The first video shows good use of technology, including personalized teaching, student activation, student self-regulation, and cooperative learning. This mirrors some aspects we had discussed in lesson 2.1. How is this realized in the first video case? Personalized teaching is supported as students are able to select the tasks they want to work on, and by choosing their own pathway toward a solution and by working at their own pace. Student activation is supported, as students get open-ended questions and have to explore different solutions on their own. One student confirms this by saying that they are able to make experiences on their own, which is much more effective in his opinion than regular classroom teaching. Self-regulation is supported as students are supported to define a research plan with aims and tasks, but also to be flexible to adopt this plan if necessary. One teacher confirms this by saying that they teach kids to help themselves. Finally, cooperative learning is supported by group work. As a teacher explained, students have to work together as a group, not individual, to be able to solve the problems. Only the technology itself is not always seen as user friendly and easy to use – a teacher explained that often, the machines and computers will not work properly, which demands a high level of flexibility from teachers and students. All teachers agreed that in this lab, important soft skills are taught.
Based on this video, I want to extend my list on aspects of good use of technology, and this is: flexibility. Teachers must be flexible to accommodate to the learning process of the students and to unexpected barriers such as failing computers. One teacher says that it is not any more about designing lessons, but about flexibly monitoring students what they need, and to support them.
Some of the other videos show low technology integration into classroom. Video 5 shows teachers who are reluctant to use technology because of “lack of time”, “lack of training” or “lack of support”. But here, for me, there is an open issue: Is this reluctance to embrace technology really only a problem of time and training and support? Thus, will it really be sufficient to give those teachers more training and more time? Or do some personal attitudes versus technology (such as technology anxiety) would still prevent them to adopt technology despite training and support? On teacher said she had attended several professional developments courses, but never tried to apply the new knowledge in her classroom ….
Do we have to accept that there we always “laggards” in any technology innovation …? Or does it mean we need a special professional development initiatives and support structures for these reluctant group of teachers?
Elske
Hi Elske,
Teachers’ reluctance to use technology in classroom is one of the major issue of technology integration. Your questions to understand this issue resonate to me. The more frequently cited factor affecting technology uses in classroom is associated with the teacher. That is teachers’ attitudes towards technology. Unless a teacher holds a positive attitude toward technology, it is not likely that he or she will use it in teaching. Usually, the teachers are confused about the educational value of technology. Also, regardless of the quality of the training provided, the constantly changing nature of technology makes it difficult for teachers to stay current with the new developments. Lastly, the inherent unreliability of technology pointed out by the teachers in video 6 makes technology less appealing for most teachers. Because tech can break down at any time, teachers may choose not to use it in their teaching unless there is a strong need for it and reliable support.
I enjoyed reading your post.