Written by My intention this year was to move beyond Resource Centre electronic tools and email-based information sharing practices to cloud-based information sharing (e.g., Diigo) and communicating within Cohort 21 through blogging, Google hangouts and tweeting. This has been a challenging experience for this “digital immigrant.”
Exploring new ideas and dialoguing about educational issues is the best part of my job. I read magazines, watch Ted Talks and follow list serve blasts all to stay current. Cohort 21 felt like a buffet of new tastes to try. My learning insight was a reminder that new ideas, even ones grounded in research and filled with promise, need time, patience and an implementation plan that reflects school context. I plan to move forward with the following strategies:
Understanding motivation. New electronic tools are in great supply and are tempting. For digital natives, they might be like regularly scheduled upgrades rather than new concepts. Before jumping in, the “digital immigrant” in me still stops to consider, “Does it fit within the school strategic plan? Is it a priority of my school division or department? Are there school policies that impact use of this product?” Equally important, “Will it enhance student learning in a way that I can measure?” If not, “why use it?”
Consider context and time demands. What are the current school priorities? Where is the school in both the CAIS school accreditation cycle and strategic planning process? What other school-wide initiatives are planned? What co-curricular and extra curricular programming is underway? Are teachers’ plates already full? Where does it fit within my priority list?
Responding to different learning styles. In my case, face-to-face discussions, skill-building activities and trouble-shooting support during implementation is critical. This requires time as well as outside skilled expertise. In any group, there may also be “digital native” educators working ahead who need no support. It’s still helpful for them to share their achievements.
Create time for consolidation of learning, especially when the learning curve is steep. This means hours dedicated to feedback, discussion, re-teaching/coaching and measuring results. Is there room within the current PD schedule?
Hi Catherine,
This is a great post that poses a lot of important steps/insights into adopting new tech’ into a learning culture/environment.
What particularly resonates with me is your application of how you can measure it. I think that it would really help you to group your criteria/assessment of EdTech in the concepts of Growing Success. I’ve written about this before, but using EdTech freely in the assessment as learning stages can help hook and engage students in their assessment as they learn, and get them to reflect on how well they know it. As you move into assessment for learning, EdTech can help students keep track, get feedback and converse on the topic and their assignments. Finally, when teachers are making assessments of students’ learning, there are many products that students can use to help them “redefine” their demonstration of learning.
Looking at EdTech through the principles of Growing Success and SAMR can provide a lens assess the need for the products…
Thanks for a great post, and I’m looking forward to seeing you on Friday,
garth.
Hi Catherine,
Thanks for sharing your thoughts and insights from this year of learning!
I’m seeing a number of Cohortees reflect a similar sentiment of the importance of not using technology for the “sparkle factor” and mindfully considering its purpose and role in learning. I think it is so valuable and important to be more slow than impulsive in this regard and thoughtfully considering, “Does it fit within the school strategic plan? Is it a priority of my school division or department? Are there school policies that impact use of this product?” as you have so eloquently stated.
I love this blog, MindShift, and I just came across this post that I think nicely connects with some of the ideas you are grappling with in this final reflection. I hope it’s interesting and worth the read!
http://blogs.kqed.org/mindshift/2014/04/are-existing-tech-tools-effective-for-teachers-and-students/?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+kqed%2FnHAK+%28MindShift%29
See you in a few days and I hope you are getting excited for a sweet final F2F!
hi Catherine,
It seems as though we are grappling with the same ‘big questions’. I really appreciate your insight. Focusing on thoughtfully considering tools and how they will impact learning, or discussing the learning that needs to happen and how it can be technology enabled, seems like a rational way forward and you have articulated this thought with such clarity.
Finding the time to learn, coach and discuss through an ongoing implementation cycle seems overwhelming at our school as well. In terms of time, our best strategy has been to gather and focus on those who are willing to give their time to exploring technology. This group has shared their learning with others in formal PD sessions, and participating in these peer-led sessions has inspired even more faculty to take action. We haven’t managed to eek out more time but we are shifting the focus of where we spend our time.
Will look forward to following your work over the next year! Jenny
Hey Jenny- I am looking forward to following your work next year as well. I’d love to stay in touch and compare progress. Catherine