Have you ever participated in technology training where the facilitator moves quickly through the steps of using the software without much concern for learning styles, needs or preferences? Where teachers leave the room unsure about how to use the software to increase their effectiveness and student success or unconvinced about the value of taking more time to learn about the software? I have. This type of training values the software and technology over understanding teachers and what motivates them. There must be another way.
Jamie McKenzie, in his article
How Teachers Learn Technology Best, presents what he's learned from years of working with teachers. He calls for technology training that is curriculum rich and based on standards so teachers can immediately see the value and application of the technology to student achievement. It is not so much about powerpointing which he says can be 'powerpointlessness', but it is about inspiring teachers to learn the value of engaging students in problem-based or project-based learning using a new tool.
Facilitators need to shift from a training mindset to an adult learning model states Mr. McKenzie. This adult learning model includes:
- Involving the adult learners in activities that directly relate to needs, such as needing to teach a Science standard, and also to personal interests and learning styles.
- Creating an educational environment of growth and discovery for all students and teachers that supports risk-taking.
- Learning by doing, having maximum guided practice, available support for ongoing learning, and connection to fellow learners.
- Encouraging the adult learners to identify obstacles and equipping them to problem solve and remove these obstacles.
To this model I would add the concept of creating a bridge for learners- that connects their existing knowledge to understanding the new information. An effective way of doing this is with analogies. Several years ago I was confused about the purpose of the Desktop. A kind technology specialist asked me what I had on my desk. After I responded that I had things that I needed to access frequently, he said that the Desktop was created with that in mind. Folders and software icons are placed here for ease of access, just like my desk. My understanding of the Desktop increased in two minutes based on this simple (and probably obvious to others) analogy. It was also due to this person who had created an environment for true learning. I felt safe to expose my ignorance. He had personalized the learning journey for me.
6 comments:
You make a point about teachers immediately seeing the value of the technology that they are being presented. I also noted that technology training, no matter how well prepared, will not be well received if it is not relevant. I hadn't thought about the adult learning model, but it really makes sense the way you explain it. Well done.
I agree that facilitators should show both value and application when conducting technology-based workshops. By the same token, it would also be great if there were means of self tutorial in the event the user forgets how to do a particular task. I think that is what makes many teachers shy away from using technology tools.
I agree wholeheartedly with McKenzie's viewpoint that technology training be "curriculum rich and based on standards so teachers can immediately see the value and application of technology to student achievement." ABSOLUTELY technology training should be immediately relevant to teachers and should help them meet their specific content standards. Teachers are really not too different from students. If the information presented to them is not interesting and/or useful, they are not going to buy into what you're selling. Teachers have more to accomplish in a typical school day than the average worker is expected to do in a week. I know this because I was a part of the "business world" for a couple of years. That means, when they are asked to extend their time and energy in learning something new, it better be worth the effort.
Nice analogy. The point is that the administration wants teachers to make learning fun, exciting and a memorable experience for the students. In every PowerPoint faculty meeting I sit in I wonder to myself, "...then why do you bore us to death with the very thing you don't want us to do in the classroom." If they don't have time to prepare an interesting, differentiated meeting then let the teacher use the time instead to be planning and using these techniques. Present the information in different formats like a webinar. There are ways to ensure that the teacher visits. Or as Jeanne suggested by a simple tutorial. Walk thrus and evaluations would be one way to see if teachers are doing the self learning.
I think it is easy to overlook the importance of having someone that can make you feel comfortable with the learning process. Your experience does a perfect job of illustrating the importance of the people in the technology.
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