachers will often go the the TL for sources. PLUS if you have eBooks then no one will be left without materials to use!
Hi Terrence!
Thank you for crediting the culture of a school to its success. We are only as strong as our weakest link, and if our relationships are broken, we need to mend them before we can capitalize on our learning. It must have been very satisfying to see the increase in achievement at your old school! Thanks for sharing that story with us. I think any time you introduce a new ‘toy’ (iPads) the motivation factor kicks in, especially for kids. But having positive relationships between teachers and learners is crucial.
This year I will be modifying my TL role somewhat as I hope to be somewhat of an inquiry leader in my school (or at least a supporter). I think the video Mitra posted illuminates the need for Inquiry in our schools as it is an innate drive for us to understand our world, interact with the people and things in it, and improve our ‘self’ and existence in it. You’re right, inquiry based learning gets us to higher level thinking and we should be doing more of it.
I will be curious to see the database you guys are putting together, because the nature of a TOC’s role demands some flexible thinking and planning, and as TLs that is something we also need to keep in mind when working with every teacher and student.
Terrence,
I agree with Doni and her reference as school culture be so important in affecting positive change in a school. I really believe that administrators need to understand their role change as being facilitators, motivators, supporters and experts in educational pedagogy. In my 23 years of teaching I have had 3 out of 7 principals who have had these qualities and wow what an instant change they can bring to a school. Positive relationships with administrators leads to positive relationships with peers, parents and students. Children see and hear everything!!:)
I am not sure about the e- readers yet. I have to have a reason to be interested. What do they offer? I need to know what they they bring. I am curious but not ready to dive in. Keep me posted on your findings
They say knowledge is power, and I think that knowledge of relational dynamics and fostering productive learning relationships is a very great power indeed! There is one aspect about digital technology that we did not talk about in the course, and that is that when we interact with new technology, we do have an opportunity to develop new habits of learning as we use the new device, software application or online resource. For example, say you have a reluctant reader that has bad associations with print-based books. Perhaps there was a time, at an impressionable age, when that reader felt embarrassed by their lack of reading skill and associated that feeling with the book itself. This same student, however, might be very good with technology, and looking at reading on an iPad does not carry the old feelings of anxiety or shame. The student is willing to try reading on the iPad because it is a new relationship to the text, free of that historical baggage.