Today was another first in my technology learning curve. I was able to enjoy a session with Will Richardson, Dean Shareski and a group of educators from the southern part of SK. I was only able to round up one teacher from my school to take part in the dialogue which was good because we were able to have a good discussion as we listened.
I took a few things away from this conversation that will definitely impact what I do and I think all teachers should really think about.
- Communication and the exchange of ideas and information is changing and education better beware. As I listened to the discussion, it was amazing because there were several things happening all at once and, without being present, one would not fully appreciate the events that were taking place. First, Will Richardson was explaining how teachers needed to start where they were ready. While this was going on, I could hear that the group in MJ was having a discussion about what they thought while we were typing out a question(my mike is not working:( ) that we edited together to get the message that we wanted. All this going on in a brief amount of time, all of us sharing our thoughts and ideas in such a way that we could all still hear what was being said while still having our own conversations. That is what I think Will is referring to in his article The New Face of Learning Here we were, discussing things with someone from Philadelphia about learning and the ways of learning and all of us were engaged, not just with him but with those around us yet no one was disrupted or disturbed.
- Teachers need to begin working with the technology in whatever way they can. Teachers need to quit looking for excuses for why they are not using the technology and technology tools that are available. For myself, I’m always finding time to be an issue but, as Will pointed out, he has given up the paper because he does not have time for it. I thought I might give up something like marking but that really doesn’t help
So, as an educator and administrator, I need to find what is important, both in my personal and professional life and then, instead of adding this to it, exchanging it for something. AND, I will need to put forth some of my own money to make this successful. This will be the more difficult part but, as I was thinking about it, I have a few things that may have to give in order for this to work. That doesn’t mean I can’t go back to them at a later date but for now, they may have to wait. - Administrators need to become aware of the new technologies and support/encourage their use. As an administrator, I am fully aware of the usefulness of these tools for enhancing the learning of students. And given the rapidly advancing landscape of technology where the phone may soon become the device of choice, we had better be aware of what we are asking teachers to do and where we are asking teachers to invest their time. I’m not yet at the point where my blog is read by large numbers, but I am learning quickly and applying what I learn to my own classes. Therefore, as we go along, not only will it be a discussion of what might but I will address that “what is” as it takes place in my class.
- Learners need to become active not passive. This may be one of the most difficult things that we face. For many students, the web and the tools we see as being educational and transformative are, for many of them, gadgets they use for entertainment and communication. I am experiencing right now, as I teach a Communication Production Course, this very problem. I have modified my assignments to try to engage them with having them work on something they are passionate about but I still find they are off doing other things – mostly gaming. So, as we look toward the younger students, if we don’t have them using the tools for learning, I can only imagine what they’ll be doing. We have to allow them to be creative and explorative.
- Society needs to view these “gadgets” for their learning potential. We, as educators, must be advocates for the children and their future. I guess I really didn’t understand how powerful that was until Will began to talk about his children in school and I began to picture my three boys, the oldest entering kindergarten this year and what they will face in the next 20 years. Right now my four daughters are growing during a time of revolution of sorts. They are beginning to see how the tools can be used and they want to be part of that. My oldest daughter, 14, wants to do a website and blog and upload/download music, etc – she’s beginning to look in MySpace. This is good and I’m encouraging her to begin this process – she already belongs to several writing groups and is using the tools for expanding her learning far beyond anything she will get in school. The other girls, 9 through 13 are all at different stages from playing and IMing to becoming more socially aware of what is happening in the world to the point that one is beginning to scan the newsheadlines instead of the paper, which she use to read. We’ve moved from the paper format to the web format – replacing our format but not the discussions. We must be advocates for these children and the only way one can truly advocate is if one is familiar with the actual tools hence the need to use them.
- Finally, suspension of disbelief. This is where our conventional past experiences runs into the unobservable future. We need to let go and jump knowing that, no matter where we land, it will take us to places we haven’t been and we just might really enjoy the ride along the way. This includes everything from giving students digital cameras to take photos with to increasing access to other tools in the school, making sure our work aligns with curriculum which aligns with assessment. The more I hear, read and learn, the less able I am to put the brakes on what is happening.
My biggest challenge as an administrator is how to support and encourage such learning when there are many other irons in the fire. How do we stoke the fire now so we don’t get burnt in the future? I’ve spent less time doing this than a host of other people in the circle but I’m already seeing ways we can use this in all levels of our educational system, from Sask Learning on down to the classroom.
Now which way do I go?
Kelly
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