This week I choose to explore case 5 and case 8, as they both focused on upper elementary grades and this is the grade level I have spent the most time in.
I found it very interesting, and relatable, that in case 5, many teachers from the same school could have such differing opinions and experiences with technology. In my post to Lesson 2 Activity 1: Unpacking Assumptions, I wrote that good use of technology enhances and doesn’t just replace something else. One teacher at the school in case 5 was using laptops to create podcasts and soundscapes – in doing so this enhanced the experience for the students. Further, I loved how this teacher didn’t think of herself as the leader but instead a “guide on the side.” One mistake I that often think teachers make is not introducing a new technology to their class unless they are completely confident with it. This does not demonstrate risk taking or promote the mentality that we are all make mistakes and we can all learn from each other. The teacher in this clip focused on all the benefits that she has witnessed technology fostering – language use, promoting engagement and increasing understanding.
At that very same school there were two clips of teachers who were overwhelmed when using technology and didn’t feel confident using it in their classrooms. Interestingly, these clips came from a retired teacher and the other from a newly qualified teacher. They both cited time and support as obstacles to technology use.
In case 8 the student teachers were making stop frame videos to explain a Science topic to elementary students. The professor of this class explained that he wanted his in service teachers to have technological tools that they could actually use on practicum. I believe this to be so important. This makes me think back to my Bachelor of Education degree, which was only 7 years ago. Although I found the program very useful, I can probably count on one hand how many practical, usable technological ideas I came away with. This was partly due to the content of the courses, coupled with the fact that my mentor teacher was very hesitant to use technology. The teaching practicum could be an incredibly valuable time to get student teachers excited about educational technology but what happens if they have obstacles like reluctant mentor teachers? A lot of responsibility then falls on a nervous, first time teacher, which seems not quite right. What can universities do to help student teachers overcome these challenges?
The last point I want to make is that in case 8, many of the student teachers claimed that they may not use stop frame animation in their classrooms because of the time it took – despite claiming the educational benefits for EAL learners, different ability levels and how this kind of project allows students to take ownership over their work. I think this issue of ‘we don’t have time’ comes up over and over again, and I sometimes find myself thinking this. What is important to remember is that a task of making a stop frame animation video about curriculum content is not an add on – it’s enhancing and enriching the curriculum and who doesn’t have time for that?! Technology has to be really fully seamless and integrated into everyday use to believe this view. But the question is, how do we get to this point?
Hi Kathryn,
Nice analysis. “Lack of time” seems to be a good excuse for not having to do anything – no time for sports (me!), no time for homework (my son!), no time for learning Math (my daughter!), and no time to try out new technology (teacher!).
A colleague once said that there is not something like “no time”, but that it is always about the priority we give to things. And I fully agree (okay, but I REALLY don’t have time for sports … 🙂
So if a teacher says that he doesn’t have time, there may be other reasons behind this – technology is just not his priority. How can we convince a teacher to make it a priority? We have to understand what motivates and inspires this teacher – what are his beliefs and values? If we can then show him that technology will help him to teach according to his beliefs and values even better than before, then he will find time, I assume.
Elske
Hi Elske,
I agree, the time excuse comes down to priorities and there may be other reasons behind this. With some teachers I think they are often overwhelmed on where to begin or for others it could be lack of reliable resources. You asked, “How can we convince a teacher to make it a priority?” It’s a complex question and one I don’t yet have the answer to! I’m looking forward to learning more throughout this course and hopefully being able to answer this with more certainty.
Kathryn
Hi Kathryn,
I watched the same videos as you (and for the same reasons). I noticed many of the same things that you did and it left me wondering, how we can make teachers see the importance of technology? I teach in a school with very limited technology and I find this frustrating because there are so many times that I think, “this (technology) activity would be perfect for helping my students understand this concept better.” I thought that if we integrated technology into our teacher education programs, there would be more teachers entering the schools with confidence to integrate technology, but I didn’t think of the road blocks that might arise.
As you stated, “The teaching practicum could be an incredibly valuable time to get student teachers excited about educational technology but what happens if they have obstacles like reluctant mentor teachers? A lot of responsibility then falls on a nervous, first time teacher, which seems not quite right. What can universities do to help student teachers overcome these challenges?”
I believe that the solution lies in the education programs. Could a requirement be that the sponsoring teacher must integrate technology into their classroom on a regular basis? Could some of the education program teachers come and demo technology lessons in the practicum classrooms? There must be a way to encourage teacher candidates to use technology without hitting any road blocks. I would be interested in hearing others’ thoughts on this issue as I think it is super important.
Hi Nicole,
I had similar thoughts about teacher education programs and the responsibility of mentor teachers. The trouble is it seems a shame to discount a teacher from being a mentor if they are a bit hesitant with technology as they may have so much else to offer and a wide range of experiences. Perhaps there could be a role created in which someone worked for the university and went out to the practicums (similarly to the faculty advisory) and observed/mentored with technology? Just something to think about!
Thanks
Kathryn
Time and Skill…two precious commodities in a teacher’s life. These are also the two major factors in teacher professional development, essentially giving teachers the TIME to learn a new SKILL. Traditionally professional development has been face to face sit and get style sessions where the “expert” (in this case a consultant like me) transmits information to the participants. The teachers then take away the information and go back to their classrooms to apply it. Our department runs these sessions in independent subject area silos. The time and space between the session and the classroom is where the difficulties of application can be found. Teacher’s do not find themselves sufficiently prepared to use technology in the classroom due to a lack of preparation during the course of their education degrees and a one size fits all technology integration approach found in professional development that does not take into account the diverse context of their teaching (Koehler, Cain, & Mishra, 2013). A new approach for teacher professional development is definitely necessary. I think even having the PD that is followed by consultant follow-up in the classroom, or intervisitations and support amongst teachers in the session as a community of practice. Some type of application of learning in action.
Hi Trisha,
I agree – the format of PD being often being a single day, with no follow up, is ineffective. If there were follow up sessions, and time given to attend these, I think it could make a big difference. I like what you said, “giving teachers the TIME to learn a new SKILL” and think that this is so important!
Thanks for you post
Kathryn