Feeds:
Posts
Comments

Archive for the ‘Education’ Category

I recently attended the annual conference held by , the New York State ISTE affiliate organization. It is a favorite conference of mine, since I served as a board member of that organization for about six years. It is also both comprehensive and progressive in the way of education conferences. As with all education conferences it is easy to identify what trends in education have been most popular over the last year by the number of sessions being offered on any given subject. I was delighted to see that there were several sessions on Professional Development, which is what I believe to be a key in improving our education system.

I was pleased to hear that in the summary of these sessions that they would address the problems with professional development. In my mind I envisioned a list of the problems I hoped that would be addressed from a teacher’s perspective. I was sorely disappointed to see the focus on those problems in some of the sessions was from an administrator’s point of view. It was based more on delivery and less on quality or effectiveness. The list included: How to get teachers to sign up for PD, how to get teachers to fulfill seat-time requirements, how to assure that teachers taking online components were really who they said they were. I immediately thought about a doctor who placed all of the effort to addressing and fixing the symptoms of an illness and missing the obvious task of addressing the illness itself.

What was clear to me in most of the sessions was that there was little focus on the failures of the PD that was to be delivered. There was only one session that addressed an understanding of Andragogy, also referred to as adult learning, and how components of their program addressed it. This session presented a larger more flexible Internet delivery system. Delivering information electronically without considering adult learners as your students doesn’t work. This was the equivalent of delivering paper-printed worksheets digitally. The problems that come with printed worksheets travel well electronically. Just because a computer delivered it, it doesn’t make it better. Research tells us that lecture is not the most effective way to teach, so why would we think computer-delivered webinars would work any better? There was a limited amount of follow-up support, and that support had to be initiated by the teacher’s request. There was no mention of follow-up research to determine how effective the PD was in improving or even affecting student learning in the classroom. Of course I do not see this as a shortcoming of the educators who were charged with evolving this PD in their district. It was a short sighted direction to meet the immediate needs of their administrators to check off that box indicating that they offered PD to their teachers in terms they have come to understand after decades (maybe centuries) of the same old PD. Why do we question that teachers in overwhelming numbers list dissatisfaction with professional development as their number one concern?

The hard cold fact of the matter is that if we are to improve our education system, we must improve how we understand, deliver, and assess our professional development. That will not be comfortable for anyone in education. It will require commitment to time and money and that will affect teachers and administrators not to mention taxpayers. It is also why we haven’t made great strides in this area over the centuries that we have had a public education system.

We cannot assume that a four-year degree that addresses both mastering teaching, as well as additionally mastering a specific subject area, is enough to carry a teacher through an entire career in education. Many states require a Master’s degree, but many don’t. Of course that is only an additional two-year degree and careers are 35 to 40 years long.

I carried my concerns to another conference in NYC, The Software and Information Industry Association’s Education Business Forum (SIIA EBF). It is a great business education conference, rather than educators, it is made up of people representing the companies within the education technology publishers’ community. They provide the technology, systems, applications, programs, and consulting that schools purchase throughout the year.

I had dinner with an old friend whose career has been focused as a leader in professional development for educators. My question to him was based on my own concerns with PD in education. I asked, what should we do about the PD we are getting? His answer was simple, truthful, and I fear it to also be correct: Blow it up! We then spent our dinner conversation on WHY.

The bulk of “continuing PD” for teachers is a day or two during the course of the year, or during the summer, often to fill the gaps of the use of technology supported by the district. Additionally, teachers can take approved college courses or workshops that meet district requirements. Seat time is key to many of these courses in order to be approved. Seat time varies from place to place, but it all relies on a teacher being seated in a class for a specific number of hours and being able to certify it. With assessment being such a big part of what educators do, one would expect some assessment on what the teacher learned, or some assessment of the PD’s impact on that teacher’s students’ learning. For the most part that is not often done.

My friend at dinner pointed out that research shows successful methods of PD have common factors. Unfortunately, the first factor may make it a deal breaker for teachers and administrators. For PD to succeed, it must be at least fifty to eighty hours of continuous and continual instruction, practice, and coaching in order to attain mastery. This would require time from the teacher and money and support from the district. The obvious solution to this is to incorporate all PD into the job description of the teacher making it part of the workweek and supporting it with additional money for additional time and a professional coaching staff.

Further insight can be derived from The Learning Policy Institute: Effective Teacher Professional Development by Linda Darling-Hammond, Maria E. Hyler, and Madelyn Gardner, with assistance from Danny Espinoza

https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_BRIEF.pdf

Elements of Effective Professional Development Using this methodology, we found seven widely shared features of effective professional development. Such professional development:

  1. Is content focused
  2. Incorporates active learning utilizing adult learning theory
  3. Supports collaboration, typically in job-embedded contexts
  4. Uses models and modeling of effective practice
  5. Provides coaching and expert support
  6. Offers opportunities for feedback and reflection
  7. Is of sustained duration

And here is another support from an older article that is still very relevant is: Teaching the Teachers: Effective professional development

http://www.centerforpubliceducation.org/research/teaching-teachers-effective-professional-development

Paying attention to any part of these lists of recommendations could make a small difference from the status quo of the past centuries of practice for PD. The idea of blowing up the entire thing and starting over, with all of the considerations that we have come to understand work, would be the best thing we could do to improve on what we have.

As educators, we are a community of learners first, and teachers second. As educators, we collaborate, reflect, and improve. As educators, if we fail, we assess, correct, and move forward. Knowing who we are, and what we do, why do we as educators continue to put up with a failing Professional Development approach that handicaps our profession and limits our students? Let us consider, reflect, collaborate, and improve what we know and how we learn it to affect the greatest and best change for our students.

If we are to better educate our kids, we must first better educate their educators.

Read Full Post »

In a recent #Edchat discussion we discussed whether or not schools should encourage teachers to use technology to reach out in communication with parents. I really did not think this would still be a relevant discussion in light of how we have all grown dependent on technology for communication, but evidently there are places where it is not yet fully endorsed.

Communication with parents is an important key to student success. Without it often times an “Us vs. Them” mentality can develop between teachers and parents which should by all accounts be a team like effort and not an adversarial relationship. There is no need for any parent to be surprised with a failing grade on a report card because there was no prior notification so the parent might have the opportunity to intervene.

Way back in the 20th century it was sometimes difficult to reach parents with communications limited to the US Mail or a landline telephone. People struggled with reachable hours because of work schedules of both parents and teachers. It often seemed to teachers that the parents of struggling, or failing students were always the most difficult parents to contact. The unfortunate result was that many teachers had to concentrate on trying to contact parents whose children had difficulties, while leaving little time to commend achievement of more successful students. Kids would dread a call from their teacher to their parents knowing that there was no such thing as a good call. Many kids also became proficient at hijacking the mail in a timely fashion.

Technology in the 21st century has given educators several benefits in their ability to effectively communicate with parents for good stuff, as well as possible deficiencies that may need a parent’s attention or intervention.

Letting parents into their world at school is not something most kids freely volunteer. Teachers using class websites featuring glimpses of what their class does is a great way to keep parents in the loop and highlight the wonderful thing kids accomplish during the year. It’s also a great place to post assignment deadlines for all to see.

Many teachers have had great success using Twitter to highlight student accomplishments to “following” parents. Many principals have had great success on a larger scale tweeting out accomplishments of their schools.

Of course a great source for parent communication would be the student information system used by the school. Many of them have a parent-messaging component to them, allowing any teacher to email parents directly through the system. No muss, no fuss. Many schools are unaware of the benefits that these systems have to offer. Schools also need to train teachers on these systems on a regular basis to cover changes in the system, and new personnel joining the staff.

Of course every teacher should have an email account through his or her school to use for parent communications rather than using a private personal account. Teachers must be informed that contact with parents about kids should always be done on a school account for legal protection.

The problem on a large scale is that many, if not a majority teachers, are not trained to understand the communication possibilities or responsibilities of using technology. At some schools they find it easier to deal with telling teachers to stay away from technological communications. Of course that will eventually come back to bite.

Professional development in this area is essential in today’s computer-driven society. Even the President of the United States uses Twitter for communication. Using technology is not an intuitive endeavor. It requires training. Thoughtful and responsible communicating is also not an intuitive skill. It requires training and understanding. There are also legal considerations that teachers must be aware of. It is best to have a trail of all communications for the protection of all concerned. All of these considerations bring a whole bunch of obstacles to overcome, but it is better to deal with them up front, than to try to clean up a mess created by uninformed users. A little learning is a dangerous thing.

Back to the #Edchat discussion: something developed from a comment indicating that teachers have an obligation to notify parents that their child will be receiving a failing grade before it becomes a written fact on a report card. The statement that bothered me the most was one made by a teacher in the chat and agreed to by some others. Admittedly, many years ago I repeated the same words. “Students earn their failing grades.” That statement assumes that the teacher did everything right and the student deliberately chose to fail. I guess that might be true in some cases, but I don’t believe it holds true for a majority of failures.

There are some teachers who fail to assess their students’ understanding through formative assessment as lessons progress. This is a fatal flaw in teaching. If we do not determine student understanding of the lesson from the beginning and into the middle, how can we expect understanding at the conclusion? Does the teacher’s failure to assess his or her own effectiveness in a lesson become the responsibility of the student? Yes, this is not always the case, but it happens more often than it should. Students placed in that situation are not earning their failing grades, but they will get them anyway.

Maybe by communicating with parents more fully, a teacher could gain insights into his or her students that kids don’t share in school. One thing I have come to understand about kids: they show one personality to their teacher and they show another to their parents. We need to see and understand the whole child and that can only happen by sharing information with parents. This too should be a subject of Professional Development. How do teachers communicate with parents to get unsuccessful kids to succeed?

If communication is the key to success, we need to make sure our teachers can successfully communicate. That requires that we provide and support relevant professional development to do that. If we are to better educate our kids, we must first better educate their educators.

Read Full Post »

Philosopher 2Often in teacher preparation classes students are asked to develop an education philosophy based on their course studies and observations, or student teaching experiences. For many of these students who go on the pursue careers in education, that might be the only time anyone asked for that philosophy. Of course the best time to develop any philosophy on one’s overall impact of a career may not be to do it before one enters and experiences the full force of that career over a period of time. This is a discussion I often had with my student teachers. They should develop an education philosophy, but it should never be etched in granite, especially with their limited teaching experiences. By the nature of the job, changes are to be inevitable, so self-reflection and flexibility are important elements that must be requirements of the profession at any level.

The reality however, is that aside from possibly in a job interview; few educators are ever asked about their personal education philosophy. This might be because it must require more than just a “Feel Good” one-sentence cliché. Education, which involves teaching and learning, is far more complicated than one sentence can explain.

I always felt that there were at least three factors affecting my education philosophy: my personal experiences, the culture of the school in which I taught, and prevailing education thought leadership. My ability to affect any of these three factors was limited but possible with some effort and more often work. The biggest deterrent is the time need to do this.

However, if I viewed my career as a passive experience, my education philosophy would be “catch as catch can”. I could go along with the status quo, making few waves and little innovation. I could simply follow directives, “go along to get along”, and limit my professional development to whatever my school prescribed.

The alternative however would take more effort and consequently it would be more work and time. I could reflect on my students’ summative assessments to adjust my methodology and seek to improve it, or abandon parts of it altogether. This would establish my choices for effective methodology.

I could examine and reflect on my school’s culture to determine if it is advancing, or stifling my efforts as an educator. To change a system, we need to first change the culture. My philosophy may include taking an active role in affecting change in my school’s culture in order for me to be a better educator.

As for following the lead of educators and sharing the latest education initiatives, I would need to work at connecting and collaborating with education thought leaders. In years gone by this was done through universities and journals, but real connections were limited. Today, technology provides, for those willing to work for it and use it, the ability to communicate, connect and collaborate with thought leaders for the purpose of creating a means to better educate our students.

As educators we have to decide on dozens of ways to effectively interact with kids including but not limited to:

  • Teaching methodology
  • Lesson plans
  • Homework policy
  • Attendance
  • Appropriate lessons
  • Interpersonal student relationships
  • Extra credit
  • Grading
  • Formative assessments
  • Summative assessments
  • Test preparation
  • Teachable moments
  • Classroom behavior
  • Bathroom breaks
  • Parent communication
  • Technology

How does one handle any of these without some thoughtful reflection on what each is and how does it fit in with what needs to be accomplished for kids to learn effectively and efficiently. Every educator should give thought to each and all of the elements that he/she is responsible for in order to do the best that they can. It is also NOT a “do it once and done” project. It is an ever-changing dynamic that will need to be revisited and reflected upon on an ongoing basis. Principals should know the education philosophies of their teachers. Principals need to support the school culture that challenges and supports their educators. They need to promote reflection and provide time in support of that endeavor. Maybe try having a faculty meeting with personal education philosophies as the main topic of discussion. There may be surprises both good and not so good as an outcome, but it will give a clearer picture of where the staff is as educators. At the very least it will enable people to better understand their own school culture. All of this should be included in a Principal’s leadership philosophy, but that’s for another post.

 

Read Full Post »

Several decades ago I read an article that I believe was in Time Magazine on the most difficult jobs in America. The article defined a difficult job based on the number of impactful decisions a person had to make in a day. Listed, as one of the most difficult jobs, was that of an eighth grade English teacher. I was surprised to read that, but I was in full agreement, since I was at the time an eighth grade English teacher. A decision is made by considering the information available and making a choice, or taking a course of action. The best decisions can be made when the best and most complete information is available.

A glaring obstacle to change and hopefully improvement in our education system, which needs to be addressed, is that educators don’t always know what they don’t know, but make decisions with the information they have. Making decisions with limited information often limits the potential of progress.

If there is one fact that can be established as a result of the use of technology it is that technology promotes and accelerates innovation and change. The rate of change in our computer-driven society is happening at a pace never seen before in history. These changes affect almost every aspect of our lives. Keeping up with these changes has become a challenge for everyone. We can argue whether this change is good or bad, but the fact is that this change is real and ongoing, like it or not. Making decisions becomes more difficult because the information used to make the decision might be different within a year. This has been underscored time and time again when we consider industries like: typewriters, telephones, Kodachrome film, cassettes, record albums and the list goes on.

Teaching deals with information in all of its forms. Teaching kids how to curate, analyze, critically think, collaborate, communicate and ultimately create information is the goal of education. We are also trying to instill a love of learning and flexibility to change in order to promote life long learning in every student. In order to do that effectively and efficiently is difficult enough, but in today’s world we need to do that with as much relevance as possible. We need to be relevant today because our kids will be living in a world that will be more advanced than we are now as a result the effect of technological influences for change.

As a teacher of the 70’s I can say that it was certainly easier back then. Things were more rigid and more reliable. Change was slow. Teachers could teach the same curriculum year after year and be considered to be a dependable educator. This is not what we want for our kids today, but for the most part, this has changed, or at least we would like to think so.

If we want our educators to make the best decisions for our kids, we need to insist that they consider the best and most complete information available. We need to make decisions that are based on relevant information. Relevance has become a component of education in a system that is so affected by rapid change, a difficult task indeed.

Teachers may no longer earn a degree and expect that degree to carry them through a 30-40 year career without some additional form of training or education to retain their relevance. Does our present system promote or even allow for this? Do districts provide relevant professional development for their educators? Are the decision-makers, who are deciding on relevant PD, relevant themselves? If teachers are to make their own choices on PD, are they making the right choices? Do they select PD choices that are needed, but might be uncomfortable to do? Are they up to date on what areas in education are leading edge ideas? Are they aware of all of the choices available to them?

If we all agree that Professional Development should be prioritized, ongoing, and supported with time and money, than let us consider what PD we actually have. Relevance is a key factor in making PD decisions. A big problem with our current system may be that decision makers who need to make relevant decisions are themselves irrelevant. How can educators make decisions on the best PD to enrich them, when they are unaware of the PD strands that are current or even available?

It is a problem when we reach a point where educators don’t know what they don’t know.

Adult learning, collaboration, and social media should all be components of our Professional Development. Time for collaboration, common planning periods, and reflection time should be included in our Professional Development. Having staff members in some form supporting or coaching teachers developing and adopting new methodology should be included in our Professional Development. Moving from the 20th century teacher-centered methodology and mindset to a more student-centered 21st century approach should be included in our Professional Development. Supporting educators to believe they can expand and change with a supportive school culture should be included in our Professional Development. The idea that we are all life long learners becoming a belief and not just an alliterate phrase should be included in our Professional Development.

If we are to better educate our kids, we must first better educate their educators.

Read Full Post »

I recently returned from my yearly trek to ISTE, one of the largest education technology conferences to be held annually. This year better than 22 thousand educators were in attendance in Chicago for three days. While there I spoke to many educators about their experiences and noted some common threads in their responses. Of course this was very unscientific, but for me some things were painfully obvious.

The ‘Wow factor” was common to many of their comments. I understand that the tech companies tend to highlight their latest bells and whistles for education conferences, but many of these educators were being impressed with the bells and whistles of years gone by. I understand that teacher attendance at conferences is usually not budgeted for in school budgets, so many educators do not usually, or should I say rarely attend National conferences, but there are other methods of maintaining relevance as a professional educator. Those educators who attended ISTE on their own dime should be commended. Of course this should not be the sole responsibility of each educator, but rather a shared responsibility with the school district. This unfortunately is not something that a great many districts even consider.

Of course there was another common comment that was all too often given up by educators: “ Oh, my district could never afford this technology stuff”, or other similar comments in regard to funding tech initiatives. How we fund our education is in large part the greatest factor to what each district has to offer. Obviously this is now a leading issue of many states being voiced and exposed by statewide, educator-supported demonstrations. Hopefully, some states will pay attention to the very people who should be making education decisions.

The third observation that I made was the idea that almost all education and tech conferences support the separation of tech and education. To me this is the greatest deterrent to changing how we view education. We no longer have a choice as educators to include technology in how we approach learning. Our students will be expected to utilize tech in almost every aspect of their professional careers and at almost every level, even for jobs we don’t know yet exist. The majority of their future positions may not even yet exist, but I am confident that technology will be a good part of those as well.

Of course a good teacher doesn’t need technology to teach. A good teacher can be effective with a stick used to scribble on a dirt floor. That however would only impart knowledge to their students. How those students would then curate, collaborate, and communicate that information to create, will require the use of technology provided by their computer-driven society in which they must live, survive and hopefully thrive. Of course some will go off to live in tech-free communes somewhere in the backwoods of America, but that will never be the majority.

Is our education system, as it stands today, meeting the needs of all of our kids? That is a question that has no clear answer. If you point to statistics using learning within schools providing access to tech, I would say the numbers are a little squishy. It will be pointed out that some school has x number of computers and it is only doing marginally better than another school with far less tech. My questions would be what is the teaching culture like? What is the teacher training like? What is the preparation and planning time like? What is the administrative support like?

There is a big difference in providing tech to a teacher who is prepared and enthusiastic for its use, then to a teacher who doesn’t like tech, is uncomfortable using it and is more comfortable with a 20th century approach to education. Just measuring the boxes put in the classroom is not an effective measurement of the impact of technology.

If we are ever to change the education system that we have in place now, we need to first change the culture of education. We need to educate educators regularly to maintain relevance. Technology and innovation both foster rapid change. If we are not educating educators accordingly, they will lose relevance. We need to promote the idea of life long learning, not just for our kids, but for out adults as well. That is the world that we now live in. Change and the ability to adjust to it is a key to learning and maintaining relevance.

Technology and education are no longer separate entities. They are intertwined because of where and how we live and will continue to live going forward. Education will use technology as a tool for curation, communication, collaboration, and what we always strive to accomplish, creation. The skills preparation in school will then reflect the needs of the community. In order for our students to understand this, we need to get our teachers and their administrators to get it first. That is the best way to prioritize and budget for effective and efficient ways to approach both content and skills development for our kids. All of this will require a change in the way we approach professional development. We need a nationwide, holistic approach, rather than the scattered patchwork approach, varying from district to district that we have supported for centuries and continue to support. If we are to better educate our kids, we first need to better educate their educators.

Read Full Post »

It has been quite awhile since I have written a post. I think I might be in a state of depression as a result of my addiction to television News shows and the recent development of an affliction that I refer to as “screen screaming”. Getting beyond the political turn of events of recent history, I also find myself frustrated and depressed over the slow pace of change in education that we have witnessed since the turn of the century. Why is it that so much of what education thought-leaders have been advocating for, in order to dramatically change the education system for the better, has yet to take root in any significant way? Many of the practices that have been identified as stymieing the system are still common practice in too many school systems today.

The big question that educators often ponder seems to be: In this age of technology and innovation does technology improve student learning? Of course that is a big question with research supporting both sides of the argument. I think however that there are other questions, which must be answered in order to gauge the effects of technology our education system.

My first question is: What has technology affected in the everyday lives of educators and support staff that improves their conditions? I tend to use my own experience and observations in addressing this since I began teaching in the early 70’s, before any real significant influence of technology on education, calculators not withstanding. Tech has certainly improved and simplified the ability to record data over the years, freeing up time for teachers. Of course that free time might be lost if teachers are loaded up with new additional stuff to record on students. Tech has given educators an ability to increase their connections with other educators through social media and collaborative applications to exchange ideas and share sources. Certainly this collaboration could be a positive influence and a great source of professional development if promoted and supported by an innovative and creative administration. It is impossible to get “out-of-the-box” teaching and learning when teachers are restrained by “in-the-box” management.

Technology has changed the dynamic of curating information for teachers and students. It gives access to information never before so readily available, or so easily curated. Technology also enables users the ability to publish acquired information in various formats for consumption by others. Additionally, it offers a means in many cases to analyze data in ways that could not be done so easily before technology had become so ubiquitous.

Communication has been upended by technology. There are many ways for people to communicate. We have gone way beyond the dial up telephone. Not only can we communicate with voice, but we can also transmit documents, files, videos, audio files, and live streaming. Gutenberg and Bell would most certainly be impressed.

Access to all of these wonders of technology requires a different mindset than that of the early 20th century. It requires the ability to be flexible and adapt to the constant changes that come with technology. It requires one to commit to being a lifelong learner. It also requires a strict adherence to critical thinking in order to recognize, that which offers value from that which is crap.

Now let us consider what teachers need to survive and thrive in their world today in order to be relevant to their students in what they must teach and the methods they use in the time that they have to deal with their students. Technology affords them time-saving methods to deal with the required bureaucratic minutia. It also offers the ability to maintain relevance in the tech-driven, fast-paced, changing environment of information exchange. Access to information at anytime is also a tech-added benefit for teachers. 24/7 communication access can also benefit educators accessing their administrators, collegial sources, students, or parents.

Now let us consider what students will need to know in order for them to survive and thrive in the technology-driven world that they will occupy, as opposed to the world that their educators grew up in. We want kids to be able to communicate, collaborate, curate, critically think, and most importantly create while using Reading, Riting, and Rithmetic.

All of this is now happening and will continue to happen in a world that is technology driven. We do not get any say in how much technology will continue to change and drive change. We can only prepare for the inevitable change by developing a generation of flexible life long learners who can assess and adapt to new information.

If my observations are even somewhat accurate, why is our education system so slow in developing methodologies that are supportive of teachers learning and using technology with their students? Why aren’t educators learning along with their students the very things they were not exposed to as they grew and learned? Why are we not concentrating more on student-centered learning, as opposed to Teacher-driven teaching? Why are we not focusing more on collaborative learning as opposed to lecture and direct instruction? Why aren’t districts more in tune with supporting collaborative learning for their teachers in obtaining relevant professional development to teach kids for their own future?

Well, now that I sat down to write something on education, I find myself again screen screaming, but this time it has nothing to do with partisan politics. I guess the idea of comfort zones, traditions, and closed mindedness are just as frustrating when we recognize where we should be going, but only a few are willing to take a chance on innovation. Maybe politics and education have more in common than I thought. Just because you have always done it one way doesn’t mean it must continue that way. When the world around you changes, pay attention. If we are going to better educate our kids, we must first better educate their educators.

Read Full Post »

I recently read yet another article that questioned the effect of using technology in education. I believe it stated that there are 3.6 million educators using edtech as the basis for the post. The post itself was well done, but throughout my reading I was troubled by what defined an edtech-using educator. How is it determined that an educator is truly an edtech user?

I have been in meetings where educators had to fill out questionnaires asking about their technology experience. They claimed to be technology-using educators based solely on their use of Power Point for lectures. Technically using Power Point for a lecture does require technology, but that is like claiming to be a social media guru after using Facebook to only follow some family members who post their family vacation pictures at every opportunity.

If we were to do a survey of ten educators who claim to be edtech-users and six of them base their claim on power point lectures alone, and two use tech to send digital worksheets to their students, and the final two educators have students using tech apps for collaboration, curation, communication and creation of content, we could confidently claim that Edtech is not having a great effect on learning. It would be effective for probably less than 20% of the students. The next obvious question would be, how much of an effect is tech having on learning in the classes of those final two educators alone? I imagine the resulting percentage would be a much more positive influence than the other classes, but we lump everyone together.

If we are to establish data on the effects of technology in education, we need to first establish a valid method of evaluating the information from a level playing field. We need to evaluate the experience of the educators claiming to use it. Teachers, who have been identified as users of tech to teach need to, at the very least, be digitally literate. Consequently, we first need to define what is meant by digitally literate. It should not require that a person needs expertise on every application available, but it does assume at the least a comfort with some tools for collaboration, curation, communication and creation of content, the very things we want our students to learn. How many schools can claim a majority of their teachers and administrators have such a comfort level with technology?

In order to determine the effect of technology on learning for students, we need to establish the effects of technology on teaching for teachers. Let us collect data from tech-savvy teachers who model tech use as much as they would hope for their students’ use to be. We need to clearly state what we expect a technology-literate educator to be. It is no longer acceptable to allow educators or administrators to determine what they are minimally going to commit to when it comes to learning tech for professional development. We have reached a point where what was minimally accepted even five years ago is not acceptable now. We must have higher standards for educators if we have certain expectations for students. The education system does not create what society demands for students to survive and thrive in this technology-driven world. It does however need prepare kids for that very life.

Of course this will never be a popular position to take with most educators. They have all attended school for years to prepare for their positions. Their preparation to become an educator was left in the hands of the colleges and universities under the scrutiny of accreditation organizations. The question is how do those institutions stay relevant in an ever-changing technology-driven world?

If the demands of the world that we live in keep evolving and changing at a pace never before experienced in history, we need to adjust what we are doing to meet those demands. We cannot count on 20th Century methodology to prepare our kids for 21st Century demands. Before we redefine what we expect from our students, we need to first redefine what we expect from their educators. If we need to determine if technology is having a positive effect on learning, we need to determine if it is being equally provided to students by educators who have a thorough understanding of technology and are flexible enough to meet the inevitable changes that technology fosters. As always, if we are to better educate our kids, we need to first better educate their educators.

Read Full Post »

Older Posts »

%d bloggers like this: