We’ve had iPads in every kids’ hands for a total of about 12 days now. We’ve also got a voluminous new state evaluation system we’re piloting, a key component of which is a digital management system for teachers and evaluators to keep track of their goals, observations, and artifacts1. Layered on top of that, we’re using an online tool to schedule parent-teacher conferences for the first time ever.
Needless to say, I have seen that some of my teachers and staff members are on technology overload. The disparity, however, between the newer and more veteran staff has never been wider. I routinely do a “ticket out the door” after structured professional learning opportunities and, while newer (often younger) staff will indicate that they are “excited” about the new tools and how much easier it will make things, some veteran staff are more stressed than ever. How, I wondered, could some people see such possibilities and some see nothing more than one more added stressor?
While I don’t think I’ve got it completely figured out, I had a small cognitive breakthrough while I was on my run last night (the best time to think!).
Those of us who grew up or came of age with technology think less about the tools themselves. I haven’t done any research on this, but I’ll use myself as an example. When I am told that our state evaluations will be collected using an online tool, I launch my browser and type in the address. When someone mentions using a particular app in their class with their students, I have built-in schema that tells me to open my iPad, launch the App Store, and search for the app. I spend little or no time thinking about the tool (the computer or the iPad) and, instead, set about doing the task.
Those who either did not come of age with technology or who have been able to get by with minimal use of technology struggle, first and foremost, with the tool. For these staff members, what I take for granted (e.g. they said it’s a website so I opened my browser) has to be explicitly scaffolded. I think back to the number of times I have led a conversation like this: “So you go to the school website…” only to realize that someone needed me to say, “You go to the Dock. That’s the little bar at the bottom [or side] of your screen with all the little pictures of apps. You click on Chrome [or 'the stamp' or 'the compass'] which is the little circle with the colors around it. No. The other one. Now, when it launches, put your cursor in the address bar and type the school site. No, you don’t need h-t-t-p-colon-slash-slash. No. The other slash…”
So my struggle right now, as a leader, is how to run with the front of the pack while still coaching and supporting those for whom even the most basic task is a major hurdle. I worry that I have been complicit for too long in not pushing hard enough or providing enough support and, now that we’re a 1:1 school, even the learning oportunities we’ve already provided hasn’t been enough.
- I’ll withhold commentary on said evaluation system for another day [↩]
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Scott,
You have absolutely nailed each and every PD session I have had around technology with my staff. I was laughing outlook as you described “the dock”. Tabs versus new windows in a web browser is another great one. I cycle through tabs and windows and they as where did my picture go?
Thank you for the reminder that I too need to be more supportive, and at times, pushy as we learn to use tech to enhance our teaching and learning.
Hi Scott -
The pushy/supportive balance is a delicate one! I’m learning every day.
Scott
Wow, that was refreshing! As a student (And future education expert; hopefully) I am constantly frustrated by my teachers inability to operate the sound on a simple website like youtube or find a specific piece of content on google.
Teachers want students to “Buy in”. A great first step would be to not look clueless in front of the class. What a better way to kill relate-ability and credibility than not knowing how to do the basic simple tasks that kids take for granted every day?
The future of education (and the jobs that kids are going to end up in) is going to be very tech heavy and I think that preparing them to adapt quickly to these changes is the key role of education. I would love if you have time to check out my initial thoughts as I begin learning about education and give me some feedback from your perspective: http://www.alexanderberger.me/post/32513276081/the-future-of-education
Alexander -
Thanks for reading and linking to your excellent blog post.
You are absolutely right. It is like using a car to go somewhere I want to be. I just get in the car after finding directions to my destination. When I have friends visit from Europe who don’t own a car or mostly use public transportation, I have to explain that we will take my car. When we get in my Prius, they are fascinated by the hybrid gas/electric engine, the GPS, the blue tooth, etc. They are more interested in the car than the destination at that point. Eventually they are interested in getting to our destination. I think the same applies to people who don’t use computers. They are fascinated by the tool but will eventually be fascinated with the destination.
This is a great analogy. Imagine doing all that AND driving stick shift AND learning to drive on the other side of the road. The destination is almost superfluous at that point. So how fair is it to get mad when the driver misses the exit?
Mr. Jelias, Hi, My name is Keely Smith and I am a student at The University of South Alabama. I have recently been assigned your blog for review. I am excited that I have the opportunity to be reading the post of someone who has been in the school system for many years. I am currently in a class that requires me to have a blog and to post on other blogs. The first week of this class I was in panic mode and extremely overwhelmed. I grew up with technology and have used it for the most part of my life. So, when I found myself in panic mode, I decided that I just needed to dive in and I convinced myself that it wasn’t as bad as it seemed. For most people, I think things looks scary from the outside looking in but we tend to forget that things are not always what they seem. New technology isn’t impossible for the older people to learn because my grandparents, who are in their late 70′s, have learned how to use a computer and the internet. I think it all has to do with your desire to learn but we must keep in mind that learning something new may take some people more time that others. I know, I was extremely frustrated with my grandparents in the beginning but since the beginning of this semester, I realized that they were experiencing what I call panic mode. They were overloaded with new information and just couldn’t process it as fast as I could. Now, I find myself a little more understanding when they ask me a question pertaining to the internet. I hope that you can figure out a way to solve your problem with your teachers.
Keely Smith
Hi Keely -
To be clear, this isn’t a “problem” with my teachers as much as an observation and a leadership challenge. Thanks for reading.
And, btw, my last name is “Elias” not “Jelias.” I think the URL is confusing, but “scottelias.net” was taken.
Have a great semester!
Wow This is so very true! I see it all the time in the school environment! I also grew up in the age of technology and find that learning these new techniques and programs that they have come up with for teachers is wonderful and making things much easier than they used to be. Sometimes though it’s just “hard to teach an old dog new tricks,” as one might say and so some of the veteran teachers are resisting and struggling, but I think eventually they will come around too!
Hi Lisa -
Thanks for reading. I agree that everyone can learn. I think it’s the job of the leader to provide more support and less judgment than I’ve (unfortunately) seen among the “ed tech elite.”
Scott, You keep doing what you are doing, leading by example. Do a lot of hand-holding, and practice loads of patience. Have your experts take the time to share with those who didn’t grow up with technology or those that fear this type of tool. Be respectful of their uncertainty and win them over with evidence. Share, share and share some more. You will have great teachers because of what you are doing at CBMS. Sure, some of those teachers who were in the “stressed” category will continue to be stressed because teaching is not what it used to be, but the good ones will come around though it may take a while. I’ve seen it with my own two eyes. On a separate note – I didn’t grow up with technology and wasn’t ever forced to use technology in the classroom. I just saw the potential it had to offer both students and myself and took the time to learn. I’ve seen teachers just out of university exhibit the same stressed behaviors merely because they haven’t had to take the time to learn. On a similar note, I work with a 37 year teacher veteran. This teacher continues to tackle his digital divide on a daily basis, learning new things every day. Is the cup half empty or half full?
Mr. Elias, I am a student in EDM 310 at the University of South Alabama. You clearly expressed the technology gap between the younger and older generations of teachers. With technology moving forward on a daily basis, it is crucial that everyone learns how to use technology to the fullest. As a principal, how do you bridge such a large gap? How do you make someone comfortable using technology who rarely uses it? It must remind you of the gap teachers face in the classroom with students having different abilities to learn. I look forward to reading your post on what steps you take to close the “technology gap.”
Mr. Elias: I enjoyed reading your post on “Flipping the Classroom”. I absolutely agree with your thought “simply rearranging the ‘old way’ of doing things won’t be enough.” Further, I agree with you that having lectures online with activities for students to do, we automatically assume that they do have online access and will complete, if even started, the assignment. There needs to be more to “Flipping the Classroom” than what is being advocated. Some “old school” techniques, like lectures, are still effective. Because I have experienced both good and bad lecturers, I believe you said it well when you argued, “…a strong teacher who can read the room — a teacher who knows how to coax the best out of students through purposeful, intentional verbal and non-verbal cues” is still an exciting teaching technique. Once again, I look forward to reading your next post.
Mr. Elias, I am a student at University of South Alabama in EDM 310. I understand when you talk about there being a huge technology gap between the generation today and the older generation. Last week in class we were discussing how fast technology has come in just twenty years. A am studying to be a teacher and I know it can be hard to keep up with all the technology that is coming out but if we don’t keep up then we will get left behind. If we get left behind we are doing yourself and the students we are teaching an injustice. In ten years there will be even more technology to use that didn’t exsist today. It is hard to know how we are supposed to teach our students when we are not even sure what will be accessable to them in the future. We have to show students how fast technology grows, prepare them for a world surrounded by technology, and show them how fun and useful it can be . Then, they will hopefully learn to use it to their advantage.