Reflection
The issues facing schools as they seek to move into the rapidly changing world of 21st Century education are truly daunting. It is not as simple as putting a computer in front of a student and expecting learning to occur. Educators must be diligent in knowledge and implementation of technology plans that protect students whilst also opening up the world to them. In this course, I studied the very complex issues surrounding technology in schools from the classroom perspective up through large-scale district implementation and national policies.
While it is clear that my district complies with, and even excels in understanding of the ISTE standards, often that work does not reach down into the daily practice of most teachers. Only because I needed to research our district policies did I stumble upon some amazing resources the district technology team has put together. As a matter of fact, the website hosted by the Department of Technology is a rich resource of materials to help teachers and students navigate 21st Century learning. Their stated mission: “ The team works to deliver professional development to teachers of all levels to assist them in integrating technology in their classroom. We also collaborate with the district’s centralized staff and advise on how to incorporate technology and 21st Century skills into other initiatives in the district. And, in support of all of this, we work with district technology staff to design, create and maintain systems that better allow teachers to use technology in their classrooms with minimal efforts” (ETLS, 2014). The information is there for teachers, but they really have to want to find it in order to make the discovery.
Does that mean I feel prepared to tackle the muddy waters of social, ethical, and legal issues that I personally would face given a blunder on my or my students’ end? The answer is difficult to summarize. I think the issue lies with the idea that for many educators it is simply easier to not engage in technology and have no risk of messing up. In his article “Common Misunderstandings of Educators who Fear Technology”, Eric Sheninger identifies loss of control as the one of the fears driving teacher reluctance to embrace technology. He states, “For technology to be not only integrated effectively, but also embraced, a culture needs to be established where teachers and administrators are no longer fearful of giving up a certain amount of control to students” (2012). Trusting the students to use the technology in appropriate ways requires quite the leap of faith. However, through intentional lesson design that incorporates ISTE Standards, sound pedagogical rationale, and a willingness to try new things, the trust can be realized. A classroom culture must be built from day one where the expectations are crystal clear as to the purpose of technology in the classroom setting.
Of course the strongest lesson that can be taught a student is through strong modeling by the teacher. If students see that their teacher is comfortable with digital learning methods, or in many cases, if the teacher is at least trying to incorporate technology, then students feel the teacher is attempting to engage them in a style of learning they enjoy. It builds respect in the classroom. Also, being willing to let the students see you learn and make mistakes is important. It helps create a risk taking environment and culture of inquiry. Respected teacher/tech guru Will Richardson argues that “the teacher role must change in this brave new tech world . . . teachers must be ‘learners first, teachers second,’ . . . they need to model the process of learning for students and show them what intrinsic motivation and curiosity and creativity look like” (Heitin, 2013). For a teacher to model positive netiquette, as well as fair use and compliance helps students see the value in doing the right thing while online.
In the end, navigating this new world will take constant dedication, diligence, and a passion for helping students be prepared to enter the adult world with the skills necessary for success in this digital age.
While it is clear that my district complies with, and even excels in understanding of the ISTE standards, often that work does not reach down into the daily practice of most teachers. Only because I needed to research our district policies did I stumble upon some amazing resources the district technology team has put together. As a matter of fact, the website hosted by the Department of Technology is a rich resource of materials to help teachers and students navigate 21st Century learning. Their stated mission: “ The team works to deliver professional development to teachers of all levels to assist them in integrating technology in their classroom. We also collaborate with the district’s centralized staff and advise on how to incorporate technology and 21st Century skills into other initiatives in the district. And, in support of all of this, we work with district technology staff to design, create and maintain systems that better allow teachers to use technology in their classrooms with minimal efforts” (ETLS, 2014). The information is there for teachers, but they really have to want to find it in order to make the discovery.
Does that mean I feel prepared to tackle the muddy waters of social, ethical, and legal issues that I personally would face given a blunder on my or my students’ end? The answer is difficult to summarize. I think the issue lies with the idea that for many educators it is simply easier to not engage in technology and have no risk of messing up. In his article “Common Misunderstandings of Educators who Fear Technology”, Eric Sheninger identifies loss of control as the one of the fears driving teacher reluctance to embrace technology. He states, “For technology to be not only integrated effectively, but also embraced, a culture needs to be established where teachers and administrators are no longer fearful of giving up a certain amount of control to students” (2012). Trusting the students to use the technology in appropriate ways requires quite the leap of faith. However, through intentional lesson design that incorporates ISTE Standards, sound pedagogical rationale, and a willingness to try new things, the trust can be realized. A classroom culture must be built from day one where the expectations are crystal clear as to the purpose of technology in the classroom setting.
Of course the strongest lesson that can be taught a student is through strong modeling by the teacher. If students see that their teacher is comfortable with digital learning methods, or in many cases, if the teacher is at least trying to incorporate technology, then students feel the teacher is attempting to engage them in a style of learning they enjoy. It builds respect in the classroom. Also, being willing to let the students see you learn and make mistakes is important. It helps create a risk taking environment and culture of inquiry. Respected teacher/tech guru Will Richardson argues that “the teacher role must change in this brave new tech world . . . teachers must be ‘learners first, teachers second,’ . . . they need to model the process of learning for students and show them what intrinsic motivation and curiosity and creativity look like” (Heitin, 2013). For a teacher to model positive netiquette, as well as fair use and compliance helps students see the value in doing the right thing while online.
In the end, navigating this new world will take constant dedication, diligence, and a passion for helping students be prepared to enter the adult world with the skills necessary for success in this digital age.