I'm a Slave to My Keyboard
Whoa! The Fischbowl thread regarding technologically illiterate teachers is definitely heated, which I assume was the intent. It left me thinking: Are we a slave to our own fiefdoms?
Assumption 1: Teachers reside indignantly on their throne.I witness many teachers attempting to keep ahead of the curve, incorporating technology, and facilitating instruction geared towards all learners. Instruction that is relevant now and prepares students for the future – at least what we think is the future.
Rarely do I come across colleagues that are so comfortable in their ability to be the sage on the stage that they are unwilling to accept any change. What I do find is that teachers resent being asked to jump through administrative hoops, read frequent three-page emails, or to prove that they think or reflect beyond the classroom. Gloom and doom really turns off a lot of people; furthermore, they become defensive and default back to what is familiar. The demands of teaching a modern day classroom have tripled since I began teaching over a decade ago. I can only imagine those with twenty years or more. Time is a balancing act, and teachers are asked to juggle. If we do not meet the needs or standards of one – wham – it is a criticism cornucopia. I’ll be frank; time handcuffs the spirit to be constantly fresh. Do I provide meaningful feedback to student work product? Do I research new ideas and approaches to teaching content in the classroom? How many meetings will I be attending this week? When can I catch a school game or play in addition to any other school responsibilities? Oh…and…find time to blog? At some point, people need to spend time with their families and embrace an activity other than the art of education. I struggle to achieve balance.
Assumption 2: If it's not in print, professional development does not exist.It is not about technology, but let’s be honest, it is. If you blog, either participating or actively reading, you care about technology to some degree. If you signed up for the 21 century class – and a myriad of other courses marketed to improve education – you care about your profession and the future of our students. Yes, some people are bliss in their non-technological world; they choose to be on the outside. Those outsiders look at our Gilded Age of shiny computers and see it is not always a friendly or patient place to be. Come on in, but I’ll only show you once, and if your learning curve is a little longer than the norm... How arrogant to assume that professionalism is curtailed because they do not doggedly pursue one method? Just like our students, maybe we have failed to define a purpose for these techphobes?
What is it really about? Are we simply defending our domain - our interests? If it is about constructivist learning, this approach has been around long before computers were a staple in the classroom (an approach that I learned about in my methodology classes). If it is about teaching the whole child, we haven’t even tapped into affective and character education. If it is about not being complacent, then this is a conversation worthy for the picking. When you ask, require, bemoan the use of technology, the conversation takes a side road that is confusing and counters student-driven learning. It becomes, “I need to blog or email,” instead of discussing the big picture.
In our land of learning, divisive tactics create "haves and have nots" and serve not the learning that will occur far, far from now. We must not forget. Basic is not synonymous with bad. Meanwhile, I'll email my colleague two feet away.
Assumption 1: Teachers reside indignantly on their throne.I witness many teachers attempting to keep ahead of the curve, incorporating technology, and facilitating instruction geared towards all learners. Instruction that is relevant now and prepares students for the future – at least what we think is the future.
Rarely do I come across colleagues that are so comfortable in their ability to be the sage on the stage that they are unwilling to accept any change. What I do find is that teachers resent being asked to jump through administrative hoops, read frequent three-page emails, or to prove that they think or reflect beyond the classroom. Gloom and doom really turns off a lot of people; furthermore, they become defensive and default back to what is familiar. The demands of teaching a modern day classroom have tripled since I began teaching over a decade ago. I can only imagine those with twenty years or more. Time is a balancing act, and teachers are asked to juggle. If we do not meet the needs or standards of one – wham – it is a criticism cornucopia. I’ll be frank; time handcuffs the spirit to be constantly fresh. Do I provide meaningful feedback to student work product? Do I research new ideas and approaches to teaching content in the classroom? How many meetings will I be attending this week? When can I catch a school game or play in addition to any other school responsibilities? Oh…and…find time to blog? At some point, people need to spend time with their families and embrace an activity other than the art of education. I struggle to achieve balance.
Assumption 2: If it's not in print, professional development does not exist.It is not about technology, but let’s be honest, it is. If you blog, either participating or actively reading, you care about technology to some degree. If you signed up for the 21 century class – and a myriad of other courses marketed to improve education – you care about your profession and the future of our students. Yes, some people are bliss in their non-technological world; they choose to be on the outside. Those outsiders look at our Gilded Age of shiny computers and see it is not always a friendly or patient place to be. Come on in, but I’ll only show you once, and if your learning curve is a little longer than the norm... How arrogant to assume that professionalism is curtailed because they do not doggedly pursue one method? Just like our students, maybe we have failed to define a purpose for these techphobes?
What is it really about? Are we simply defending our domain - our interests? If it is about constructivist learning, this approach has been around long before computers were a staple in the classroom (an approach that I learned about in my methodology classes). If it is about teaching the whole child, we haven’t even tapped into affective and character education. If it is about not being complacent, then this is a conversation worthy for the picking. When you ask, require, bemoan the use of technology, the conversation takes a side road that is confusing and counters student-driven learning. It becomes, “I need to blog or email,” instead of discussing the big picture.
In our land of learning, divisive tactics create "haves and have nots" and serve not the learning that will occur far, far from now. We must not forget. Basic is not synonymous with bad. Meanwhile, I'll email my colleague two feet away.
posted by S. Cornils | 4:56 PM
1 Comments:
Dear Cornils,
You make some very interesting points in your blog and I definitely agree with a lot of what you say. It's very interesting that teachers are always trying to get one step ahead which does make sense, if teachers were to teach the same things over and over every year the same way it wouldn't be nearly as effective as using new and creative things would be. As a high school student myself I don't really see what teachers have to go through in order to come up with a creative way to teach their students something. You also talk about managing your time in a well fashioned matter. I think that everyone needs to manage their time in an efficient way as to not spend so much time on one thing that you don't finish another thing.
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