From Now On
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Vol 12|No6|February|2003 | |
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Like most teachers, Ive experienced rampant irony sitting idly in crowded rooms in uncomfortable chairs with poor lighting while presenters lecture long on the need to create highly interactive lessons that incorporate a variety of learning styles and modalities. When it comes to workshops on the topic of technology, the scenario has included presenters using low-tech overhead projectors to display lists of software and machines that, while contemporary, may not be around for long, with little emphasis placed on how these aging tools will improve student learning. I doubt I was alone in feeling discouraged by such experiences. Ive come to realize that a more effective approach to professional development begins with thinking of it by its other name: adult learning. The approach of andragogy, or adult learning, outlined in an earlier issue of From Now On, builds on the adults interests and knowledge (http://staffdevelop.org/secrets.html). In order for teachers to learn how to integrate technology into their programs, they, like all other learners, need to be engaged, understand the objectives of their learning, and participate in meaningful activities. Certainly, this ought to come as no surprise to leaders in education. So what stands in the way of schools educating teachers in the same way that they would like to see those teachers educate children?
Yes, such obstacles make it difficult to provide the best possible learning to teachers. However, motivated, forward-thinking leaders in education can overcome these obstacles. For instance, the school where I teach in Los Angeles had sufficient funds for technology purchases, but scheduling obstacles left no time during the school year for preparing the teachers to use the newly acquired tools. As a result, administrators asked two members of the schools technology committee the librarian and me to help coordinate summer how-to workshops on PowerPoint. Instead, we suggested offering summer workshops on how to enhance units teachers already taught, and that PowerPoint would be included. But how will they learn PowerPoint if you dont start with the how-to information? the administration wanted to know. The answer involves the crucial concept of motivation. Improving instruction usually motivates good teachers; how-to lessons (especially about machines theyve gotten along fine without so far) rarely do. This is a key concept weve all learned about authentic instruction, and it doesnt just apply to children it applies to adult learners as well. Fortunately, our administrator saw beyond the top-down trap and recognized the wisdom of our argument. She gave the go-ahead for TLC, or Technology Learning Camp. According to our plan, teachers from our school taught pairs of colleagues working in small groups to develop and enhance lessons based on current units of study. They did so while not only incorporating PowerPoint, but also digital photography, the Internet, and more such extra tool use emerging naturally out of questions and ideas that arose. Now, our administrator describes the TLC workshops as the best ever offered at our school. What lessons did we learn from TLC? The teachers on both sides of the desk made discoveries about motivation, learning styles, classroom management and organization. Some of the most significant realizations to emerge were remarkable similarities between good education provided to teachers and good education provided by teachers. For example, it was discovered that educators who plan and provide technology education and learning for teachers should:
By implementing our best classroom practices in the TLC program, we proved that the obstacles to technology integration can be overcome best by using the tools weve always valued as educators, and practicing what we and our administrators preach about quality lessons. Whats the alternative to practicing what you preach? Hypocrisy, and a Do as say, not as I do position that breeds cynicism and apathy. Clearly, teachers, administrators, and school leaders alike recognize the need to impart valuable technological skills to children. Institutions that fail to educate teachers about technology integration inevitably fail the students of those teachers as well. REFERENCES |
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