Technology: Tool or Instruction?

This blog post is a part of the I Heart EdTech Blog Swap brought to you by SimpleK12.com. This post was written by Instructional Technology Specialist Krista Scott to share on my blog. Thanks, Krista!



Through my time in education, I have been on many campuses of varying grade levels. Some schools are 1-to-1 and others have one or many computer labs. When I visit classrooms full of computers, I often find kids sitting in rows of desks listening to the teacher lecture. I have heard the question asked, “If we didn’t call it a pen lab, why do we call it a computer lab?” This is such a critical question as we move forward in the field of education and the use of technology. So I start with this…Is technology’s place in education as a tool or an instructional practice?
When I was in school (which was not that long ago), the Internet was still in its infancy compared to where it is today. We used it for some research but books were still the main source. Only wealthier families had computers in their homes. My junior year in high school, I went to my grandmothers house, started the computer with a DOS prompt, and printed on a dot matrix printer. Keep in mind this was only a little more than 10 years ago. Today students have the ability to visit the Internet, complete ALL of their research with constantly updated sources, create a multimedia project over their research topic, and submit their assignment all without touching a piece of paper. I wonder how often this happens.
In Texas, the requirement of a technology class as a graduation requirement has been revoked this year. Many teachers have asked how students are going to learn their technology. Some schools will continue to keep a technology course as a local graduation requirement. My answer is to integrate technology directly in all classroom curriculum. Train teachers in the effective use of technology as an instructional tool. Put technology in the hands of students, rather than just in the hands of teachers.
For this to happen, certain questions must be addressed:

1. How can we afford technology with decreased funding and increased budget cuts?
Use technology that students already have. Use programs such as Poll Everywhere to allow students to provide instant feedback on questions rather than purchasing expensive student response systems (AKA “clickers”). Pair students if not all students have access to a cell phone to ensure equal access. Utilize text messaging for scavenger hunts. Allow students with smart phones to pair with other students and complete research online. Many are concerned about the management of cell phones in the classroom. We must simply train educators on effective classroom management strategies when utilizing technology.
If cell phones aren’t an option, net books and other technologies are drastically dropping in price allowing schools to increase their mobile laptop labs or move to a 1-to-1 initiative.

2. We already have a ton of technology on our campus, but it is not being utilized.
I have a one word response to this question…TRAINING. Technology is not native to most teachers. They need to be trained on proper ways to integrate the various tools on campus. Training must be continuous and backed with support. When I talk to administrators regarding their interactive whiteboards, there are many times I find they are being used as glorified whiteboards. With further prodding, I realize the teachers have only received the one day training provided by the company demonstrating how the product works. Once teachers learn how technology works, they need to be trained on how to use it in their instruction. They need to be showed where they can find lessons, how to effectively use various tools, and examples of effective implementation. When training teachers in technology, they need to be able to use what they learn immediately. As part of the training, require them to create something and use it in their class within the upcoming weeks.

3. My teachers are provided training and support, but they just don’t see the value. How can I change this?
The best way to implement effective practices is through modeling. When there is a staff meeting, utilize the technology in presentations and give small tidbits to teachers regularly. Allow teachers that are effectively using technology to demonstrate lessons or techniques to the staff. Create groups of teachers to roll out various technologies. My philosophy has always been to “bleed” technology. I implement it in a few key areas and support teachers as they come and ask for help. When teachers see the excitement of students attending certain classes, they decide they want to improve their instructional practice and begin using technology also.

Someday I hope to walk in every school and see students effectively using their “classrooms,” not computer labs, to create projects and take charge of their own learning. As we shift technology from just another classroom tool to an instructional practice, classrooms will become more engaging and student-centered. The use of technology will become focused on the learning objectives rather than how to use a piece of equipment. I understand their are a lot of changes that need to be made and many hurdles to jump. However, I know the dialog must begin today for this shift to happen! I challenge administrators reading this post to begin the discussion of how they can implement change on their campus. I challenge teachers not currently using technology to pick one lesson and integrate technology into it, try it with your kids, and see what happens! I challenge teachers already using technology to show off their lessons and share with other teachers so the profession can grow together! Have fun and integrate technology in your instruction today:)

Using 20th century ideas to teach 21st century students?

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     The debate about whether integration of technology into every content area is necessary seems to keep nipping at my heels.  I don't know why, since I began teaching eleven years ago I was of the opinion that technology should be part of the curriculum of any subject.   When I was in the college of education, we had to take at least one formal course that centered on developing materials using technological tools.  I was ever so ecstatic when I turned in my set of Hyper Studio cards and saw the potential of such tools as invigorating the practice of teaching and stimulating the minds of learners.  In my mind, curriculum should not be technology-driven but rather technology-assisted and we, the educators, should be at the forefront of exposing our learners to these instruments that can allow them to work either independently or collaboratively.  On the other side of the trenches are those who amid flailing arms and choking gasps are bound to believe that most technology is driving our (younger) population into a state of isolationism.  That the craft of conversation is being destroyed.  That the fancy gizmos and gadgets that some of us bring into the classroom are ruining the opportunity for educator and learners to sit in a circle and just chat.  Well, they're wrong. They're just providing outdated methods to a population that has appropriated further means of communication.
     If these digital natives as they are known are having trouble with the spoken word then the blame is on those educators.  Period.  It is easy to call yourself an educator but how exactly are you educating?  We have to see ourselves in the world that we live in.  It's gone beyond absurd the amount of conversations I've heard in our school hallways that go something like this: "That was so boring.  All he did was talk."  "Did you do the reading?  Neither did I, but I'll just say something and he'll just think I read."  "I fell asleep.  "Well, so-and-so always talks, so I don't have to." Just what is the learning that supposedly going on in these classes?
     Gen Y, our wards, are digital natives for whom technology is a ubiquitous part of life.  There are those from the older generations that thought computers were a fad.  That personal devices should have stopped at the Sony Walkman stage.  That we would benefit from still cranking up our cars (OK, that ones a stretch).  The older Gen X (I'd include Baby Boomers, but it's a stretch) goes online to accomplish a task and then walks away from the computer.  Gen Y goes online and offline seamlessly and does not make a distinction between one and the other.  Younger people expect to be able to communicate with others anytime and anywhere (Shaffer, 2008, p.2)  So then how effective are we if we are not incorporating the methods that this generation uses to communicate into our own classes?  "But I've always taught the works of Irish lit sitting in a circle having them listen to me and then asking them questions about how the reading made them feel."  That may have worked when learners believed that we were the sage on the stage.  Now they know that if they want to learn about 20th century American writers, they can access communication with anyone around the world, maybe even an actual writer herself!  Let me say something:  We are no longer the sole providers of content.  Digital natives have known this since they were in elementary school.  They want to feel as though they are part of the global community and not some deserted islander living in a vacuum void of progressive ideas where mid-20th century pedagogy is the sacred cow.  They may honestly say you're nice but nice doesn't prepare them for the 21st century. As well, they probably view you as effective as a mimeograph machine.
     You want them to communicate?  Put them on Skype with other classrooms around the country or world.  Have them discuss, argue, contemplate the writings of J.D. Salinger with students beyond the confines of the classroom.  You want them to speak?  Facilitate them in acquiring the craft of public speaking but allow them to express themselves by preparing their narratives on VoiceThread and permitting other students to leave comments, questions or suggestions.  Practice writing using Twitter - can they present a concept concisely in 140 words or less? Now there's a measurable goal.  Let them prepare a wiki in which all participants can edit and therefore learn from doing, not just listening.  Just about anything Web 2.0 moves the learner from just being a consumer to a creator/collaborator.
     And perhaps that's where the problems originates.  What are some educators afraid of?  That they will no longer be regarded as the encyclopedia for everything world history?  Our model of education is outdated, learners are no longer consumers (with educators being the sole providers) but producers and what's more, they expect to be producers of their own learning.  Gen X and older were taught under the model of being told to put block A into hole B.   Repeat for the teacher to show him that you had listened and learned.  Good boy.  Today's learners have grown up learning through inductive discovery thanks in part to all the educational toys the same Baby Boomer's would cringe at having to do themselves.  And when you speak of integrating technology into the classroom that's exactly what the goal is:  to provide the opportunity for learners to become producers, to explore through inductive discovery what works and what they can improve on.  Enter the educator in the role of facilitator.  Our role has had a major shift in paradigm from providers of information to those who guide in helping learners acquire and discern from the hundreds of thousands of different sources of information that are out there.  And when you think beyond in terms of the personalized instruction that some lessons that incorporate technology can provide, it's a no brainer.
     Most schools are squeaking by, for now.  My thought is this:  when Gen Y grows up and begins to send their kids to schools, well my friends, the jig is up.  They won't be so forgiving but rather insistent that not only one or two instructors place integration of technology as a general priority, but the entire school.  And for some of us who teach in the private school setting, they will talk with their money.  Maybe then integration of technology won't be regarded as divisive buy a necessity for survival.
I've said it before and I'll say it here:  Technology won't replace teachers.  Teachers who teach with technology will.


Shaffer, J. (2008). Gen Y talent:  How to attract and retain the young and the restless (White Paper).  Redwood Shores, CA:  Saba.  Available:  www.saba.com/resources/white

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Parallel Leadership in Greece, "Opa!"

When Teachers Run the School
An example of parallel leadership going on in a high school in Greece, also known as distributed leadership, favors the democratic model whereby the faculty is active in decision-making and take leading roles.  Accountability is crucial and this is where the principal's role comes in.  Their role is to serve as coordinator and evaluator of the processes and results.  In a day and age where the principal has a growing range of responsibilities, one may think that this is adding more to the plate.  Quite the contrary, the line between faculty and administration is blurred, and with the full participation of every faculty member, the principal's roles is to help assign, delegate responsibilities and then coordinate the educator's decisions and actions.  Studies show that when someone takes part in the decision-making, their more likely to support changes.  When we look at the institution of schools we sometimes glaze over the proper titles of 'teacher' and or 'faculty'.  Because of our obvious presence, we can get overlooked, much like the rest of the classroom objects.
From the latin,  facultās, it means capability.  Further definition incorporates the term any ability or power, whether acquired or inherent.  If faculty are doing it within their four walls (and 'administration' is trusting us enough to do a qualified job), shouldn't they play a part for the entire institution? Could we make the argument that a group of people who have the capability in evaluating the best school-wide strategies and what is best for the educating practices of an institution should be the ones making the decisions?   And that the structure of the administration (which again does not exist as a separate entity in the Greek school system but rather faculty and administration are one in the same) is to support the decisions of those who are on the front line of providing the learning experience?  
Perhaps my next visit to Greece will not only include my favorite beach on Mykonos, nor another visit to the Parthenon, but a visit to a high school and a nice long chat with a teacher/administrator over a cup of strong Greek coffee.

An Open Mind (to online courses)

Putting free courseware online was a first step in reimagining education. What now? Wiki U’s, smart courses and, maybe, learning.

Several people in the know believe that by the year 2015, almost half of all courses offered at the secondary and post-secondary level will be offered online. To some, that is exciting and invigorating news. To others, those words are like a visit by the Four Horsemen of the Apocalypse.

http://www.nytimes.com/2010/04/18/education/edlife/18open-t.html?ref=education

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and 'ganas' for all - Thoughts on my own eduation

After reading the article on Mr. Escalante, it made me reflect on my own education and teaching career.  One thing I do believe, for every Escalante that's recognized by the media, there exists a hundred other educators who have given their dedication and passion for the craft just like him.

Re: Mr. Escalante  

There is no direct translation of the term 'tener ganas' into English.  The closest is 'to have a desire for' or perhaps what we hear a lot nowadays, "to really want it".  My parents would often tell me, "Hazlo, pero con ganas", and again, with no direct translation the closest I can deliver is "Do it, but like you mean it", which still lacks the true meaning of "tener ganas" or "con ganas".  What I do know is that I did enter the teaching profession con ganas.  I do wake up and what gets me out of bed is my ganas to get to school early enough to prepare for the day with all the crazy ideas and formal educational theories in place.  After nearly twelve years, I have the same ganas to see even that one spark light up.
Similar to Mr. Escalante, my ganas came from my immigrant background, specifically my mother and her mother.  Two women who back in Colombia didn't have so bad, actually, but thought why not look for better?  By the time I was born, New York City was where they called home.  As early as I can remember, I could hear my mother tell me that school and a good education were my destiny and sole reason for existence.  Never mind that Spanish was my first language, that I didn't even begin to speak English until first grade.  Back then, there wasn't the big hoopla of getting tested, IEP this, Bilingual that.  They just stuck me in a classroom and that was it.  I managed to get through kindergarten and first grade and by the time I was in second grade, apparently my English was good enough because I was a straight A student, even bringing a list of vocabulary words that I found helpful to the attention my teacher (the writing was on the wall as a future educator even way back then).  I never dreamed of complaining about school because I saw how hard my family worked to send me to (parochial) school.  Horrors if the teacher sent a note home - I didn't say I was the best of students, I had a chatty side that the teachers would often put as being a 'social butterfly' (I suppose I had trouble staying in my seat, too.  Today, I'd have a doctor's note identifying me with ADHD).  But back then, the teacher was always right, suffer the consequences for being written up both at school and home.  My parents always sided with the teacher, and for good reason, they were right about my performance and behavior!!!  My parents wouldn't hear of any excuses, because that's what they were, excuses.  And my teachers from their perspective knew my potential, because, well, they were teachers and they'd see me everyday.  But  through the extrinsic motivation from my family and my intrinsic motivation to do well, I always knew that education was key to success.  I never received a lengthy explanation about the value of education from my parents.  It was warranted, it was just a fact that I accepted.   Nowadays, most adults seem to think that children need to be given a dissertation on the subject and then given the opportunity to choose whether or not they agree.  I know of this because I've seen it in my own family in my own generation.  I didn't have the luxury to choose or ponder if I wanted to get the type of education my parents were providing for, and I am thankful for that.  My family's ganas and my own is what made me want an education and makes me the educator as well as the continuing student that I am today.