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.
Christie,
ReplyDeleteI agree with your comments about teaching the students "to critically analyze, problem solve, and think for themselves so that they can succeed with new experiences in the future." As a Media Specialist, it is frustrating for me to see teachers who want me to support the students in their learning how to research but only want them to regurgitate the facts that they learn from researching a topic. I would rather see them use what they learn to draw conclusions about their topic or predict something about their topic. Unfortunately, teachers have been following the old project guidelines for so long they just continue to give the same assignments instead of making changes to incorporate new ideas or technologies.
Thanks for sharing your thoughts.
Stacy Anderson
Christie- I think your point about students being able to critically analyze, problem solve, and think for themselves is vital to their education. We talk about students being able to ask a question into their iphone and get an answer, but are students being taught how to find the answer if they need to? Or do we just assume technology will take care of their needs? I mean, what if their iphone dies and they have to spell a question on the computer? I feel like sometimes people get carried away with how much technology we need in our classroom. I know media should be involved, but there are so many skills technology can't teach! Would my students ever really know how to hold a pencil without me putting it in their hand correctly? They can watch videos, but until they have it put in their hand they don't really know. So I think we do need to make sure we are having our students analyze and problem solve without the computer. The computer can be a guide or a helper, but without those background skills the students would be stuck. So the question is, how do we find the good mix of both?
ReplyDeleteI have to say I 100% support this paragraph
ReplyDelete“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.”
You really summarized one of the biggest issues that education is facing today. The reluctance to change has created this ripple effect in education that is continuing a massive downward spiral. Too many teachers believe the theory “if it worked for me than it is has to work for them.” I am appalled when I hear this coming from educators. Can anyone honestly believe that there is 1 specific way to learn everything? There has to be a huge transition in the philosophy of education. As a teacher I always try and remove myself from the role of a teacher and think “if I were in a classroom would I really want to do this and why.” By doing this, I am able to see some of my own mistakes, and even take the suggestions that my students give about how they would like to learn. If they are making the choices and the decisions then the students own the learning not the teacher. The shift in education will be a long up hill battle and at this rate, by the time education starts to recognize their wrongs it may be too late to correct the problem.
As a current classroom teacher I agree with you about teaching in a way that is convenient. However I took your post to be very "finger pointing and less proactive". We are in a serious bind in the classrooms today. Not only are we faced with a budget deficit, but we are also faced with a strong dose of reality. I teach Kindergarten in a Title I school where nota ll students come to my class literate with computers. Our biggest push is to teach these kids how not to fail and how to read and be on grae level before they fall too far begind. We have to be acutely aware that not all students have the same bakgrounds nor do they have they same access to technology. For some of them just getting fed is a major priority. I have student who comes to me everyday and says he's hungry ad he did not eat breakfast. What then? How do I change my philosophy about children and how they learn when I am more concerned about making sure these kids are socially taken care of. I would love to have SMART boards and other such modern technologies, but in reality, I don;t know if that's in the books for classrooms int he next few years.
ReplyDeleteAnother concern for experienced teachers, is not only time management, but training for new technology. I consider myself to be fairly "up" in technology changes but I work with others who still struggle to find the print button on the email. Or some who don't email, still... It is hard to teach an old dog new tricks, but that doesn't mean it can't be done.
I agree that many teachers today who are doing what is convenient consider that they are doing what is right. They’ve mastered classroom management, are experts in curriculum and their students make adequate progress. They are dedicated educators.
ReplyDeleteAnd they must be incredibly frustrated, knowing that there are newer technologies that could enhance their effectiveness, yet they are unable to carve out the additional time and muster the energy to learn and integrate them, not to mention justify the funding necessary, without compromising what they are doing right. I admire those who are updating their skills by taking graduate courses such as this one while also holding down a full-time teaching job. They are doing what is inconvenient, but persevere because they know it is right. They deserve recognition and support.
On another topic…the suggestion you include in your post, using data to drive change in classroom practice, was aimed at instructional leaders in the article you reference, but I see it also as a vital tool for classroom teachers. There is a growing emphasis on using formative data analysis to make instructional decisions in the classroom. Teachers with a command of Excel and its data analysis functionality will have a real advantage.