So many tools, so little time.
I posted a quick
pole on my blog asking about the use of blogs. I know we have only three
in our group with one being an actual teacher however, nobody is using a blog
in their educational setting. In my high
school we have a new principal that touts his expertise and use of technology in education. Since he started six months ago, he has
posted three times on his blog! That, in
my estimation is dismal. If a self-proclaimed
technologist is barely using a tool he believes in, how do we motivate teachers
and students to use them? After reading
the first eight chapters of Richardson’s book on Web 2.0 tools, which tools
should teachers focus on and how many hours per week do you think teachers will
spend keeping up their entries? What
will be the priorities of teachers if we mandate these tools and what will
suffer due to time to properly keep the new tools updated?
Hi Ray,
ReplyDeleteI think picking a topic that you are interested in would help keep it motivating. And, while blogs can be a neat tool - it might not be the right one for your classroom.
So,should admin types present various tools and ask the teacher to pick one or two that s/he is comfortable using? Do we add to a policy how often the teacher should update the tool? Would this be a problem with the teacher's union? All that change of work stuff. Our teachers had, as a group, issues updating our electronic/web grade book program.
DeleteRay
Well, email isn't an option anymore - you're expected to check it and communicate via it. And everyone is adapting. I can't really see blogging being required but I do get a little miffed when I come across webpages/sites from technology "buff" teachers that don't update them. So, how about the district require a few and leave the rest to choice?
Delete~Stephanie
Good questions. Requiring teachers to use any tech will lead to resentment from those who are "set in their ways." They will do the minimum and whine about it the whole time. I know, I work with a few.
ReplyDeleteTeachers should do what they are comfortable doing, but they should also be willing to stretch themselves into new areas if the students will receive a benefit from it. And with the need for improved communication between teacher and parent, the new tech tools out there give teachers many reasons to get excited and embrace technology, rather than resent it and continue to write notes home to parents that the parents never receive.
As in my above reply, are the tools a change in working conditions? How do we nudge resistant teachers along to use the tools if they really do want to? I am a firm believer in rewarding behavior that you want to happen. Union folk do not agree. I seem jaded here but it is a real issue in some districts, especially up in New England where I work. I call it the Plymouth Rock Syndrome :-}
DeleteRay
Yes, the tools are a change in working conditions, in the same manner replacing a chalkboard with a whiteboard or a SMARTboard is a change in working conditions; for better or worse they need to deal with the new reality. As for your second question, how to get resistant teachers to actually use the tech you want them to... I have no ready answer. I guess it would depend on what tech you are talking about, a simple e-mail (or other communication tool) or a document camera, SMARTboard... something that truly changes the way they teach. I also agree with rewarding teachers who are willing to use new tech: buy it for them. Continue to offer professional development credits (paid for) or classes and conferences for new stuff.
ReplyDeleteOf course the union doesn't agree: it challenges the status quo. Keep fighting the good fight!
"We" as educators aside from principals and tech specialists have to step up to the plate when others fail to be consistent. Utilize the tools they've initiated or enforce our own. Share at staff meetings or via email as ("assistance needed") to get fellow teachers on board.
ReplyDeleteI think the grade level you teach determines how often the tools should be implemented in the classroom. Start with a parental blog or social networking forum for all grades. Perhaps the parents can be instrumental in the development of technological components being executed.
It is understandable that all teachers vary in their understanding of technological applications, tools, and programs available. However, the same amount of time could be applied for the upkeep for both a beginner and an expert. Perhaps 10 minutes of your lunch could be used for updating...maybe 10 minutes before the start of the day, 10 after the last class. Maybe over the summer you could look into programs and tools, but until you're fluent with those systems...think small to first get a technological component into the classroom.
....hope this helps. Again, I thought for sure I previously commented on this post.