Beware,
educators who learn how to use technology and apply it to improving teaching
and learning. Beware colleagues who inform themselves about 21st
Century Learning, who become comfortable with Chrome Books, LEGO Robotics kits,
Interactive Whiteboards, 3D Printers, and the like. You are acquiring a body of
vital knowledge and understanding that has high value in today’s schools: even
more so for schools of the near future. Beware, you are putting yourself at risk
of taking on a new role, tech leader and guide for your colleagues.
The Coming Digital
Shift in Schools... (Or Are We Already In It?)
More on this theme at https://professorgura.blogspot.com/2018/10/the-coming-change-to-digital-platform.html
Currently, a very large and growing portion of best instructional practice relies on technology; traditional instructional content is morphing from traditional hard copy text to things that are cloud-based, interactive, media-rich and capable of providing a very personalized learner experience; essential items to support instruction – everything from student record keeping, to communications with parents, to school calendars and schedules, is becoming easier, better, and more cost effective by being used in digital format. We are heading rapidly toward a state in which the majority of things done in our schools will be done digitally.
More on this theme at https://professorgura.blogspot.com/2018/10/the-coming-change-to-digital-platform.html
Currently, a very large and growing portion of best instructional practice relies on technology; traditional instructional content is morphing from traditional hard copy text to things that are cloud-based, interactive, media-rich and capable of providing a very personalized learner experience; essential items to support instruction – everything from student record keeping, to communications with parents, to school calendars and schedules, is becoming easier, better, and more cost effective by being used in digital format. We are heading rapidly toward a state in which the majority of things done in our schools will be done digitally.
A
Tale of 2 School Realities
More on this theme at: https://professorgura.blogspot.com/2018/10/a-tale-of-two-schools-ii.html
More on this theme at: https://professorgura.blogspot.com/2018/10/a-tale-of-two-schools-ii.html
When
I share an understanding of the state of EdTech in American schools with colleagues
from around the country, something I often do through teaching online and
attending conferences, I tend to get very different understandings from
teachers, coaches, and administrators in large urban districts and from those
in smaller, often suburban ones.
From the latter, I get a picture of schools well along the way toward making that digital shift: access to small notebook-like connected devices, often in one to one configurations, active, dynamic school and classroom websites, laden with resources, community-building materials, and samples of student work… but from their urban colleagues a sense that this is all some sort of “Educational Science Fiction”, that anything but separate technology programs that are not integrated across the n general instructional program, and anecdotal pockets of frequent use, is still the stuff of far off dreams.
From the latter, I get a picture of schools well along the way toward making that digital shift: access to small notebook-like connected devices, often in one to one configurations, active, dynamic school and classroom websites, laden with resources, community-building materials, and samples of student work… but from their urban colleagues a sense that this is all some sort of “Educational Science Fiction”, that anything but separate technology programs that are not integrated across the n general instructional program, and anecdotal pockets of frequent use, is still the stuff of far off dreams.
Does
Putting togeterh 1 + 1 = You and/or Your School Are On Track?
When we consider 1) that the majority of instructional practices and activities, and the materials needed to implement them, as well as the many support items needed to allow them to happen, all are becoming digital, and better, more effective, and cheaper because of it…
And consider 2) that a large percentage of schools are already part of the way toward participating fully in the digital shift... or are laying sufficient groundwork so that the ongoing and increasingly rapid paced transformation won’t overwhelm them, we also have to consider what will happen in those schools who are not on track, at least to a credible degree.
Digital Catchup
Well, certainly those schools will not disappear; will not cease to satisfy their mandates, putting everything else aside as they struggle with a great degree of 'digital catchup'. A variety of strategies will emerge; chief among these will have to be approaches to guiding non-technology savvy colleagues in (re)making a very large part of what they do digital. There will have to be hand holding types of support and guidance as well as a large body of opportunity for teachers and others to receive professional development.
Alas, the human capacity to accomplish this is another area of neglect that is about to catch up with /overtake schools and districts... big time! Not only do many teachers not have the knowledge, confidence, and comfort needed, but schools and districts don’t have the capacity to provide the support and instruction needed to get them there.
There is one approach that will make a great difference, an approach that is already researched and written on and field tested and proven: Teacher Leadership.
When we consider 1) that the majority of instructional practices and activities, and the materials needed to implement them, as well as the many support items needed to allow them to happen, all are becoming digital, and better, more effective, and cheaper because of it…
And consider 2) that a large percentage of schools are already part of the way toward participating fully in the digital shift... or are laying sufficient groundwork so that the ongoing and increasingly rapid paced transformation won’t overwhelm them, we also have to consider what will happen in those schools who are not on track, at least to a credible degree.
Digital Catchup
Well, certainly those schools will not disappear; will not cease to satisfy their mandates, putting everything else aside as they struggle with a great degree of 'digital catchup'. A variety of strategies will emerge; chief among these will have to be approaches to guiding non-technology savvy colleagues in (re)making a very large part of what they do digital. There will have to be hand holding types of support and guidance as well as a large body of opportunity for teachers and others to receive professional development.
Alas, the human capacity to accomplish this is another area of neglect that is about to catch up with /overtake schools and districts... big time! Not only do many teachers not have the knowledge, confidence, and comfort needed, but schools and districts don’t have the capacity to provide the support and instruction needed to get them there.
There is one approach that will make a great difference, an approach that is already researched and written on and field tested and proven: Teacher Leadership.
Teacher
Leadership
In
the book The EdTech Advocates Guide to Leading School Change (ISTE 2018) I
detail the now appreciable history, acceptance of the legitimacy and benefits
of, and growth of Teacher Leadership in general and how it fits perfectly into
the significant support gap in the adoption of technology in schools. The book
details the various organizational roles that teachers may hold as they take on
that of EdTech Leader; as well as the many roles they may assume in providing
that service to their colleagues and community.
Further, not only does Teacher Leadership serve the school educator community, but the reverse is true, too. Teacher Leadership is a phenomenon that has grown across the full body of needs of schools. However, it has an especially important role for EdTech, an area in which is growing strongly and rapidly.
If you think about it, if you are a teacher who has learned to use technology and who understands how technology expands and improves the profession and the learning experience it provides students... and if you are surrounded by colleagues who must somehow follow you in getting up to speed on technology use, but for whom the support to do so is otherwise not fully available, taking on the role of EdTech Leader is a natural way for your activities to develop.
Further, not only does Teacher Leadership serve the school educator community, but the reverse is true, too. Teacher Leadership is a phenomenon that has grown across the full body of needs of schools. However, it has an especially important role for EdTech, an area in which is growing strongly and rapidly.
If you think about it, if you are a teacher who has learned to use technology and who understands how technology expands and improves the profession and the learning experience it provides students... and if you are surrounded by colleagues who must somehow follow you in getting up to speed on technology use, but for whom the support to do so is otherwise not fully available, taking on the role of EdTech Leader is a natural way for your activities to develop.
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