The techniques and tools used in the videos I watched seemed to follow the thread of turning responsibility and agency over to the students. In Case 4, the pre-service students who were interviewed seemed apprehensive about this prospect. The cases were of teachers who are well entrenched in their technology-rich learning environments. One issue that I feel is important is the steps in between just beginning to use technology in the classroom and being at a point of comfort as demonstrated by the interviewed teachers. Often, case studies and professional development showcase articles focus on teachers who are already advanced in their technological journey rather than teachers who are in the ‘muddy’ phases of figuring it all out. As my division has worked through the implementation of personalized electronic blended learning, a phrase my school has adopted is “dipping a toe in and getting our feet wet.” I believe this could also apply here. A transition to a new method of teaching and learning can be difficult for teachers, students, and parents, and so it is important for teachers to recognize that meaningful technology integration is a process, not an overnight change. For example, students need to learn independence and self-regulation in order to be able to engage independently in learning activities like the bridge challenge in the STEM classroom from Case 1. It is okay to try things progressively rather than overwhelming oneself with piles of new tools to learn.
In Case 4, the profiled teacher explained that teachers need to have a support net of people who know more than you do in technology. From experience, I have learned that having a network of support is essential to successful exploration and experimentation for technology integration. Teachers themselves may even have misconceptions about specific technology tools or ways of teaching. If teachers are not comfortable with their techniques or cannot be critically reflective of the digital tools available, students can miss the intention and opportunity of digitally enhanced learning. Rich exploration projects are extremely valuable for learning, but it is important that the teacher be able to guide students through challenges and toward their end goal. It would be stressful to reach the end of a long project and realize that students have entirely missed the learning outcome or have learned incorrect information through their self-directed work. With support networks, teachers can learn from the collective experience of others and be able to take risks knowing that they are not alone in the journey. Through these risks, they can discover new ways for their students to learn.
Hi Stephanie,
I noticed both apprehension as well as enthusiasm in the cases I analyzed as well, and I agree that it is important to keep in mind that as we are as diverse as our students, we too have different learning styles and comfort levels. Video Case 5 gave an interview with a teacher who was retiring and stated that she found digital technology “extremely frustrating”. She found that she had difficulty learning new technology as well as remembering how to use it. This combined with time constraints meant that she was very uncomfortable using new digital technologies in her classroom. Some might immediately think this was in part due to the fact that she was retiring and had not grown up in a generation surrounded by digital technology. However, the same case study shared an interview with a new teacher who shared similar anxieties about integrating digital technology into her classroom due to time constraints and feeling ill-equipped to teach students about/with new technologies. Your point that we are all at different stages is an important one, and along with this I think it is important to remember that just because someone grew up in a generation of digital technology, does not necessarily mean that they feel comfortable using (or even learning to use) all of the technologies on the market today. This applies to both colleagues and students. In some cases, even our students simply need to “dip their toes in” (great saying by the way!) to see that they too can use technology to enhance their own learning.
Hi Stephanie,
I appreciate your comment about the retiring teacher and new teacher having similar apprehensions and frustrations about using technology. I would maybe see a slight difference in their decisions. The new teacher realizes that there is work to do to integrate tech meaningfully into her curriculum, but lacks the time and ability at the moment. To me, there was an air of “I wish I learned more about this before I got here, I know I will learn it but give me time to adjust”. On the other hand, I felt the retiring teacher more demonstrated that she was overwhelmed by technology and although she sees a place for it in education it wouldn’t be her doing it. This is not a slight on the retiring teacher at all it is just a phase of career. Personally, although I am an older teacher who has embraced technology I also know several of my colleagues who have decided retirement was a good option rather than revamping their entire teaching style to incorporate it. The ones I have spoken to really feel overwhelmed at the thought of it. They see technology like so many other board initiatives, jumping from bandwagon to bandwagon and never being able to catch up.
Catherine
Stephanie,
I appreciate your comment on the integration of meaningful technology as a process, and not an overnight success. I think this slow integration is evident throughout the case studies and is necessary for both the teachers and the students. Within my own blog response to the case studies, I referenced both Case 2 and Case 3 where there is indication that it took between one to three years for students to become comfortable enough with the technology to use it efficiently and purposefully. Student time frames may be comparable with teachers’ time frames in reaching a comfort level and feeling equipped to implement technology within a learning space, depending on the technicality of the technology.
I also recall in Case 1 that the technology teacher admitted to allowing students to move forward in their learning without him being overly knowledgable in every program and activity that the students pursued. His perspective was that there was a learning goal and how students reached that goal could vary. Although a teacher may be in the “muddy water” phase of implementing technology, I wonder if there is space for letting go of learning plans and letting students lead with technology implementation?
Hi Stephanie!
I appreciate the point you’ve made about integrating a new technology is not an overnight endeavor but that takes time to fully become functional. It is something that in fact hinders many teachers from taking that leap in the first place as highlighted by the polarity of the retiring versus new teacher both saying they find technology frustrating and don’t have the time to implement it. The second hindrance is the very fact that in some school divisions, there is no support system. That teachers have to dip that toe all by themselves and that can be challenging.
So the question then becomes, what are the steps that must be taken at a school division/school level to encourage teachers to make that leap that can so well benefit students in academic as well as real life transferable skills?