The world of education is always changing--researchers are constantly discovering new information about how the brain works, how students learn, and finding new ways to apply "old" theories and ideas to the present-day classroom. Further, as new information and research about the potential impact technology and its role in the lives of students emerges, school leaders and educators are challenged to re-evaluate the way technologies have been used in the classroom. This influx of new knowledge places the field of education at a crossroads. Educators and school leaders face an important decision regarding the way we are utilizing technology in our classrooms and what improvements we can make, as well as address how we will approach adopting new practices and educational technology in order to meet the needs of all students.
In their article, "The Adoption Process, Part II," Everett M. Rogers suggests that the "rate of adoption" of innovations depends upon several characteristics that will determine how quickly the innovations will spread more widely and the likelihood that they will be adopted (Rogers, 1963). One characteristic that leaders in education must consider when planning for the adoption of educational technology in schools is the "compatibility" of the new technology. Educators must decide if the educational technology they want to diffuse is "consistent with their "existing values and past experiences" (Rogers, 1963). Once educators decide how compatible today's schools are with emerging technologies, it will become more clear the affects diffusion will have on students, educators, and leaders in schools.
Educators must also consider how they are using technology to equip students with the necessary skills needed to create a life in our "technology-driven (society)". In "Empowering Learners with Digital and Media Literacy," Renee Hobbs presents that young people view the news as a "significant source of stress because it reminds them of the peril the world is in" (Hobbs, 2011). I can attest to this feeling; it almost seems easier to avoid the news to escape feeling "unsafe", threatened, and overwhelmed by everything going on in our world. However, Hobbs also suggests that, "people need news and information to take advantage of life's opportunities for themselves and their families" (Hobbs, 2011). This concept applies to my future job because I will find ways to regularly engage my students with news and current events in a healthy and agreeable way. According to Hobbs, this may, "support the development of learner's background knowledge," while also preparing them to be informed citizens (Hobbs, 2011). While I want to protect the feelings and mental health of my students, I know that it will be my responsibility to provide real-world information to best prepare them for life outside my classroom.
Hobbs goes on to suggest that school leaders' belief that simply providing access to digital technology will automatically enhance learning is a huge mistake, and does students a great disservice in terms of what they could be getting out of the experience with the technology they have in front of them (Hobbs, 2011). This concept applies to my future goal of one day working as an administrator in public schools. I recognize the importance of using digital tools to "promote critical thinking, creativity, and communication and collaboration skills," (Hobbs, 2011) and would use resources like Instructional Technology Resource Teachers (Kuhn, 2008) to aid in the implementation and diffusion of educational technology. Further, new research suggests that, "educational technology is making it easier for teachers to ensure depth without deliberately employ(ing) one of the popular taxonomies" (such as Bloom's Taxonomy of the Cognitive Domain), and as a future leader I would strive to provide my staff with the best possible resources to "purposefully and wisely" integrate and utilize technology (Kuhn, 2008).
Resources:
Hobbs, R. (2011). Empowering learners with digital and media literacy. Knowledge Quest, 39(5), 12-17.
Kuhn, M. S. (2008). Connecting depth and balance in class. Learning & Leading with Technology, 36(1), 18-21.
Rogers, E. M. (1963). The adoption process II. Journal of Cooperative Extension, 1(2), 69-75.
Your comments on assisting students with engaging in the news and culture stuck out as something that I haven't considered as a struggle in school leadership, but I should have! Our students deserve to be informed with world situations and how it will affect their daily life. We have the responsibility of directing students in finding accurate information and "weeding out" the false articles rampant in our news stream. Thank you for helping me dive deeper in this topic!
ReplyDelete