K12> *TEACHERS AND TECHNOLOGY: MAKING THE CONNECTION* After the Wires
Gleason Sackman
[mailto:K12A...@LISTSERV.SYR.EDU] On Behalf Of Bonnie Bracey
Sent: Friday, October 16, 1998 12:35 PM
To: K12A...@LISTSERV.SYR.EDU
Subject: *TEACHERS AND TECHNOLOGY: MAKING THE CONNECTION* After the
Wires , What?
THE PROMISE OF TECHNOLOGY FOR TEACHERS**SUMMARY OF KEY FINDINGS* OTA Report
o Although helping teachers use technology well may be the
most important step to helping students, there are almost no
hard data on the impacts of technology on teachers; research
has focused primarily on the implications of technology use
for students. For information about the ways in which
technology can help teachers, one must look to surveys, case
studies, and reports from teachers who are accomplished technology users.
But we often punish technology pioneers.
"Thus far, most educators who use technology to implement the alternative
types of pedagogy and curriculum are "pioneers": people who see continuous
change and growth as an integral part of their profession and who are
willing to swim against the tide of conventional operating procedures -
often at considerable personal cost. However, to achieve large-scale shifts
in standard educational practices, many more teachers must alter their
pedagogical approaches; and schools' managmeent, institutional structure,
and relationship to the community must change in fundamental ways. "
Dr.Chris Dede
http://millennium.aed.org/dede.shtml
Chris Dede on how Technology Changes the Role of the Teacher
Teaching is the essential profession, the one that makes all other
professions possible. Without well-qualified, caring, and committed
teachers, neither improved curricula and assessments, nor safe schools--not
even the highest standards in the world--will ensure that our children are
prepared for the challenges and opportunities in America's third century.
More than ever before in our history, education will make the difference
between those who will prosper in the new economy and those who will be
left behind. Teaching is the profession that is shaping this education and
therefore America's future--molding the skills of our future workforce and
laying the foundation for good citizenship and full participation in
community and civic life.
Secretary Riley.
But do we treat teachers as if they are essential? Needed? Valued?
Every child needs--and deserves--dedicated, outstanding teachers, who know
their subject matter, are effectively trained, and know how to teach to
high
standards and to make learning come alive for students.
President Clinton,September 1998
If so, how do we ask them to teach what they do not know, and then insult
them by saying, too old, too dumb, let the kids teach them etc? Surely the
teachers want to learn , but in dignity, with time for reflective practice
, and then with a little help from their friends, or students. But do the
students KNOW the pedagogy? I don't think so. Who decides what they teach,
or are we talking about using the machine. More than that is needed.
**There are many experts who either believe in technology or who bash
technology.
One of the things that turns real teachers off is that a lot of the
"experts" are so high on the totem pole that they do not understand the
real variance in classrooms, schools, and administrative input into the
daily life of a teacher. While the technology provides is with lots of
resources, we are still teachers, and therefor subject to many variables
which control our use of the technology resources available in the learning
landscape . How can we develop our expertise if the administrators do not
support, understand or have an interest in the process?
What do you say to an expert who may rightfully be interested in the next
new thing while you don't even have the OLD technology.And how can the
colleges give us experts IF they do not effectively disperse the use of
technology to their education graduates, or professors?
"The nation's teacher education institutions must close the teaching and
learning technology gap between where we are now and where we need to be.
Although progress has been made and exemplary practices exist, recent
research indicates that most teacher education programs have a long way to
go."
http://www.ncate.org/projects/tech/TECH.HTM
NCATE's Technology Report: HTML version
How is it that the experts do not know how many teachers are not trained,
have no access, and few resources ?
Teachers have been sharing those problems with the public for years.
After the Wires , What? Here is a thoughful piece by someone who
understands
teachers.
http://www.electronic-school.com/0398f2.html
Winning Teachers Over
and here is a survey to find out where the teachers are. We must not
humiliate those who have just started or who have not any interest in
technology.
http://www.cyberseedannie.org/four.htm
Cyberseed Annie's Speedy Survey
We also could be kind enough to teach and speak in terms that are
understandable, or have a real teacher help you present. Tech talk turns
lots of people off. And what about that gender gap? (in Technology
education and in classroom use)
http://www.mercurycenter.com/business/tech/docs/050621.htm
Report: Gender gap emerging in tech education (10/13/1998)
o The experience of teachers who are adept users of
technology suggests that technology is not a panacea for all
educational needs. Nor does it appear that there is one best
way for teachers to use technology--just as there is no one
best technology for every teacher to use. Instructional
goals, teacher experience, subject matter or curriculum
area, available resources and support, and student needs are
all factors that affect teacher's technology use.
*Often, people who are introducing technology do not take into account the
thoughts of the teacher who is being asked to use technology as a learner.
There is no development of the vision of how this individual teacher will
want to create, use ,or involve technology into their teaching and learning
style. Some people are really great at technology, but they could not teach
their way out of a wet paper bag.
*We ask people to make changes with blanket solutions in many ways. There
are no blanket solutions. Teachers know what their style is, and fear the
change in the classroom with the infusion of technology. They are often
quite concerned about classroom management and the applications of
technology, (How the use of technology will change what they have come to
know as behavior management).Often we also do not share, teach, provide
information to the assessing administrator so that they will understand the
change in classrooms and of teaching and learning .
o Some teachers use technology in a traditional "teacher-
centered" model of teaching, such as drill and practice for
mastery of facts and content or as tutorials to supplement
teacher-controlled activities. Other teachers use technology
to support different, more student-centered approaches to
instruction, in which students conduct their own scientific
inquiries or projects or engage in collaborative activities,
and the teacher assumes the role of facilitator or coach.
The latter kinds of teachers are among the most enthusiastic
technology users, since technology is particularly helpful
in supporting this kind of teaching.
Many of us as teachers started with the use of one program which was
comfortable. Some of us learned to tame the paperwork, some to create more
interesting teaching with the use of a one computer classroom monitor, but
the resources were not always there for us, and we created, found or got
virtual starts with the new ideas. Too often the technology teachers don't
have to worry about transformation and are NOT working with a teacher who
knows the pedagogy. We don't want cute.
Little is said about the benefit of technology for student who need a lot
of
individual attention or just in time answers and who cannot , or will not
benefit from a once a day, program, no matter how powerful it is. With
technology, teachers can meet with children more often and get to know them
in ways that one cannot with just the lecture approach.
o Student enthusiasm for technology is a powerful incentive
for teachers to use it. Teachers who are technology users
often report that technology can make learning more relevant
to "real" life and more engaging and motivating to students.
I believe that administrative understanding , support, rewards, and
involvement works as well as the student , parental and stakeholder
support.
Stipends also help. But teaching can be very exciting when there are lots
of
resources. We just have to learn how to use the many resources available.
Often , others who do not teach choose these resources for us. That is a
big
boulder in the road. Quality software, project based learning with real
support is important. I used to love the "Voyage of the Mimi both 1 and 2.
I
migrated from 1 when a supervisor started trying to tell me how many days,
which experiments, and added 100 pages to the program. There was no respect
for my individuality and creativity in teaching( I am a Marine Biologist).
Voyage of the Mimi 2, I was able to teach without a lot of administrative
flags because no one could decide which discipline it supported. Thanks to
Earthwatch, and the National Geographic I viewed it as it was, integrated
curriculum , which I tailored to the class I was teaching and the learning
landscape.
o Some technologies offer a new set of alternatives to
traditional pencil-and-paper testing by enabling teachers to
record, review, and maintain records of student performance.
For example, videotaping a student presentation not only
provides a recorded demonstration of the student's
understanding of the subject at that time, but also creates
a "living" record of the student's progress throughout the
school year that can be viewed and discussed by other
teachers, the student, and parents.
Lost in the discussion of the uses of technology is often the fact that
technology can free the teacher, while enabling evaluation on a daily basis
as a part of the program, that creating a project makes it necessary for
student to have a knowledge base, that project based learning, such as
Kidsnetwork, or the Jason Project gives teachers the resources they need ,
but the individual decisions to tailor, add creativity, experiments, and
maybe have time to develop a wonderful setting for the learning adventure.
It also develops for students and teachers the possibility for lifelong
learning. One of my students interested in Archaelogy, has sent me letters
and pictures, of adventures all over the world. Petra was the last site he
shared with me. We started with the Voyage of the Mimi 2 .Other on-line
experts, sites, resources allow students to learn as much as they want to,
they are not limited to my knowledge or expertise, or that of the local
experts.
A lot of people are only talking about the use of the Internet. I mean the
use of the SuperInformation Highway.
The principal who was very upset with me because I was not just using books
misunderstood the uses of technology.
I use it to create learning landscapes.
http://www.tcpd.org/webwork.html
Thornburg Books
"When data of any sort are placed in storage, they are filed alphabetically
or numerically, and information is found (when it is) by tracing it down
from subclass to subclass. It can be in only one place, unless duplicates
are used; one has to have rules as to which path will locate it, and the
rules are cumbersome. Having found one item, moreover, one has to emerge
from the system and re-enter on a new path. The human mind does not work
that way. It operates by association. With one item in its grasp, it snaps
instantly to the next that is suggested by the association of thoughts,
in accordance with some intricate web of trails carried by the cells of the
brain. It has other characteristics, of course; trails that are not
frequently followed are prone to fade, items are not fully permanent,
memory is transitory. Yet the speed of action, the intricacy of trails, the
detail of mental pictures, is awe-inspiring beyond all else in nature."
Vannevar Bush
What wonderful associations are possible with the use of the implements of
the SuperInformation Highway ! Learning Styles .. more than just one are
utilized and there are ways to create a number of pathways to
understanding.
That is why technology is so powerful.
Bonnie Bracey
1. http://www.aspeninst.org/dir/polpro/csp/Abstracts/CrLearn.html
Creating a Learning Society
http://www.ets.org/research/pic/compclass.html
2. Computers and Classrooms