The interviewee is a young energetic teacher who has been in the classroom for less than 5 years. She presently teaches mathematics at the secondary level at a prestigious, private, co-educational institution. The school has more resources than you would typically find at a public institution and the students are more likely to interact with technology at home than students at a public institution. The school population is also culturally diverse because many of the students are children of diplomats.
The interview was conducted after school around 5:00 pm. The interviewee indicated that she had just finished watching her students compete in a soccer match. We sat under a tree with bistro-type tables, which seems to be where the students sit and have lunch. The campus is a breath-taking, giving the impression that you are at a retreat in the mountains rather than at a high school. It was one of the most relaxing experiences I’ve had in a long time. We had originally planned to go out for yogurt and do the interview, but I am glad those plans changed because I think the setting helped to maintain the focus on technology and learning while providing a relaxing atmosphere that kept the interview more comfortable and conversational.
One of the things I have been pondering about our emphasis on technology, is the impact it has been having on the teaching-learning process. I entered the interview with the intention of hoping to find out the interviewee’s views on the importance of technology in learning. It was clear from the outset that she believes that technology is of significant value in educating today’s generation. The interviewee stated that because the students she teaches use technology in all other facets of their life then using it in the classroom will them “want to be integral in the learning-teaching process”. She also pointed to the level of engagement technology brings to her class, even in activities that she thought would be boring. The interviewee highlighted her experience with the Kahoot! learning platform.
“Initially I thought this is not fun – this is boring. How can they learn from these things? And what I have come to realise is that they enjoy it; they find it exciting; they actually want to do it a lot.”
Technology has also proven to be very valuable in her teaching of the mathematics because it has helped to change her students’ perceptions of mathematics as being a difficult subject because they are enjoying it.
Later on in the interview, we touched on the issue of supporting teachers in their use of technology. The interviewee noted one of the key features of this was the training teachers received. She stated that much of what she has learnt about technology, she found out by doing her own research and that it is more difficult for older teachers to feel comfortable using technology if they are not trained and so many of them shy away from using it. At her school there is an interest in providing greater training for teachers, but the financial resources required are not readily available.
One of the main takeaways from the interview a part from the need to support teachers was the fact that technology should not be viewed as a panacea that will ensure that learning happens. The interviewee stated
“They overuse technology though, in terms of they think that it is the end-all of teaching. So once you use technology the kids will learn. I don’t necessarily think that. It enhances the learning but it is not the end-all.”
The interviewee also pointed out that until students are not primarily assessed by summative examinations, as is the case in our locale, then the impact technology can have on learning will not be fully realised.
At the end of the interview, I came away thinking more about the value of technology as a tool for engaging students and enhancing the lesson but not be considered as a replacement for the core features that are necessary for learning to occur. I also recognised that training of teachers should be made a priority to ensure that technology was being used effectively in the classroom. The interviewee pointed out that whether we like it or not, technology is the language this generation uses so we have to make it a part of the teaching-learning process or we will lose them.
“The interviewee also pointed out that until students are not primarily assessed by summative examinations, as is the case in our locale, then the impact technology can have on learning will not be fully realised.”
I could not agree more! My colleagues and I were having this discussion as few weeks ago as the grade 4 and 7 students discussed the frustration with the FSA examinations. The major contention was with the push for inquiry projects and students exploring areas of interest; BUT, also find time to teach them the necessary skills to fill out the FSA.
I think a lot of it comes down to the focus of the district and school. It seems impossible that they are asking teachers to take on technology, summative provincial exams, ABED, SPED, environmental education, and many more. At some point, something is going to need to give.
Shayla
Hi Shayla,
Thank you so much for comments.
The issue you have raised has been a pet-peeve of mine. We keep on encourage teachers to incorporate these new strategies, new tools and new ways of thinking into their lessons but we are still assessing our students in the same way – with standardised exams. If we don’t fix the issue with how we assess, we are going to continue reaping the same results and we would have failed to prepare our students to be 21st century citizens.
I find it interesting that universities and colleges to some extent, depending on the type of programme, have caught on but primary and secondary education seems to be lagging behind. Maybe it is an issue of autonomy and political influence – I don’t know. I do know that technology can be used to do amazing things in the classroom and its full potential in education will not be realised unless we incorporate more alternative forms of assessment in our education system.
Hi Kamille
I like the fact that you discussed professional development and this teacher had to do their “own research”.
I wonder why older teachers feel afraid of technology. I feel that I am an older teacher and I do not feel afraid of the technology. Do you think some teachers are afraid of change?
A good next step might be to interview a few of us ‘older’ teachers to get their perspective.
To keep the conversation going — make sure to respond to at least two other learners as well respond to all learners that respond to your own post. When responding to other learners, expand the discussion.
Christopher
Hi Christopher,
The issue with older teachers is a generalisation, but it has been my experience that most don’t “catch on” as quickly as younger teachers. I think it has a lot to do with comfort and experience. Many of them have not grown up with technology the way younger teachers did and so there is some level of discomfort with technology and just being willing to try and play around with it until you figure it out. Younger teachers have always had technology around them so it is not as foreign to them and so even when they don’t understand the software they are still willing to try because they feel comfortable with technology. Some older teachers also believe that they have been teaching a particular way for so many years and their students have done well, so why should they change. I think for these teachers they may need more mentoring and coaching to encourage them to include technology in their lessons.