I just finished reading a post by Patrick Woesser over at Academic Info entitled, “Putting the Education Back in the Ed Tech”. In it he states,
“This week, I attended an educational technology conference that drew participants from several states. Although turnout was low due to inclement weather, I couldn’t help but notice that the most popular sessions focused on tool-based technology integration. Web 2.0 applications were all the rage…and I’m not sure why.”
He goes on to clarify that although he is a proponent of web 2.0 tools, he cannot understand why people are still so mesmerized with the tools. I, too, have wondered the same thing but then I remember that I, too, was once mesmerized by them…oh, wait…I still am! He wants more “sustainable, meaningful transformation of teaching and learning” sessions because he feels teachers have an “obligation to become more independent in professional growth.”
I agree with almost everything he says; however, I keep hearing Patrick’s sentiments echoed over and over again from people all over the country and I’m beginning to wonder if we’re spending far too much time and energy resisting what IS. Perhaps we should be looking for ways to capitalize on their interests as a segue into a more meaningful discussion about how these tools can be used to support and enhance learning. To be sure it’s a “backdoor” way to get to the same place…I think we in education refer to it as “differentiation”. Who knows? The tools might ultimately lead teachers to re-imagine learning in their classrooms.
Yes,the stakes are high; there is an almost frenetic urgency to change education before we become irrelevant to our students. I’m not sure, however, that beating teachers over the head by insisting that the conversation begin with “meaningful talk about teaching and learning” is going to help us reach the goal of “getting students to take ownership of their Learning”?
As one of the people in charge of professional development for our district, I’ve stopped resisting the talk about the tools. Now, I may introduce a new tool, get past the “Oh’s” and “Ah’s” and THEN engage them in conversations about teaching and learning. Hopefully, one day, the conversations we have will ONLY be about learning… but until then, I’m going to meet them wherever they are on their journey. It was Bob Nelson who said, “You get the most effort from others not by lighting a fire underneath them, but by building a fire within them.” You bring the marshmallows and I’ll bring the chocolate.
Tara Miller: 
WendyTeis: 
Becky Tiefenbach: 
charrod: 
I agree, we need to hit teachers where they are then build bridges. I think the tension for me is in the either or kind of spin we always put on things in Edc. Reminds me of the whole lang/phonics debate. People use to ask me which do you think should be used to teach reading and I would always respond with — for which learner?
Learning is our focus and technology is one way to bring that about. I do see tools as more than just tools, almost a medium if you will. However, I think when we just give teachers tools without focusing on the learning we come up short in terms of the impact with kids.
Consider this study–
IEA Second Information Technology in Education Study
9000 School
35,000 math and science teachers in 22 countries
How are teachers using technology in their instruction?
Findings:
Increased technology use does not lead to student learning. Rather, effectiveness of technology use depended on teaching approaches used in conjunction with the technology.
How you integrate matters- not just the technology alone.
As long as we see content, technology and pedagogy as separate- technology will always be just an add on. We need to see the tools as married, infused, mangled with the learning. Content/pedagogy/technology knowledge. Teachers need to see themselves as curriculum designers choosing the right brush for each painting.
Tools in and of themselves do not result in student learning but meaningful integration and using them to connect, collaborate and collective action does.
Check out this spiral scale– what if teachers moved up and down the steps as they constructed their learning activities?
Technology—-USE—-Mechanical
Technology—-Integrate—-Meaningful
Technology—– Innovative—-Generative
You and I are speaking the same language, Sheryl. (Thank you for seeking my blog out…it’s still in hiding.) I completely agree with the idea that “tools in and of themselves do not result in student learning but meaningful integration and using them to connect, collaborate and collective action does.” Yes…content, technology and pedagogy need to be “married, infused, mangled with learning” but where does the discussion begin? I find that some teachers resist the whole pedagogy discussion but are more open to the tools. So, could the discussion begin with the tools, when necessary, and then flow into a discussion about how those tools can help support and enhance learning? This is the question I’m struggling with right now. In my own mind, it is ALL about the learning but I understand the great, big, colossol barrier that comes between where they are right now and the changes necessary to become relevant to our students in the 21st century; they are absolutely intimidated by the tools. So maybe part of my job is to help them feel more comfortable with the tools first so they can relax into the discussion of pedagogy, content and technology. I never train on the tools without discussing how they can support the learning. Thanks, again for your thoughts…now I’ve got more to think about.
I think you’re FAR along on your way-expressing your thoughts, convictions, etc. in a meaningful way. It was important for me to read about the connections with the students’ learning. Just because we use/have technology does not insure learning. It is a big committment to be “married, infused” with the tech piece. As the educators of the 60s, 70s and 80s retire, the upcoming work force is much further along on the comfort/confidence piece. We do what we can and try, try again.
Thanks for the comment, Carol. You’re right…using technology absolutely does not insure learning will take place; thus the reason for ongoing professional development vs. “drive-by” trainings. Here’s what I know for sure and what drives my passions: I did not learn well in a traditional setting and furthermore, it turned me off to learning. I believe technology can offer us an entry point for reaching the wide range of learners in our classrooms. For me, it is not an option to consider the value of these tools b/c it is my job to use whatever resources are available to help my students learn. Yes, it is an enormously steep learning curve; how fortunate that we have a district willing and able to support teachers as they venture into this unchartered territory.