Should demonstration of technology integration be required of all teachers?

[Sandy Hirtz]

Should it be mandatory that teachers be able to demonstrate meaningful integration of technology into their curriculum?  Do today's tech savvy students need technology integration in order to receive highest quality education?  If technology is not integrated, are we preparing our student's adequately for an increasingly high tech workplace?  Tell us what you think.

[Jeff Yasinchuk]

I think that NEW teachers (last two years lets say) PLUS those currently in teacher-training program MUST demonstrate these skills. In fact, why don't our teacher-training schools have mandatory courses in this? I've often wondered this...

[Earl Samuelson]

I believe the integration of technology is meaningful ONLY if it serves to aid in student understanding of concepts and procedures (math teacher speaking). Unfortunately I've seen efforts over the years to integrate technology just for the sake of having a technological "flare" as part of the program. I'm in favor of technology as long as it further promotes the ultimate objectives of the program of studies...........the degree to which technology is utlilized within a classroom is dependent on the subject itself and the topic beng covered within that subject. That's what I think..............let the rebuttal begin!!!

[Leah Johnson]

I believe the integration of technology is meaningful in the context of developing or enhancing student understanding.  This is practicing the art of teaching in a current context with the proper intention... student learning.  Using technology, as a best tool from the tool box, to model, guide, and release students to showcase their mastery of a concept or skill is ideal practice.  However, I would also argue that the "flare" and "attraction" of new media and devices does warrant consideration.  We all have a variety of learners in our classrooms and at the heart educators are also marketing a curriculum.  I would argue that integrating technology to enhance the presentation of material or provide a "hook" engaging the learner is also valid teaching.  Capturing our audience is important whether it involves an engaging science experiement (perhaps utilizing a virtual tool), providing a puzzling math problem (to be explained to the class using SMART technology), or an appealing animation that captures the imagination of a primary student (reading an etext).  If the technology draws them in... is that so bad?

 

I think it is a part of the journery.

[Jeff Yasinchuk]

Earl:

I couldn't agree more! I wonder if giving student-teachers (for example) an opportunity to experiment with new technology to ENHANCE professional practice. I think it would be fantastic if my sons were exposed to a mathematics teacher that is a very good 'teacher' but also can bring another set of skills that as you say serve "to aid in student understanding of concepts and procedures". I'm seeing it done in our school right now. A great math teacher for twenty-five years was reinvigorated this winter when she decided (one her own time and comfort level) to utilize technology in her classroom; she is now connecting with her 21st century learners using technology not as "technological flare" but as a means to engage her students (because we all know that the days of teacher as know-it-all orator and disseminator of information are LONG gone) and collaborate and learn together. I sort of encapsulated her story in a blog post. So, yes, technology is good only to the extent that a teacher uses it effectively to "further promotes the ultimate objectives of the program of studies", but I also believe that there is a strong undercurrent that its use brings to the classroom. I wonder if this sort of thinking could be applicable to our teacher-training programs?

Am I way off base...?

[Trevor Schofield]

As we introduce blended learning through traditional textbooks and online resources, are there roadblocks and solutions for us to move forward-Read my analysis below and please comment. There is also a powerpoint which looks at where we were in terms of technology and where we are heading

The digital generation gap between students and teachers is probably the biggest obstacle to the implementation of technology in education. It isn't a lack of hardware, but rather the fact that many teachers aren't ready to use computers in the classroom.
If we can get teachers excited about the prospect of using computers in the classroom that excitement will help transform the learning environment for the teachers and the students.
A sound approach is appeal to teachers at a personal level, show them how computers can improve the quality of their lives, both inside and outside the classroom, demonstrate one or more applications they can use right away. Teachers have a passion for their particular subject or discipline, introduce the teacher to a computer program that can help develop and nurture that passion. That is the single most important step in the teacher-training process. This Digital Divide can be transformed into Digital Dividends.
The mere presence of computers or high speed access to the Internet does not imply high use, let alone educational use. Using the computer for word processing or simply as a delivery method does not ensure that the computer is used to address curricular objectives. 1
An objective would be to allow the teachers who participate in training sessions to quickly develop skill sets tools and the confidence and ease to apply IT effectively in the classroom
ICTs in education are not transformative on their own. Transformation requires teachers who can use technology to improve student learning. The professional development of teacher educators in the area of ICT integration is essential. Unless teacher educators model effective use of technology in their own classes, it will not be possible to prepare a new generation of teachers who effectively use the new tools for teaching and learning.

[John Goldsmith]

Hi Sandy,

First of all, I think that "Technology Integrations" needs to be "fleshed out". What does the term mean? For example, is technology integration the ability to turn on a computer? Create/edit an MS Word document? Create a Powerpoint presentation in place of an overhead? Use email? Or, it is something more substantial such as the use and integration of Web 2.0 tools and social media within a curriculum?

Secondly, if technology integration does become a part of pre-service training for teachers, what happens when these new teachers hit the "real world" - aka- districts with little or no onging technology support, classroom resources or encouragement to use these new skills. Is there a general assumption that the use of technology in the classroom will somehow magically happen like dandelions on my lawn - especially in a time of cutbacks, closures and layoffs? I wonder?

I think the technology integration piece is just one part (a very important part) of a larger puzzle and all the parts need to be in place for the puzzle to make sense.

Thanks.

[John Goldsmith]

Here's a "Tic List" of teacher digital skills provided by Nik Peachy.

http://urtak.com/u/1826

[Sandy Hirtz]

Great comments and fascinating "Tick List" John. The list of skills was rather intimidating. Over 5 million people have responded.

Join the group, A Vision of Education in 2020, to get an overview of the changing dynamics in education. Our schools aren't exactly frozen in time, but considering the pace of change in other areas of life, our public schools tend to feel like throwbacks. We still have subjects like Science and Socials, but It's interdisciplinary combinations--design and technology, mathematics and art--"that produce YouTube and Google," says Thomas Friedman, the best-selling author of The World Is Flat. How can we help our public schools, originally designed to educate workers for agrarian life and industrial-age factories, make the necessary shifts? Does it start with educating our educators?

[Earl Samuelson]

Perhaps I'm misguided but over the past 20 years, many of the students I've taught have gone on to aquire university degrees through various faculties .............I've been shooting far too high; someone should have informed me years ago that our public schools were designed to prepare our students for agrarian life and industrial-age factories. Shame on me!!!

[Dr Pheo Martin]

Without a doubt, teacher training and faculty development at the post secondary level has to include this training.

[Kerry Enns]

I like the idea of teaching tech integration to new teachers but there are an awful lot of experienced teachers who do not see how technology will benefit them and see it as another 'straw' placed upon their backs. Practicing teachers are so overwhelmed by all the expectations involved (standardized testing, coaching expectations, parent-teacher tea, etc) that they don't want to have one more thing to do. Maybe that's just the climate in my school, but I don't think so.

Having said that, there are teachers who want to increase digital technology in their classroom but don't know where to begin. Recently I moved from a large middle school teaching grade 6 to a small rural elementary school. I am considered quite tech savvy in the district, using web sites, blogging, wikis, etc. but the most recent acquisition to my 'toys' has been a document camera. It is a tool that completely changed how I teach and it's very exciting. What I found interesting is that as teachers saw how it made their own lives easier and how easy it was to use, even the tech-resistant started to buy in. What is very exciting is how the students react to this new technology. They love it and find it easier to understand what I'm trying to teach and are using the doc cam to teach each other (yes, I give up my teaching stool to them). As the teachers around me see how it's targeting the student with learning difficulties, that too, is helping them buy into it. When I talked about wikis and blogging, their eyes glazed over, but as they feel competent in their use of simpler equipment, maybe they'll tackle the 'harder stuff'.

The document camera is a simple piece of technology that seems to be breaking the tech resistant teachers. Maybe what needs to be done is to expose teachers to the various tools out there, show how it increases learning and engagement, then provide support to these teachers as they attempt to implement the tool that seems best for them. Support, though, is going to be more than dropping off some tools and giving a 15 minute explanation on how it works. It must be much more comprehensive.

Having said that, many school districts are struggling to make ends meet and are laying off teachers. Who is going to pay for the technology that we integrate? Who's going to pay for the mentors to come in and train? In my school district, there simply aren't the funds to provide equipment in the classroom or the personnel to train teachers. So then what?....we teach in class and ask the kids to do it online at home where they DO have the equipment?....

[Dr Pheo Martin]

There may be separate issues for the K-12 and higher ed. Do we factor that in this discussion?