Teachers Are Poor Consumers of Learning

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Teachers Are Poor Consumers of Learning

July 24, 2012 by Tom Whitby @tomwhitby

There are only a few explanations that many educators offer up as reasons not to learn and use any technology as tools for learning. One of the most popular excuses, frequently cited by educators, is that there is not enough time to learn all of the stuff that is out there. It certainly is true that there are a huge number of things to learn out there that are linked to technology. When thought about as a complete package, it most definitely can be overwhelming, and I wholeheartedly agree with that. Where I disagree however, is in thinking about all of this technology stuff as a complete unit that must be learned all at once. There are logical and necessary ways to break things down to learn smaller snippets of things on a need-to-know basis in order to build into a larger framework of information.

In sales people are taught that if you can answer a customer’s objection to a product, you are more likely to make the sale. The problem is that the customer more often than not cannot articulate what the real objection is. They will say that they object to one thing, while the real reason is that they can’t afford it. If money is not the problem, they might choose color, or, size, or, complexity, or simplicity as an excuse not to buy something, when all along the reason for the objection is that they don’t understand how to use the product. The product is too complicated and they fear that they will fail at learning how to use it effectively, as well as looking foolish for all to see. That is not an objection that the customer will publicly admit to, or even privately to himself. Of course a good salesperson will discover the objection allay the fears and make the sale. The customer, after making the purchase, will then take home the product, place it in a closet, and never visit it again until the eventual possibility of its placement in some future yard sale becomes a reality.

As educators, we deal with information, and once that was a limited commodity. Theoretically, at one time all of the available information in the world could have been contained within a very large publication. With each passing day however, the amount of information available to us grew in drips and drabs. It really began to increase exponentially with the advent of technology from pens, to printing press, to computer, to the internet. No publication could house all of the information available in the world today. I have been a classroom teacher for 40 years. There is way more stuff to teach today compared to when I started out.

As educators, do we throw up our hands and say that this is all too much, and there is not enough time for our students to learn all of the stuff that is out there? I think not! We actually break things down for our learners into teachable bites of information to be assembled and digested as ideas and concepts as our learners are able to take these things in. As educators the volume of information of what we teach will continually increase. That should never be a deterrent to educators preventing teachers from teaching, or learners from learning. We also now teach the skills for learners to critically analyze information so that they continue learning on their own beyond the limitations of their teachers. There is however one exception to this picture that I have just drawn out. The idea that educators are prevented from learning about technology tools for learning because there is just too much information.

Why don’t educators learn from their own teaching? Break things down into small bites of information. Learn what needs to be learned first, rather than all that can be learned, which is an unattainable goal that will overwhelm. Do not be daunted by the amount of information available, but inspired by that which is attainable. As a teacher’s knowledge of technology increases, so do the skills of learning more, as well as the ability to teach more. Technology doesn’t make a bad teacher good, but it can make a good teacher great. Educators should not be defined by their limitations, but rather by their ability to learn as well as teach. To be better educators, we must first be better learners.

Posted in Connected Educator, Edcamp, Education, Internet, Leadership, Literacy, PLN, Professional development, Professionalism, Reform, Social Media, Teacher, Teacher assessment, Teachmeet, Teched, Technology, Thought Provoking, Truth | 29 Comments

29 Responses

on July 24, 2012 at 9:41 AM | Reply Teachers Are Poor Consumers of Learning | RtI (Response to Intervention) & MTSS (Multi-Tiered System of Support | Scoop.it

[…] There are only a few explanations that many educators offer up as reasons not to learn and use any technology as tools for learning. One of the most popular excuses, frequently cited by educators, … […]
on July 24, 2012 at 9:45 AM | Reply Sally Ryan

Excellent commentary. Wish I had had it back when I was doing in-service training for my faculty — and that was just introducing email, word processing and gradebook programs!
With your permission, I would like to be able to use it as an introduction to my Ed Tech class this fall for Sophomore Ed majors. THEY provide still another stumbling block for themselves as many of them feel that they already know what there is to know about tech in education. Just because you can text, twitter and chew gum does not make you an expert. My problem is having them recognize that they, too, have a NEED TO LEARN! Many thanks – your essays are always insightful and a boost for my own learning.
Sally Ryan
Mount St. Mary’s University
on July 24, 2012 at 10:31 AM | Reply Deven Black

One of the reasons I’ve heard from teachers about why they are hesitant to learn about using technology in their classrooms is that they don’t have the time to play with the technology. They understand that the best way to learn any software or hardware is to use it in a low-risk way. Oddly, that is the way our students learn best, too; when they have time to play with the information or skills in a low-risk environment.

When was the last time you saw a low-risk environment in a school?

Teachers do not have the time to play with technology, the room to make mistakes and learn from them. They do not have the time to become experts even if they have the inclination to do so. Of course, anyone who tries to become an expert on technology in education fast realizes that expertise is a fleeting thing. They soon find themselves on the technology treadmill where they must continually move forward, at an ever increasing rate of speed, lest they travel backwards at that same speed.

Those districts where edtech is in common use, Albermarle County, VA, Canyons District in Utah or Van Meter in Iowa, for example. have superintendents who use tech, are comfortable with it, and who have made its use in the schools a priority. Teachers will learn about edtech and use it when their administrators prioritize it and give them the time to do it.
on July 24, 2012 at 10:38 AM | Reply Teachers Are Poor Consumers of Learning « My Island View « The Sharing Tree

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on July 24, 2012 at 10:59 AM | Reply William Washington

(I will probably refine this argument and put it on my own blog… but here goes…)

Tom, you’re forgotten…

The onion has layers.

You blog like an insensitive male.

Technology integration is, in fact, easier said than done. I will qualify this response but, first, saying that I agree that teachers SHOULD be exploring and incorporating internet resources into their everyday instruction. I will agree that we should look at the forest one tree at a time.

But… spare me the soapbox about teachers being UNWILLING to do so. That’s pretty much where you’ve gone with this; the argument SEVERELY lacks perspective.

I get red-in-the-face whenever some blogger (or politician) goes on about teachers lacking willingness or tenacity to incorporate “technology” into their own educational enterprises. The fact is, whether you like it or not, some teachers simply cannot balance work and family obligations in a manner that is appropriate with learning the technology.

How dare you charge the real world with getting in the way of subscribing to your ideal world view!

The onion has layers.

Many teachers serve a variety of roles: parent, spouse, sibling, progeny, coworker, subordinate.

The onion has layers.

AND…
There is a plethora of social contexts OUTSIDE the school within which teachers have to function (because they are still…people): Divorce, custody-battle, financial stress, pending loss of family, cancer, relationship distractions, child rearing issues, social life (or lack thereof)

The onion has layers.

AND …

Some teachers are in situations where they have NO planning coupled with MORE meetings (before, during, and after school). Then, they arrive home only to take on the NEXT responsibility (i.e. housewife / parent / spouse / social .. etc).

The onion has layers.

I WISH my wife could just sit down each day, surf for a program of interest, tinker with it, reflect on possible applications, and then PLAN to use it … everyday.

Reality: Wife comes home late following after-school meeting, she helps child with assignment (special needs HS level) as much as she can until a certain time (usually 9:30 p.m.). WHILE the homework assistance is going on, she has laundry going, AND is trying to grade papers between instances of helping daughter (between questions/problems). 9:30 p.m comes and my wife is exhausted. I make her a snack, we give the daughter a half hour to “enjoy” before bedtime. Wife and I try to catch up on the day during this half hour. Now, at this point, my wife can elect to do MORE ‘school stuff’ and learn about a computer program, or she can have some semblance of “family time.”

This is a matter of priorities. It comes down to the following notion: Do I give my “free” time to my school or to my life? Do I give my LIFE to the school?

Where’s the balance?

Solution should not rest of the shoulders of TEACHERS. I would submit to you that the solution should spawn from the school’s leadership. The current paradigm of “Professional Development” needs an overhaul. We cannot reduce systemic change to a 45 minute in-service “experience.” LEADERSHIP needs to systematically employ YOUR concept of installing web and digital resources INTO the process in “bits.” The bit-implementation method needs to be continual and relentless.

This issue has a human side and it is complex.

The onion… freakin’ has… MANY layers.

William Washington
- on July 24, 2012 at 3:09 PM | Reply Mike Thayer (@gfrblxt)
  
  William,
  
  I agree with much of this. I think one of the big problems with tech in education is not only are there are too many possible “solutions” (Twitter? Edmodo? Moodle? Facebook?), but also that it’s unclear how to match the alleged solution with the particular issue that you’re facing in your classroom, with your particular students. Then add in the time required to learn the tools, set things up, etc., and you’re right into the problem you describe above. Also, of course, what works best with one classroomful of students may not work best with another, what works best one year may not work best the following year, etc.
  
  Now, one possible response to this is: “Well, teachers need to learn, and we need to continue to be thoughtful learners, and so we should learn about these tools so we have them available in our toolkits.” I love the idea of having more strategies to use with students, but I’m highly skeptical that the use of technology should be any more privileged an educational strategy than any other, not least in terms of time to learn (for the educator), time to implement, etc. Everyone is on the tech bandwagon – where’s the critical thought about whether or not this is even a good idea?
  
  -Mike
on July 24, 2012 at 11:15 AM | Reply Yosef

Thank you for this interesting post! Ironically, it is technology that allows and facilitates much of this learning…about technology!

One resource that I like and find useful is Bloom’s Digital Taxonomy. It can be used in the classroom, as well as used in this process that you describe, of the learning that we as teachers go through.

http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy
on July 24, 2012 at 11:17 AM | Reply Sally Ryan

My concern, sir, is that of Attitude. Too often I encountered a ‘who cares’ attitude. No, I was not the PD guru…I was just another faculty member who wanted to share Learning and Skills. We all have lives outside the classroom – we choose what our attitude is as to what we do in our many spheres of living.
on July 24, 2012 at 2:58 PM | Reply Teachers Are Poor Consumers of Learning | It-pedagogik och mobilt lärande | Scoop.it

[…] There are only a few explanations that many educators offer up as reasons not to learn and use any technology as tools for learning. One of the most popular excuses, frequently cited by educators, … […]
on July 24, 2012 at 3:04 PM | Reply Teachers Are Poor Consumers of Learning | Web 2.0 for juandoming | Scoop.it

[…] There are only a few explanations that many educators offer up as reasons not to learn and use any technology as tools for learning. One of the most popular excuses, frequently cited by educators, … […]
on July 24, 2012 at 3:05 PM | Reply Teachers Are Poor Consumers of Learning « juandon. Innovación y conocimiento

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on July 24, 2012 at 3:17 PM | Reply Teachers Are Poor Consumers of Learning | Utbildning på nätet | Scoop.it

[…] There are only a few explanations that many educators offer up as reasons not to learn and use any technology as tools for learning. One of the most popular excuses, frequently cited by educators, … […]
on July 24, 2012 at 7:59 PM | Reply Janet Abercrombie

Many teachers in my 1:1 environment get bogged down because they believe they need to be experts on a tool before they let students experiment with it.

I disagree. I give students a project to complete and let them figure out how to demonstrate learning using one of a number of tools (whichever they believe will best demonstrate their understanding or communicate their message).

Throughout the year, I have taught them how to find tutorials. They have created a list of program/website “experts” within the class – and students approach the experts with questions.

My job, then, is to focus on the quality of the information in the product.

I think we underestimate student if we believe they can’t learn anything we don’t already know.
- on July 24, 2012 at 8:07 PM | Reply Yosef
  
  In a similar vein, I heard one person at the ISTE conference (which I didn’t attend, but participated in one online session) say that students clearly know certain technologies, and especially apps, better than their teachers. I like the description you give of your classroom. Perhaps to take it one step further, said “experts” could get up and teach the class about their area of expertise. I think this could be a great addition to the classroom experience.
  - on July 24, 2012 at 9:38 PM Janet Abercrombie
    
    Yep. I have them do “seminars” – which helps their speaking skills (and their empathy for me 🙂
on July 24, 2012 at 8:57 PM | Reply Don't Panic Books

I wholeheartedly agree. At Don’t Panic Books (e-books for literacy) we have been trying to connect with teachers in Ontario, encouraging them to just dip one toe into the digital learning pool. Teachers — even younger teachers, it seems — are reluctant to test the waters.
on July 24, 2012 at 10:31 PM | Reply sledgehammer63

Reblogged this on sledgehammer63.
on July 25, 2012 at 12:21 AM | Reply Teachers Are Poor Consumers of Learning | Learning-Teaching | Scoop.it

[…] There are only a few explanations that many educators offer up as reasons not to learn and use any technology as tools for learning. One of the most popular excuses, frequently cited by educators, … […]
on July 25, 2012 at 1:44 AM | Reply Teachers Are Poor Consumers of Learning | On education | Scoop.it

[…] There are only a few explanations that many educators offer up as reasons not to learn and use any technology as tools for learning. One of the most popular excuses, frequently cited by educators, … […]
on July 25, 2012 at 4:45 AM | Reply Teachers Are Poor Consumers of Learning | Digital kompetens | Scoop.it

[…] There are only a few explanations that many educators offer up as reasons not to learn and use any technology as tools for learning. One of the most popular excuses, frequently cited by educators, … […]
on July 25, 2012 at 5:03 AM | Reply Teachers Are Poor Consumers of Learning | IKT och iPad i undervisningen | Scoop.it

[…] There are only a few explanations that many educators offer up as reasons not to learn and use any technology as tools for learning. One of the most popular excuses, frequently cited by educators, … […]
on July 25, 2012 at 5:03 AM | Reply Teachers Are Poor Consumers of Learning | Katharinas skolblogg

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on July 25, 2012 at 7:28 AM | Reply Tom King

Tom, those are all good tips and observations. One big difference though is that we teachers need to deal with 35 customers at the same time, all with different needs and temperaments, grouped largely by age.
- on July 25, 2012 at 11:24 PM | Reply Sebastian Panakal
  
  That is a huge reason, Tom. Thank you for the thought.
on July 26, 2012 at 12:47 AM | Reply Teachers Are Poor Consumers of Learning | Διδασκαλία με τη βοήθεια Νέων Μέσων σ&tau

[…] There are only a few explanations that many educators offer up as reasons not to learn and use any technology as tools for learning. One of the most popular excuses, frequently cited by educators, … […]
on July 27, 2012 at 10:44 PM | Reply Teachers Are Unsupported Consumers of Technology Learning « Middle Grades Math Focus

[…] how to use technology is not that difficult, and is often really fun. As blogger Tom Whitby points out, there really is no excuse for teachers to put off learning how to use technology when we all know […]
on August 3, 2012 at 6:33 PM | Reply janabril

Reblogged this on The EDGYcator and commented:
This we have to contend with and fight against—the “natural” proclivity to stop learning when we got out of the formal education system. We stop learning. Our students just get what we learned.
- on August 3, 2012 at 6:54 PM | Reply Tom King
  
  We must model what we expect students to do….keep learning. We must find time. A Professional Learning Network can be a big help, both live with colleagues and online with those of like interests.
on September 14, 2012 at 8:45 AM | Reply LEARNer Engagement in a Culture of LEARNacy (Part 05) « allthingslearning

[…] There are many out there (Bill Gates and Chris Woodhead should really “do coffee” some time) who see “bad TEACHers” at the root of all these woes…however, it’s much more likely that many TEACHers are “poor consumers” of LEARNing… […]