Over my past thirty years in education, I have seen numerous teaching trends and methodologies introduced, only to be replaced when the next trend hits. The one constant has always been that teaching is about relationships between teachers and students. The new pedagogies described in A Rich Seam, keep this essential element at the heart of education. Deep learning appears to be a more connected approach between teachers, students, and pedagogy that can be used to strengthen the relationship between teachers and students. As teachers move from the role of the information distributor to a role as co-learner with their students, the dynamic in learning changes. The example that teachers set that learning is a lifelong endeavor is crucial to helping students see the connectivity and significance of their education, resulting in a more engaged learner.
In reading through the articles, I kept thinking that
technology can be a blessing or a curse depending on how it is used. In the
right hands, used thoughtfully and intentionally, technology opens a world of
information to teachers and students. Students who have been difficult to
engage with limited use of traditional classroom instruction and resources,
benefit from this new integrated approach. As stated in Kuhn’s article in Learning
& Leading with Technology, “One cannot help but meet a variety of
learning styles, with experiential depth, if technology is purposefully and
wisely integrated into the regular day-to-day curriculum.” However, in the
wrong hands, technology can be used as a crutch to enable poor teachers. I have
seen numerous examples of teachers who assign students a prepackaged
technology-based lesson to avoid connecting with students and to avoid putting
in the effort and energy to design quality instruction, thus doing their
students a great disservice. Having so much information, and misinformation so
readily available to students could impede their learning and understanding if
they are not taught how to think critically.
Because our students are growing up in a digital age, with
so much information at their fingertips, critical thinking must become an
essential part of their education. With our goal as educators being to prepare
students for the real world, digital and media literacy skills must be
incorporated into their education. As digital natives, our students rarely need
our assistance with technology skills. Rather, our students need our assistance
with using their skills wisely and appropriately. “Digital and media literacy
competencies are not only needed to strengthen people's capacity for engaging
with information but also for addressing the many potential risks associated
with exposure to mass media, popular culture, and digital media.” (Hobbs, 2011)
Incorporating the use of technology as a tool to teach critical thinking will
result in more engaged learners, and in turn, will result in more learning.
When reading Rogers’ “The Adoption Process II,” I was
reminded of numerous failed trends mandated by school administration without an
understanding of what was necessary to make the implementation successful and
effective. With so many school systems adopting the 1:1 program recently, I again
fear the misuse of technology in the hands of teachers who are unprepared and unmotivated
to adopt this technology and digital and media literacy into their lessons
without the necessary tools. I am hopeful
that these innovative teachers, as Rogers would label them, who have already
recognized the relative advantage, complexity, and compatibility of technology
with their instruction, will lead the way into this new digital age of
education.
Fullan, M. & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. London: Pearson.
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.
One thing you said that resonated with me was that "with so many school systems adopting the 1:1 program recently, I again fear the misuse of technology in the hands of teachers who are unprepared and unmotivated to adopt this technology and digital and media literacy into their lessons without the necessary tools". I could not agree more. I fear the misuse of technology - or even the lack of use of technology - due to teachers not being given the proper training and guidance needed to successfully implement all this new technology in the classroom. Not everyone is technologically-inclined, and I think that is sometimes forgotten. I feel that if we are moving to a 1:1 educational world, we need to spend more time making sure that our educators know how to successfully utilize all of the technological tools at their disposal. As an Innovator/Early Adopter at my school, my influence is not enough. I have even gotten the impression of being the "bad guy" to a few for supporting all of this emerging technology (though I do agree that we play a vital role). We truly need our school systems - and our state - to step up and lead the way in helping our educators be better prepared for the technological present and future.
ReplyDeleteKristen, I can completely connect with your thoughts here. As I wrote in my post about how teachers may shy away from technology due to the time it takes to learn how to use it or failing to see its benefit, it did not occur to me that teachers also use technology as a crutch. When technology is used simply for the sake of saying "we used technology," the impact is lost. Those pre-packaged lessons or "digital worksheets" have no more engagement for students than a paperwork sheet sat on their desk. I also want to key in on something you said about teachers modeling for students how to be life-long learners. I think that our students are more inclined to take risks in the classroom when they see their teachers taking risks as well. I have seen, in my own experience, such power comes from students watching me attempt to use a new piece of technology and fail. Being open and honest with students from the onset and letting them know that it may not go according to plan, but that they are on the journey with the teacher can be so powerful. Seeing teachers continue to learn and fail at no cost and learning from that failure will have such an impact on your classroom culture.
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