What is the best way to engage colleagues in ICT?
a) After-school workshops featuring technology demonstrations.
b) Newsletters advertising team-teaching opportunities with a technology focus.
c) Interjecting technology ideas during collaborative planning sessions.
d) None of the above.
e) All of the above.
a) After-school workshops featuring technology demonstrations.
b) Newsletters advertising team-teaching opportunities with a technology focus.
c) Interjecting technology ideas during collaborative planning sessions.
d) None of the above.
e) All of the above.
If you answered d then I can’t wait for you to tell me how you’re leading technology at your school. If you answered a, b,c and e then I’m with you: I've used all of these strategies this year, with varying degrees of success.
All year, I’ve used the Canva site to produce newsletters designed to entice teachers to work with me by telling them about all the fun things I’m doing with their colleagues.
I definitely get traction from these newsletters, although not to the extent that I could pat myself on the back for successfully leading into the future by "fostering student and teacher technological capacities and digital literacies" as Leading Learning suggests (p. 15). I'm really trying to lead the way but sometimes when I look over my shoulder no one is behind me!
Last week a colleague asked me to help her with a class iMovie project. When we were done recording, I suggested that we smash in some PicCollage titles to introduce each video segment. She loved the idea but didn't feel that her grade 2's were tech savvy enough, so we elected to invite students' Grade 4/5 buddies to help us out. A few days later, we all met in the library. I gave a quick intro to PicCollage, and half an hour later students had produced some great-looking title pages for our project. The Grade 4/5 teacher sidled over to me and said, Ouah, c’est très chic, Mme. Je pense que j'aimerais utiliser cette appli pour mon unité de poésie.
According to Ertmer (2010) facilitating successful personal technology integration experiences is one of the most powerful strategies we can employ in helping colleagues gain confidence as technology teachers: "Although computer-related variables, in general, continue to impact on teachers' ability to integrate technology, it is positive experience with computers in the classroom context that build a teachers' belief in computer technology and confidence in its potential as an instructional tool" (p. 2)
This may explain why my colleague "came on board" when she was able to observe the PicCollage app in action. She saw how quick and easy the lesson was, how engaged the students were, how every student found an access point in the activity and achieved the lesson goal, how creative and innovate they were, and how beautiful their collages were. The many times I told her about PicCollage had none of the impact of having her participate in a successful technology lesson led by me in which she could learn along with the students before assuming the teacher role with her class. Perhaps she will invite me to team teach her first PicCollage lesson. "I do~we do~you do." Works for me!
This may explain why my colleague "came on board" when she was able to observe the PicCollage app in action. She saw how quick and easy the lesson was, how engaged the students were, how every student found an access point in the activity and achieved the lesson goal, how creative and innovate they were, and how beautiful their collages were. The many times I told her about PicCollage had none of the impact of having her participate in a successful technology lesson led by me in which she could learn along with the students before assuming the teacher role with her class. Perhaps she will invite me to team teach her first PicCollage lesson. "I do~we do~you do." Works for me!
This instance brings to mind the proverb, Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime. I googled the quote to learn more about its origins and meaning, and came across the Quote Investigator website. Garson O'Toole (the Quote Investigator himself) highlights the theme of self-sufficiency in exploring the saying, calling it "a striking adage that used fishing as a paradigmatic task enabling self-sufficiency".
Self-sufficiency is one of the major themes in Rachel Sheffield's technology learning model for teachers (2018). Sheffield found that teachers became more confident in digital technology integration when they were given opportunities for hands-on practice outside of their classrooms (e.g. in professional development of professional learning community settings), supported opportunities to map the technology to their content and curriculum, post-implementation check-ins, and opportunities to share their stories with others (p. 503).
We can create these conditions for our colleagues through our teacher librarian practice or in coordination with district professional development or technology committees. School District 71 technology maven Kara Dawson successfully applied for a BCTF mentorship grant to create an ADST team that developed electronics and robotics kits for our district. She assembled a group of teachers with all levels of technology expertise; gave them Blue Bots, Ozobots, Micro:bits, Spheros, Dash and Dot, Makey Makey, Raspberry Pi and other devices; invited them to play with the technology in the group, on their own and in their classrooms; and then tasked them with creating kits, including curriculum-related lessons and materials, that will be available through out the district to support teachers with technology integration. Dawson will showcase the new kits at a district professional development event in August, with team members on hand to demonstrate the devices. Organizers of the annual Technology Enhanced Learning Festival (TELFest) have found that such events generate new ideas, enhance practice, develop support networks and facilitate the creation of learning networks and collaborative partnerships (2017, p. 13). See a sample technology professional day here:
Self-sufficiency is one of the major themes in Rachel Sheffield's technology learning model for teachers (2018). Sheffield found that teachers became more confident in digital technology integration when they were given opportunities for hands-on practice outside of their classrooms (e.g. in professional development of professional learning community settings), supported opportunities to map the technology to their content and curriculum, post-implementation check-ins, and opportunities to share their stories with others (p. 503).
We can create these conditions for our colleagues through our teacher librarian practice or in coordination with district professional development or technology committees. School District 71 technology maven Kara Dawson successfully applied for a BCTF mentorship grant to create an ADST team that developed electronics and robotics kits for our district. She assembled a group of teachers with all levels of technology expertise; gave them Blue Bots, Ozobots, Micro:bits, Spheros, Dash and Dot, Makey Makey, Raspberry Pi and other devices; invited them to play with the technology in the group, on their own and in their classrooms; and then tasked them with creating kits, including curriculum-related lessons and materials, that will be available through out the district to support teachers with technology integration. Dawson will showcase the new kits at a district professional development event in August, with team members on hand to demonstrate the devices. Organizers of the annual Technology Enhanced Learning Festival (TELFest) have found that such events generate new ideas, enhance practice, develop support networks and facilitate the creation of learning networks and collaborative partnerships (2017, p. 13). See a sample technology professional day here:
Liao (2018) writes about the key importance of having specific connections to grade or content learning goals (p. 525): the more learning experiences include hands-on practice and pedagogy-focused learning content, the more apt teaching practices are to change. As media and curriculum specialists, teacher librarians are poised to support teachers in providing these connected learning experiences while teaching alongside their colleagues.
References
Ertmer, Peggy A. "Teacher Technology Change: How Knowledge, Confidence, Beliefs and Culture Intersect". Journal of Research on Technology in Education, vol. 42, no. 3 Nov. 2010.
Latif, Farzana. “TELFest: An Approach to Encouraging the Adoption of Educational Technologies.” Research in Learning Technology, vol. 25, 1 Jan. 2017. ERIC, EBSCOhost, umasslowell.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1163240&site=eds-live. Accessed 9 June 2018.
Liao, Yin-Chan, et al. “Supporting Change in Teacher Practice: Examining Shifts of Teachers' Professional Development Preferences and Needs for Technology Integration.” Contemporary Issues in Technology and Teacher Education (CITE Journal), vol. 17, no. 4, 1 Jan. 2017. ERIC, EBSCOhost, umasslowell.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1162590&site=eds-live. Accessed 9 June 2018.
NPTC. (Producer). (2106, April 5). Technology Integration Inservice Day[Video file]. Retrieved June 9, 2018, from https://www.youtube.com/watch?v=SWfaJJpoIgg
Sheffield, Rachel, et al. “A Professional Learning Model Supporting Teachers to Integrate Digital Technologies.” Issues in Educational Research, vol. 28, no. 2, 1 Jan. 2018, pp. 487–510. ERIC, EBSCOhost, umasslowell.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1175638&site=eds-live. Accessed 9 June 2018.
Sheffield, Rachel, et al. “A Professional Learning Model Supporting Teachers to Integrate Digital Technologies.” Issues in Educational Research, vol. 28, no. 2, 1 Jan. 2018, pp. 487–510. ERIC, EBSCOhost, umasslowell.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1175638&site=eds-live. Accessed 9 June 2018.
Kim, you have a real gift for visually appealing presentation. I enjoyed reading your newsletter and seeing the children’s learning. Adults, as well as children, have their individual learning styles. It is clear that teachers in your school and district can access instruction on many levels.
ReplyDeleteWell done blog post! You've explored many useful strategies, examples and reminders for your readers to learn the most important aspects of supporting others. You discuss the concept of self-sufficiency and how important it is to build up confidence and exposure over time. I would also add one other thing you are doing but did not discuss explicitly, and that is to develop trust and a solid relationship with your staff so that they are comfortable being vulnerable and seeking out support when things are not working out very well. Good examples, great newsletter and excellent bibliography.
ReplyDeleteKim, just when I thought I was getting a grasp on technology (coding, scratch, Everfi, Office 365, Destiny Collections, Symbaloo) there's another whole list of things to try. Talk about a steep learning curve as I go to discover Blue Bots, Ozobots, Micro:bits, Spheros, Dash and Dot, Makey Makey and Raspberry Pi this August Pro-D. So many exciting things to learn! I agree with Aaron about the importance of relationships, especially developing trust with those who may feel vulnerable in their learning journey.
ReplyDeleteI love your idea of taking pictures and showcasing in a newsletter for your staff. I used to take lots of pictures but I've gotten out of the habit lately - you've reminded me the importance of documenting and recording our learning along the way. I'm very comfortable communicating using My Ed email to parents. I've never tried Canva so I'm going to check that out as well. Any tips that you would suggest?