Scott McLeod poses the question on his blog, “Are we doing what is best for our students, or are we doing what is most convenient for us?” (McLeod, 2007) In this post, I will explain my answer to his question.
Unfortunately, I feel that about half of the teachers today are doing what is convenient for them, instead of what is best for the students. I do not think that this is intentional. I think that they are just teaching how they were taught and do not know of any way that may be more effective. I think they assume that if this way of teaching has been working for 100 years, there is no need to change. Their manner of teaching is convenient not because it is easier, but because it is familiar and safe. It is unchanging, therefore is feels comfortable to them.
So you may be thinking, “Well, if teachers are comfortable teaching in a way that has worked for decades, why would that be negative?” The problem is that the technologies introduced within the past 20 years have changed society so dramatically that the fundamental concepts children need to learn to become successful members of society have changed with it. If we don’t change the manner in which we teach, we are neglecting to teach our kids crucial aspects of the all-inclusive education we claim to give. In the textbook, Integrating Technology and Digital Media in the Classroom, the authors note how easy it is to “see the disconnect between how teachers teach and how students learn.” (Gunter, Gunter, & Shelly, 2010) This makes it obvious that the old ways don’t work anymore!
Luckily, I feel that about half of the teachers today are teaching how and what students need to learn in today’s society. An essential part of teaching should be modeling to students how to use technology, as well as actually having them use it to learn. I think students need as much exposure and practice with all types of technologies in school, including Word, PowerPoint, Excel, and the Internet for both finding and presenting information. Any other technologies schools can get funds for are always beneficial, such as digital cameras, Smart boards, Elmos, lap tops, etc.
Teaching kids how to use technology is important, but I think it is even more vital to teach students to critically analyze, problem solve, and think for themselves so that they can succeed with new experiences in the future. If you just teach students a bunch of facts, but not how to find them, what will they do when someone asks them a fact they don’t know? If you teach students how to use a plethora of different technologies, but do not let them discover and analyze when they are appropriately useful, what will they do when they come across a new technology that they haven’t been trained in. The textbook says that students “must be able to figure out what the data really means and be able to synthesize, evaluate, and create new information and knowledge once they have determined its quality.” (Gunter, Gunter, & Shelly, 2010) I think that this statement applies to everything in life, not just data. If the students can’t apply the knowledge they have learned to new settings and situations, then the knowledge is practically useless in a society where new inventions are continuously introduced.
In conclusion, I think that about half of teachers are unintentionally doing what is convenient for them, instead of what is best for students. We need to help that half (which may include ourselves at times) switch to the other side so that all teachers are doing what is best. I think that you can help make that happen whether you are currently teaching, planning to teach, a parent of a student, or just a member of society who cares about our future. The article, “Building Technology Literacy in the Curriculum,” talks about ways instructional leaders can ensure technology is being used properly in classrooms to prepare our students for the future. Even though we are not all administrators, I think most of these can be adapted or suggested by teachers and parents. Some possibly less convenient, but more effective suggestions are as follows:
“* Let the learning you want be the data you need. Use the assessment requirement to create a sense of urgency for change in classrooms, and then use the data required for the assessment to drive change in classroom practice.
* Create and articulate a locally shared vision for the use of technology in instruction. Get input from teachers, from parents, and especially from students. How do they want technology to be used in the classroom? Create a structure for technology integration, and then provide for flexibility within that structure.
* Provide adequate access to computers for staff members and students in a well-organized manner. Work with your staff to develop models for access to technology, whether in labs, mobile labs, or classroom configurations, so that availability of computers is not a barrier to implementation.
* Create models for teachers. Provide teachers with examples of best practices, support them with professional development, and give them time to become familiar with the activities.
* Set clear expectations for teachers regarding the use of technology in the classroom. Conduct regular classroom walk-throughs. Look at report data. Ask teachers to invite you into their classrooms at least four times this year to see 21st century instruction in action. Ask students what they are learning and how they are using technology.
* Nurture a culture of innovation and encourage responsible risk taking. Let teachers know that it will be OK if an activity using technology doesn't turn out as well as the teacher had hoped--it can be improved each time--but it's not OK to not use technology. Remind teachers that to nurture creativity and innovation among their students, they must model creativity and innovation themselves.” (Boone, 2009)
References
Boone, K. (2009). Building Technology Literacy Into the Curriculum. Principal Leadership, 10(2), 68-70. Retrieved August 30, 2010, from Education Full Text database http://vnweb.hwwilsonweb.com.ezproxy.lib.ucf.edu/hww/results/getResults.jhtml?_DARGS=/hww/results/results_common.jhtml.34.
Gunter, G. A., Gunter, R. E., & Shelly, G.B. (2010). Integrating technology and digital media in the classroom (6th ed.). United States: Course Technology, Cengage Learning.
McLeod, Scott. (2007). Dangerously irrelevant. Retrieved August 30, 2010, from http://dangerouslyirrelevant.org/2007/05/well_whats_your.html.
