For years I served on the board of directors of The New York State Association for Computers and Technologies in Education, a group known to most as NYSCATE. One thing that I always had a problem with while working with NYSCATE was the name of that group. The name gave the perception to teachers that this was a group for computer teachers. It is actually a wonderful, professional group that supports technology for all educators in any subject areas. As any honest politician worth his/her salt will tell you, facts don’t matter, perception is reality. As this is a rule of politics, it is also holds true for many people in the profession of education as well. Perception is Reality!
My teaching career started before computers of any kind were in education. I remember in the very early 70’s buying a four-function calculator from Sears for $99.00 in order to do averages. (Now they come free in the mail in order to solicit donations) In my experience the earliest introduction of computers into schools came through the Math department. Math teachers stepped right up to accept technology as quickly as it would arrive. Computers were not used as learning tools, but rather stand-alone technology that required its own language, and understanding, and courses were developed to support that. The math departments across the country developed and promoted computer courses to specifically teach about Languages, programing, hardware and software.
This created a mystique about computers that continues in the minds of many even today. The perception was that in order for anyone to use a computer, a course of study would be required to understand the languages and mechanisms of the mysterious world of computers. Computer companies struggled to remove that mystique in order to have people buy into the idea of ubiquitous computing. Apple understood this early on and simplified computers enough to make big advances in the education market. It was quite a while before computers began working into the classroom. This was also slowed down by the strategy of computer labs. Teachers again were given a level of obstacles to overcome to use computers in class. Schedules had to be followed and classes had to be physically moved. Laptops and mobile devices are improving this situation. But, getting beyond the desktop computer does add more technology for teachers to learn.
There are now two directions for computers in education to take. There is the study of computers, which is most necessary for the development and evolution of technology. This is very specific to computers as a course of study. The other direction and probably larger role for computers in education would be as a tool for learning for any of the courses in education at any level. These very same skills for using these tools for learning will probably become the same skills used for the tools of whatever profession or vocation a student may enter. This is one of the many ways we prepare our students for life. We are developing technological strategies and skills that will be a basis for a real life experience.
This is what NYSCATE and similar Educational Tech groups support. They help all teachers in all areas; understand how to apply technology in not only what they teach, but also how they teach. As a director of NYSCATE, I would invite teachers to attend the NYSCATE Conference. The response that I more often than not heard in response is one that I think is still a prevalent perception today. Many would say, “Why would I go to that Conference? I am not a computer teacher.”
Now, you might say that the name of the organization may have just been misleading to teachers, and that is why people responded in that manner. I would agree that this might apply to a few, but I don’t think a majority of the respondents. I say that because of my experience in proposing courses and changes in courses over the years. A majority of times that I have proposed adding technology tools or using technology strategies in classes or lessons, those who approve such proposals would immediately point out that I was not a computer teacher. Their perception was that you needed to be a computer teacher in order to use technology in a class. This happened not only in a public school setting, but the same type of objections has recently come from Higher Education as well.
Technology is progressing so quickly that many people are finding it difficult to keep up. As a practical matter it may be impossible to keep up with every change or development in technology. We can’t however ignore the fact that technology has an impact on everything within our culture today. As educators we must understand that Technology can not follow the same procedures as textbook adoption. Schools have no power to control the development or acceptance of technology. Educators can’t approve or disapprove of parts of technology that they think people should find acceptable, or not. Technology provides: the tools our kids now use to learn, the tools people use to work, the tools families use to live. This will all happen with or without teacher approval.
Technology teachers are teachers who teach technology-specific courses. A teacher is one who teaches children with tools for learning that will provide them with technology skills which will translate to skills needed for work and life. As professionals we need to stop separating out technology from learning. It has become part of everything we do. It will not go away or even take a single step back. We also do not need to know how every bell and whistle available works. As teachers we need not use every form of the technology ourselves, but we need to enable our students to use it. Teachers should not always limit the use of technology by their students. For some projects teachers should allow students to select technology tools for learning to explore, collaborate, create, record, and present content. The actual use of technology in a course does not always need to fall on the teacher. In many cases the student can be the teacher and the teacher can be the student. That takes an open mind and a flexible, adaptive approach to learning and teaching. These are not bad traits for any teacher to have; be it any teacher in general, or a computer teacher specifically. Technology has become a tool of our profession, whether we use it, teach it, or study it, we need to deal with it. It is now a required part of what we do in our profession. For technology to become ubiquitous we need to stop compartmentalizing it from what we do.
My Island View 
in those days use meant fix.
Thank you Tom, there is no doubt that the entry portal for the Information Age and the access to the Interactive Age require computers. The amount of knowledge one must master to use computers is diminishing as new portals – i.e., iPads – make access almost painless. Very soon, the issue of physical interaction with a computer will not be an issue at all. When my sons told me I was a great teacher and educator, but I was in the wrong century, I ginned-up my learning and started fighting my fears and resistance to technology and the way it is accessed. I tracked my progress so I could share the travail with others. As I researched education – Where we are now. How we got this way, and what we need to do to make education work in the 21st Century, in preparation for writing Vital Lies, I found I needed to learn social networking. You were my first contact with Twitter and TweetDeck and you saved me countless hours of frustration. I admit I am still not very good at FB. Twitter, WP and LinkedIn. But and however, I am pushing this old brain hard. I can almost feel parts of my brain expanding. Educating educators is not easy.
Ed Berger
I think that many ed tech organizations haven’t been able to reach out to new teachers is that too much of the focus still remains on the technology part of the equation.
At several recent ed tech conferences I was met with literally hundreds of sessions all including “# of apps for…” in their titles. with such a focus on apps, of course the “unconverted” crowd would think this is for technology-focused people.
Sorry, 25 apps for primary learners is still about technology, not learning. How useful is that going to be three years from now when the apps are gone or won’t run on the latest iPad? Why aren’t we seeing sessions on topics like “individualized learning” and “authentic project ideas” which naturally utilize and even require technology to be effective, powerful, and relevant?
This reminds me of the interactive whiteboard “frenzy” of a few years ago. Now that they are in so many classrooms, where are the sessions helping people use them beyond what they could do with an overhead projector? Out here in California, they tell me we “are so beyond that now” and I should look to the future.
I agree we should ALWAYS be considering ways new technologies can support student learning, but by focusing on the newest “toys” we are alienating the 98% of educators who don’t come to these conferences.
As a tax payer, I find it terrifying that people who stand in line outside the Apple store for each new release of the iPhone are the same ones making technology purchasing decisions that have to be used and supported by the other 98% for years, long after the money for support has run dry and the purchaser has moved on to the next greatest thing.
I love that NYSCATE has Diane Laufenberg as a keynote next year. That is exactly the kind of inspiring process and pedagogy I am talking about. I hope to see more of that in the future.
If we truly believe technology is a powerful tool for learning, we need to start talking about learning, not technology.
Tom, thanks for posting about NYSCATE. As a current board director, I can confirm your thoughts about how educators perceive the organization. Specifically that they see the words technology and computers and think it’s not for them.
I agree with Melinda here. Our focus is still too much on the tools. Many of these tools will cease to exist in 5-10 years. Apps? She hit it on the head there.
You write that, “a teacher is one who teaches children with tools for learning that will provide them with technology skills which will translate to skills needed for work and life.” I’m inclined to agree with you here, but is this the best course of action for teaching and learning? It’s not enough to say that students will need these skills in the future. We need to encourage teachers to treat school as the real world, not as if it’s a simulation for some later performance. While of course, their experiences will be reflected upon as some simulation on their part, that need not be how it plays out in schools. I’ll paraphrase a Chris Lehmann quote about this… “what if school wasn’t like real life, what if it was real life.”
Where are we working, collaborating, learning and sharing what we know and are doing outside of the echo chamber of social media and EdTech circles?
Why must EdTech be our only community of practice?
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I struggle with this in my school. I am tech-savvy and use a lot of technology in my art teaching however, I still teach traditional art techniques. Many times non-tech-savvy teachers come to me with questions about how to fix their email. I would much rather provide information to them on how they could incorporate technology into their curriculum. We provide weekly workshops on technology but so few teachers attend that it seems like a waste. How does one generate more interest for technology usage?
I think this might be the biggest hurdle for educational technology right now -generating interest from others. But again, i am wondering if we need to do a better job of tying to pedagogy (although it sure seems like you are a great model).
I find it also a bit sad that your teachers aren’t coming to you with questions about how to fix their artistic endeavors too! or maybe they are!
Hello Tom:
I thoroughly enjoyed your post, especially the point you made: Technology provides: the tools our kids now use to learn, the tools people use to work, the tools families use to live. This will all happen with or without teacher approval.
I’ve written a couple of posts two related to these subjects:
Should Computer Science Courses Be Required?
http://www.onlinecollegecourses.com/2012/04/10/should-computer-science-courses-be-required/
What Makes an Online Class an Interactive Learning Experience?
http://www.onlinecollegecourses.com/2012/03/15/what-makes-an-online-class-an-interactive-learning-experience/
I agree that there is a need for instructors to be adaptive and I teach this to my students as well. I also take advantage of social networking, as a means of connecting to a larger academic community.
How should educators be encouraged to embrace technology? This is an issue that schools often deal with.
Dr. J
Thanks, Tom, for an engaging post. I continue, after 23 years in edtech, to regard myself as a teacher first and an tech person second. In my work I attempt to focus on how we can use the tools in our digital world to help students learn more thoroughly and effectively (and not how we can use technology).
Sometimes I think about throwing out the word technology all together and just explaining to people (and then reminding them often) that I help teachers figure out how they can help students become better learners and more educated citizens in the 21st Century.
MartiW MediaTechParenting.net
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I am struck by your line, “Technology is progressing so quickly that many people are finding it difficult to keep up.” I guess I feel two ways about that.
On the one hand, the number of tools available to educators and students is rapidly expanding. I spend hours every week investigating the new sites and tools recommended by my PLN.
On the other hand, the tools are becoming more and more intuitive. Tutorials are readily available. And, students can often teach other students to use tools (the teachers need to make sure the message demonstrates learning): http://wp.me/p1Dq2f-lK.
I find that teachers are more excited about learning a new technological tool when they see how the tool directly impacts student learning. Upwards of 90% of the time, the teaching objective should be about content rather than a tool.
What sounds most exciting to me is “NYSCATE and similar Educational Tech groups…help all teachers in all areas; understand how to apply technology in not only what they teach, but also how they teach.”
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Reblogged this on iplantes and commented:
This is so well stated. All teachers need to realize technology is part of all realms of education. It needs to be embraced, if even at the most basic level.
This is an interesting discussion, Tom, as research would support the fact that technology is a moving target in which educators are challenged to keep up with. As you point out, it is the in the integration of content and technology in which students are learning with 21st century tools. This isn’t to say we should use technology for technology’s sake, but that there are so many technological tools available to teachers to ignite student interest and engage students whether one is teaching from social studies to Spanish to math or art. I think we have to keep in mind that no matter how many apps Apple produces for the iPad, their primary goal is to make money and encourage more Apple users. If the tools work to leverage learning too, great. But it the training must be there somewhere to show how to best use tools. Also, I wonder if there is a difference between teachers with a lot of tech support in their schools and those without a lot of tech support in their schools as to their perception of their duty to embrace and use technology with content learning.
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