I’m not sure if working with the public, school board, administration, and teaching staff does differ from working with students. My students often think they know much more than I do about technology, how it works, and how to get around the rules. They are often surprised that I am as fluent as I am and that I can answer many of their questions without even looking at their screen. They also try and claim they’ve lost something as if I don’t know how to do a search and look in other folders or in their trash. I’ve had very little experience with school board members, but from what I remember, they often think that since they went through the education system, they know everything there is to know about the topic. When working with my administration, they know I know my stuff and routinely come to me with questions. I find that when working with my staff, they need more specific and much slower directions, as well as more time and repetition in order to retain their learning. I find that adults are curious, but not as likely to take the risks that my students are when working with technology.
The biggest challenges I see that a technology integrator faces from the community is the support for time and professional development. After twenty-one years, I find I'm able to draw the line and not take schoolwork (papers and projects) home with me. However, when it comes to exploring the technology, I can’t stop myself. I think that many teachers don’t embed technology into their curricula more often because they don’t have the time to become proficient and comfortable with it enough to use it in their classrooms. I feel lucky that I enjoy the challenges technology brings me, but other who are less at ease give up without having the opportunities to explore and become proficient. Adults need more practice than our students when it comes to technology. Our kids are used to the fast pace, the immediacy of material, and the multi-tasking; adults are not. They need time, time which our administration feels should be focused on assessments, data collection, and now, Common Core. The single biggest obstacle I have encountered is the lack of understanding as to how much time it takes to learn how to use the technology the State of Maine puts into our hands and into the hands of our students. They want us to use it, to teach it, but in order to become experts, or highly qualified, we must use our own time, while keeping up with the daily requirements of the classroom.
Not having been in an integrator’s shoes, I don’t know how to best tackle these challenges. I know that data seems to run many of the decisions made in education these days, so surveying and interviewing teachers about their needs would be a fitting start. Unfortunately, unless a community starts seeing test scores devoted to the use of technology, I don't foresee much change. I think that providing as much support to classroom teachers and promoting success stories is another strategy. The community needs to see the technology we’re implementing; they need to see results other than test scores and state grade reports that are routinely printed in the newspaper.
It does take time, even for us integrators. Fortunately I have some spare time at school, when not teaching kids how to use technology, but I also spend a lot of time at home researching, reading blogs, following Twitter, etc. The best way I can think of for teachers to learn the technology is to use it. I send them information on webinars and websites, like Classroom2.0 and the ISTE Ning. I offer to play webinars in my room on the whiteboard after school, but they are so busy, they don't have time. My assistant principal wanted me to do an app of the week at the biweekly teachers meetings, but then we never have time to get it in after all the other stuff they (admin) want to talk about.
ReplyDelete"The single biggest obstacle I have encountered is the lack of understanding as to how much time it takes to learn how to use the technology the State of Maine puts into our hands and into the hands of our students. " I know what you mean. Teachers are pulled in a zillion different directions and for some, they do not have that extra time to devote to technology. I agree with what Cindy said in her comment. The best way to learn it is to try it and play for a little while. So what if it doesn't go so well the first time. The kids will tell you and you can reflect on what did go well for next time. Reflection is what it is all about. I like how you grouped the kids in with the administration and school board. Everyone comes into the mix with their own prior knowledge and sometimes it is difficult to change minds or experiences. I love that you get the technology into your hands and I think your state is so far ahead of others. It is true though, as I put an article on Michael's page, it spoke of the Maine 1:1 program and how there is not a difference in test scores due to the program. I do not believe that integrating the technology is a waste of time and how can we run our world on test scores when every child is so different. I do not have the best answers though for what will show growth. I know technology use shows creativity and collaboration which is hard to measure.
ReplyDeleteI completely agree that many teachers struggle with using technology within their own classroom due to multiple time restraints that are constantly working against educators. Teachers struggle with trying to find time to use the technology within their classroom, in addition to making time outside of school to learn about these resources. Due to increased pressure regarding NECAPs, NWEAs, curriculum mapping and planning; many teachers have limited time to actually locate and learn how to use different technology, regardless of the educational benefits for students. Even when resources are given to teachers, such as websites, iPads, laptops, etc; teachers have to find time to learn how these resources work and can be used to enhance the curriculum. Feeling comfortable introducing the technology is also another struggle that many teachers are faced with. Due to limited time, teachers often do not have time to master a diverse range of technology tools themselves, and than create lessons to introduce these resources to students. As with anything, just because one individual can do or use technology resources, does not mean the transition to teaching this skill to students is seamless or easy.
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