Technology coordinator, Barbara McLaughlin, wants help deciding how to allocate computers to her district’s 40+ elementary schools and she’s turning to the community at Steve Hargadon’s Classroom 2.0 for help.She starts by telling the community that her recent experience is that most schools would be happy to have their labs updated but that individual teacher’s are increasingly pushing back on classroom mini-labs because they find it hard to integrate them into the daily routine. Notice that “schools” want computers in labs, but teachers don’t want them in their room. This is not surprising given that shiny new computer labs look impressive to visiting parents and are easier to maintain and secure whereas in-class mini-labs are an additional responsibility on the teacher who may already be leery of her technology skills.
Let’s see what the group had to say…
Six separate posters replied to her request. Of those six, three enthusiastically supported laptop carts and provided their own testimonials as support. One suggested that he preferred his 9 computer mini-labs to bringing in laptops on a cart because it helped to get them to “blend into the everyday situations of learning.” One poster suggested that any of these scenarios could work because it’s more about the purpose of the computer than its position. Finally, one poster was trying to see Barbara computer furniture. There’s always one furniture salesman in the bunch, isn’t there. ;)
While these responses are exactly the opposite from what Barbara is hearing from her teachers, it’s not surprising given the audience of Classroom 2.0. However, the takeaway from all this is that despite the obvious convenience and potential cost savings associated with collecting all the computers in one room, not a single practicing teacher suggested that Barbara do that.
I suspect that teachers who prefer not have mini-labs in classrooms are exactly the ones that wouldn’t bother to take their class to the labs, anyway. Not having them in the classroom becomes a way to avoid them, altogether. Where teachers who actually attempt to teach 21ST Century skills are trying to get their students closer to technology in any way they can. They understand that the closer students are to tech, the more likely they are to incorporate it into their own learning process.
My solution is more drastic than anything we’ve heard yet. I’d take all the instructional computers in the building, and for one year, divide them amongst the teachers that have shown a propensity to use them as frequently and productively as possible. Let those teachers and students shine. Let them learn and love learning in the process and then sit back and watch just how many of the late-adopters start peeking into these interactive, energetic, exciting classrooms asking, “What’s going on in here?” We’ll Twitter our reply.
Interesting idea--You'd have to have a formal request to each teacher --a yes or no to more computers (this is a CYA maneuver)I can see inter tribal warfare in your future. But that might be just what it takes to get going. If the students really enjoy their time in the wired classroom, it puts pressure on the unwired teachers to change to a more technical form of teaching.
ReplyDeleteIt's just an idea starter, but I'm sure it would never actually happen because schools tend to be such "everything has to be equal" type environments. I've seen teachers demand things in their rooms simply because others had them, but then never even use them.
ReplyDeleteWell i woudl have to ask the question, is that fair to the students in the classes with Mr. "Notech"? I think the issue is training. The skills are important but there is an art using the computers in the lesson without them becoming a distraction. We can help the situation with imporved teachers education in this area but what to do about those folks in the field? Letting them flounder is not the best option.
ReplyDeleteIn my opinion, you can't train somebody who doesn't want to be trained. My plan ensures that those who will use the tech will have it and makes likes that those teachers/classes inspires others to want to be trained.
ReplyDeleteI agree with Mike in that those students in Mrs. NoTech's class would be at a real world disadvantage. They would, however, score high on the FCAT because she is so busy teaching to the test that she doesn't have time for the technology. It is a good test but there are some things it cannot measure - such as real world fit.
ReplyDeleteI agree with your radical idea, too, Josh but the administrators would come down on you - hard. Given the opportunity, someone will complain. I also think that Mrs. NoTech would see your noisy, energetic classroom and think that you had no classroom management skills. She, on the other hand, has a dead quiet classroom with students busy with the dread study sheet. She thinks well of her classroom management skills.
Are you really going to try to do this? IRL? If you are, and you are no longer going to blog, e-mail me occasionally and tell me how it is going. If you are going to keep your blog going, I'll check in. I just love a radical! I am, you see, a child of the 70's.
Unfortunately Suzon, I don't have that kind of pull in my school. You're right, this idea of unequal distribution of resources would not be tolerated, especially amongst elementary teachers.
ReplyDelete