Comments on: Right of refusal

By: Learning Conversations » Blog Archive » What’s Standing In The Way?

Fri, 04 Nov 2011 23:47:22 +0000

[...] a recent blog post Scott Mcleod asks the question, can anyone else think of an employment sector other than K-12 and post secondary [...]

By: Lynne

Lynne — Tue, 30 Nov 1999 05:00:00 +0000

All school records are now computerized in Catholic schools in NY. A few schools tested the technology last year, and now most Teachers are required to input attendance, test, quiz and classroom marks into a web-based program provided by the archdiocese. The program spits out the final grade at the end of each semester. Teachers hate it but they have to do it.

Younger teachers had no problems, the older teachers are still struggling, many of them making paper backup copies of everything. There was little training and I ended up making the website the homepage on many pc’s since the teachers didn’t know how to type in a web address.

Can I think of any other employment sector not requiring computers – wow, no!

By: David Robb

David Robb — Tue, 30 Nov 1999 05:00:00 +0000

I think many districts feel that they can’t require the use of technology because they don’t have the resources (time, money, personnel, or all three) to train their employees.

By: pete reilly

pete reilly — Tue, 30 Nov 1999 05:00:00 +0000

Scott,
One thing to consider is there isn’t much oversight going on in our classrooms once a teacher gets tenure – whether technology related or not.

We have developed a system with a lot of autonomy for the professional educators we hire.

How they organize their classes, the methods they use, the way they grade are generally chosen by the individual teacher.

Getting back to your question…we have created this culture of autonomy…we shouldn’t be surprised that teachers approach the use of technology the same way.

pete

By: Karen Janowski

Karen Janowski — Tue, 30 Nov 1999 05:00:00 +0000

As always, great post. As Pete points out, we have created a culture of autonomy so we shouldn’t be surprised.
But, we also look to our educators to educate, which is their chief responsibility. That means teaching current information, using current resources. It is impossible to do this without technology; in any case, it is certainly easier to do using technology.
And we are called upon to instill a love for life-long learning in our students. Seems a bit hypocritical if we resist modeling it ourselves.
Our students learn best using multiple means of representation, engagement and expression (Universal Design for Learning principles. Let’s use the tools/techniques/strategies (seamlessly embedded technology) that promote an optimal learning environment for their success.
Educators relying upon 19th and 20th century methods when no other profession (skilled or unskilled)allows that. Where is the public outcry?

By: Phil

Phil — Tue, 30 Nov 1999 05:00:00 +0000

Scott,

I took this with me to my Admin. meeting this morning to show my colleagues I was not the only one making this statement. The responses were:
1. What is a blog again?
2. You subscribe to this? How much does it cost the District?
3. We need to stay focused on our initiatives for the 2020 vision.

It is hard to drive the herd when there is no destination.

By: John Gross

John Gross — Tue, 30 Nov 1999 05:00:00 +0000

In my last 5 years of educational employment I was the district technology mentor. Several ways to achieve more usage were discussed. It so happened that a contract was due to be negotiated and it was included in the new teachers’ contract that they had to receive a certain number of tech training hours from me or a certified tech person. It did nothing but cause more taking sides in the question. The teachers/administrators who were ready for a change went along with no problem. Those, and that was over 50% at the time, fought it tooth and nail. If they had to come to training, they complained constantly and were more disruptive in a training session then any student I’d ever had in the classroom. The administration was overwhelmed with complaints because they had to take their time to get my training, it was cutting into their time. The superintendent finally gave in and the lack of training was never touched when the hours were submitted to the office at the end of the year. In short, nothing was done. It’s my opinion that the only way to “force” usage is to include it in their observations and punish with unsatisfactory ratings, from there, suspensions, layoffs and termination of services. Is it that important in today’s educational picture? You bet it is, now more than ever.

By: Scott McLeod

Scott McLeod — Tue, 30 Nov 1999 05:00:00 +0000

Phil, there’s a 2020 vision in your district that doesn’t include technology usage by teachers?

Everyone: this comment thread is GREAT!

By: Joel

Joel — Tue, 30 Nov 1999 05:00:00 +0000

The comparison between using technology in education and in other employment areas minimizes the differences in professions.

As an example, a grocery clerk cannot refuse to use the scanning tools and associated electronics because it is THE only way to do their job (within reason). Refuse to use it and one cannot be a grocery clerk.

Refuse to use technology for any particular lesson and it can still be spectacular – maybe even better than when technology is used (some experiences in life are more meaningful when real people talk face-to-face with real people).

Now – if you compare those facets of a teachers job which require technology; such as attendance, grading and use of email to communicate internally and externally, there is no choice involved. All teachers must use those tools in our district.

The process of teaching and in turn the act of learning are much more complex than to say that any one method of instruction is the only way.

Why would one force teachers to use any one particular method or model if there is little evidence to suggest that there is one right way to teach?

By: Mike

Mike — Tue, 30 Nov 1999 05:00:00 +0000

Public school classrooms have long been a comfortable environment for independent contractors. When and in some places today did/do we know what teachers are asking of students? Implementing a “textbook” was and still is controlled by the individual teacher when the door closes to the classroom. Technology is simply the next in a long line of instructional tools where teachers have autonomy either intentionally or as a byproduct of a lack of direction.

For me the important question is focused on applying enough “creative tension” in the system that makes it difficult for teachers to continue practices that do not utilize teachnology and changed instructional practices that take advantage of the technology. The leverage is in the assessment results, feedback from students and parents, and feedback from colleagues that demand new learning opportunities. Making it safe for colleagues to challenge each other; not only safe but expected is what we need to create. Teachers will use the tools if they can “see” that it makes a difference for their students and they “believe” they can replicate the practices. We need to find ways to crack their doors enough to consider and then to explore other practices. Data and seeing and feeling the possibilities come from successful experiences of their peers and students.

If we can’t identify for them why using technology is better for their kids and for them, why should they change. It won’t happen because of documents created around 21st Century Learning. The change process needs to start closer to home.