"If you build it, [they] will come."
~quote from the move Field of Dreams
(http://en.wikiquote.org/wiki/Field_of_Dreams)
This quote from the movie Field of Dreams reminds me of creating an environment in my classroom and future media center where all students/patrons want to come---to grow, learn, experiment, collaborate, and become risk takers. If teachers and media specialists "build" a place of intellectual and literary freedom, then students, parents, and administrators will "come" to gain ideas, strategies, motivation, and tools they will need to be a 21st Century learner (and doer). Teachers, who I have talked with, are eager to learn new technology strategies, apps, websites, and other tools to help their students become more engaged and create authentic learning.
Gone are the days of traditional textbooks, which for some teachers and parents, is difficult to grasp. Today's learning has a collaborative approach and is based on technology playing a vital role in each daily lesson. For example, in my 4th grade classroom, students use websites daily for independent study, iPads for research, using scanners for games requiring access to QR codes, online clickers for quick assessments, computer programs for formative and summative assessments with instantaneous feedback, online intervention programs, and web-based acceleration programs.
In the elementary school where I currently teach, the teachers are "thirsty" for more technology and resources to help students become 21st Century Learners. Currently, our Early Intervention Specialist conducts professional development on technology resources two to three times a year, but it is geared towards intervention and the primary grades. The media specialist does not provide any professional development on technology, which is desperately needed at our school. The teachers are ready, they just need guidance, support, and encouragement to take risks and implement new technology programs. One of the barriers that we face at our school is not enough computers or iPads. We often have to "book" the mobile cart or iPads weeks in advance. This is discouraging to teachers in that lessons often have to be rewritten due to the lack of resources. I have already decided that when I become a media specialist, I plan on purchasing iPads for teachers to check out for their classrooms. The computer lab at our school is going by the way side. Teachers and students want the technology and tools at their finger tips in the regular classroom setting.
Just like a baseball team needs an excellent coach to guide and motivate it's players, a media center/classroom needs a excellent coach to guide and motivate it's learners. According to "ISTE standards for Coaches" and the "ISTE Standards for Teachers", technology coaches (aka media specialists) need to inspire and participate in the development and implementation of an integrated technology program which promotes excellence throughout all instructional environments. With the collaboration of media specialists and classroom teachers, students need to be part of digital age learning environments where learning is only a click away and where students can share their creativity with others in a digital format. Media specialists and teachers can help students foster cultural understandings and global awareness to better understand the world around them.
It was interesting to read in "Teaching, Coaching, and Community" that teachers who receive coaching in using technology tools become more confident and effective in creating a technology rich environment which then maximizes student learning. As a future media specialist, I want to provide frequent professional development activities on various tech tools that teachers can easily implement in their classrooms and for students to utilize for their research projects. I would like to offer online tutorials, after school sessions for students/parents and teachers, and "tech tip" suggestions each month for the teachers to try like a new website, app, program, or software. I feel that it is very important for media specialists to stay abreast of current technology trends and share it with their teachers.
If technology coaches build an environment that fosters digital learning, "they" will come.
Great post, Shawna! I too love the term "coach" because so many teachers and students just need that extra push. Some teachers are comfortable using and exploring with technology on their own, but most are not. So, having someone to go to for assistance and encouragement can really make a huge difference in technology actually being used in the classroom and not.
ReplyDeleteAt my school, we have a technology teacher that is very helpful, as well as our media specialist. Both of them are willing to help, yet we have to go to them and seek out assistance. Our technology teacher offered teacher trainings a few years ago that were extremely helpful. They were offered after school. These were effective for the teachers who had a desire to use technology in the classroom, but still didn't do much for those who are more reluctant. We do sometimes get technology training throughout the school year at various professional development in-service days, but it is not always something we can take back and use in our classrooms. Cool...but not always practical.
Using technology effectively in the classroom is becoming one of the biggest dividing factors among "good" teachers. Knowing that there is someone you can go to, a coach, when things are not working properly and when you just aren't confident will definitely encourage even those hesitant teachers to get on board. Training is essential, and follow-up is even more so. I hope to one day get to do both! :)
I agree with Brandi, great post Shawna!
ReplyDeleteI hope to one day be a media-technology specialist! In that role, I believe we have to continue to be flexible and look at long term visions. In my opinion, the shift to a technology specialist is only going to increase as more blending learning models are implemented, and emerging technologies are enforced.
If I were in charge of professional development in a role of SLMS, I would recommend that during in-service days at the beginning of the year, and at a minimum each 9 weeks, PD sessions to be held. I would also have a vehicle to deliverer a type of asynchronous training resources on a regular basis (thinking monthly). The asynchronous courses could be part of the teacher’s professional learning plans, and while not required, the completion of each course could assist with completing their training plans throughout the year.
Now, from the observations I saw, the SLMS was providing support in a one-on-one capacity as the ISTE Coaching whitepaper recommends! The whitepaper also discusses effective use in concerns of technology and how this is essential for learning environments in today’s digital age! However, in what means that you provide support, you should still as a best practice track all your work efforts.
I also agree that once coached or taught, teacher and staff will become more confident and more ‘super users’ of technology! If we give them the vehicle and relay that they won’t break it, just get in there and play around/ give them some discovery time and leave communication channels open for questions! If you leave communication open and like Shawna said, build that environment, they will indeed ‘come’ out to play!
Shawna, I love the reference! I've never thought of it that way, but now that you point it out, it is true. And that is exactly the kind of LMC environment I want to create for my teachers and students. As you mentioned, gone are they days of textbooks and such in the classroom. The school that I am volunteering at will be using the "One-to-One" approach next year, with all students in the middle and upper (high) school using a chromebook for all their school work. If you ask me, I much prefer the interaction between student and teacher without a computer screen in between. Alas, it would appear that it does not matter, as that is the way that most school's are conducting their classes now. Great insight! -MC
ReplyDeleteMaking the media center a central hub and learning space is a huge priority. Infusing technology into media lessons is a great way to encourage other teachers to take the plunge into 21st century learning. Students are not afraid of technology; the teachers are. In my media center, I try to model the use of new technologies as much as possible. Offering training sessions or tech tips at the faculty meetings is also a step in the right direction. Our role as a media specialist is actually more of technology specialist these days. Jump on board or get left at the dock!
ReplyDeleteThe different activities that are happening in your classroom proves that I have not been in a classroom since volunteering for my undergrad. I have not seen that much technology being used in an elementary school classroom as much as it is in yours. I agree that we as future media specialist have to stay ahead or need to jump into the digital world because we will be left behind and become dinosaurs to our students. The world today is growing more and more online and we need to as you said “coach” our teachers and parents into the digital age.
ReplyDeleteHi Shawna,
ReplyDeleteWow, I guess I have not been in an elementary school in a while. I did not know that much technology was going on at a 4th grade level. It sounds as though your school is doing a lot to keep abreast of current technology in education. It is good that the teachers in your school are eager to learn new technology. I once worked at a technical college where the instructors were not very interested in learning something new. It was ironic to work for a "technical" school where not a lot of new technolgy was being learned or done. Many instructors were content with doing what they had always done. Learning something new seemed too hard for them. Many were just not that interested. It would always be the same few who would be in workshops or showcasing what they added to their courses. But, I think it was more of an environmental problem. I do not think enough emphasis was placed on faculty learning new technology and or requiring it. So faculty were just content with what they already knew. It was not good for the students though because it did not prepare them for 21st century jobs.