Ertmer and Ottenbreit-Leftwich Article

TEACHER TECHNOLOGY CHANGE: HOW KNOWLEDGE, CONFIDENCE, BELIEFS, AND CULTURE INTERSECT

By: Peggy Ertmer and Anne Ottenbreit-Leftwich

 

                This article was published very recently in 2010. The main premise of this article is that even though there is greater access to computers, other technology and technology training in education today, in many classrooms, technology is still either not being integrated or if it is used it is not being used to its best effectiveness. The authors did a literature review of technology integration and focus was on this integration and how it is being spearheaded by teachers. When reviewing the list of references, you will see that the majority of the articles reviewed were from 2000 and later; there were a few referenced from the 1990’s and one from 1972. This is important because technology has exploded in the last 10-20 years and these references are relevant and up to date.

                Through this review, the authors point out that in many current classrooms, there is still insufficient integration of technology. They point out that if computers are used, they are still often used as an aid to direct instruction rather than as a source for student-centered learning. The authors discuss at length, the reasons they feel that this is the case as well as providing many ideas on how to overcome this and to more fruitfully integrate technology into the classroom.

                Some of the main reasons provided for why technology is underutilized, even today, are: “teachers’ use of technology are rarely linked to the student learning outcomes they are designed to facilitate”; teachers may know how to use the technology tools but they are still unsure of how to incorporate the tools effectively into their classroom routine; teachers are afraid of change and even when introduced to technological uses they often revert back to direct instruction because that is what they know and are comfortable with; and innovative teachers are often “peer-pressured” out of using technology. The main idea or need that the authors present for teachers to begin effectively and efficiently using technology is that they have to undergo a pedagogy paradigm shift—they have to realize the value of the integration so that they will undergo the integration. Some of the ideas that the authors discuss to make this happen are: preparing student teachers for this technology integration and then supporting them once they enter the classroom; developing support and interest groups for in-service teachers; providing specific use of technology integrated lessons with constructive feedback; and getting administrative support so that experimentation would be encouraged.

                I really enjoyed reading this article. I found it very interesting in the fact that in 2013, we are still so slow to adopt change. In the article, the authors discuss the idea that we as teachers often revert back to how we were taught and for many of us, we were taught by direct instruction and if computers were used it was basically used as a glorified typewriter. It’s been a while since I was in the classroom but I do remember that there was not a lot of administrative support when it came to technology use in my building. It seemed like it was something reserved for the computer lab not any other classroom. I think that this administrative support or in some cases as the authors mentioned, team support, is critical to bring about this integration. Like our students, I think teachers are afraid to experiment because they don’t want to look foolish and they are fearful of unknown consequences. I think also that even though schools do have computers and technology available, there still is a vast disproportionate availability of the technology. It is difficult to use technology in a consistent basis if all of the computers are located in a lab and the lab has to meet the needs of an entire school—I know this is still the case in many schools today. I really enjoyed reading about the “lesson study” idea of small groups of teachers examining and practicing lessons together. I had never heard of this before but I think it sounds wonderful—it is the same idea of student centered learning only the students are the teachers working cooperatively on how to integrate technology effectively. I think this kind of small group work could bring about a lot of change if it were encouraged and utilized. Again, this article was interesting and very challenging. I saw myself in a lot of the descriptions the authors presented and I sat there wishing I had had this class when I was getting ready to enter the classroom. I think that I would have done a lot of things differently!

Chapter 5 from Sandholtz, Ringstaff and Dwyer

CHAPTER 5: REDEFINING STUDENT AND TEACHER ROLES

In Sandholtz, Ringstaff and Dwyer

                Chapter 5 touched on a lot of similar things we have read in other reading assignments. The big idea in this chapter is again, in the ACOT classrooms, the changes that came about over the course of the study. The changes that were focused on in this chapter were how the roles of the teachers and their students changed over time. The authors discussed using the students as peer tutors not only with the technology itself but with the content as well. Reflections from the teachers touched on how in the beginning the students helped one another with use of the computers and sometimes helped the teachers too as well as how eventually they could see students helping one another to make strides not only academically but socially as well. Again, the teacher reflections are really neat to read. As with some of the content we read by Prensky, these teachers eventually had the students directing their own learning and becoming “content experts”. The students were teaching themselves as well as those around them.

                As mentioned above, I really enjoy the teacher reflections from this book. I think that probably this idea of redefining roles is one of the more difficult things for teachers who integrate technology into their classrooms. I think that we still picture the teacher as the one in the front of the room dispensing knowledge. To get away from that is exciting but requires an individual to give up a lot in order to eventually see the rewards. It is definitely something one has to undergo with a lot of faith. It also is something that would require a lot of good classroom management as well as administrative and fellow teacher support.

Chapter 4 from Sandholtz, Ringstaff and Dwyer

CHAPTER 4: MANAGING A TECHNOLOGY-RICH CLASSROOM

In Sandholtz, Ringstaff and Dwyer

                Chapter 4 goes through the stages mentioned in chapter 3 only the focus is on how the teachers in the ACOT program managed technology in their classrooms. They went from the entry phase where teachers were concerned with students moving around the room and whether the students would be able to format floppy discs, etc to discussing how new ways of cheating surfaced with the technology and then eventually how the teachers learned to take pointers from their students, how they developed their own inventive ways to use the technology. It was fun to read the excerpts from the different teachers and their reflections on how things had changed over time.

                As I read through our assigned readings this time, I continually reflected on my experiences in the classroom. I didn’t utilize technology much and I wish that I had. I wish that I had had innovators around me because I think that I would have jumped on board pretty quickly. I think I spent most of my time just trying to survive day to day that I know I wasn’t open to being an innovator myself; however, I know that had I the resources, I could have done some really neat things.

Chapter 3 from Sandholtz, Ringstaff and Dwyer

CHAPTER 3: THE EVOLUTION OF INSTRUCTION IN TECHNOLOGY-RICH CLASSROOMS

In Sandholtz, Ringstaff and Dwyer

                I’m assuming this entire book is about the ACOT 10 year study. Chapter 3 discusses the changes that occurred in these pilot classrooms over time. The authors broke down the evolution of these changes into distinct stages: Entry, Adoption, Adaptation, Appropriation and Invention. It was really interesting to read about the struggles of these teachers in the entry phase of this study and then to cover their progression from the initial bringing in of the computers to how they couldn’t imagine how they would be able to teach/survive without them. (While reading this, I kept thinking that we still have a lot of classrooms today that are either still in the entry phase or haven’t even gotten that far yet and it is 20-25 years later.) The authors point out, as we’ve seen in a lot of our readings thus far, that the attitudes and beliefs of the teachers, their administrators and students are the key to making these changes come about and work. Integration of technology is futile if no one really believes in it and wants to make it happen.

                The quote that is on the first page of this chapter was really interesting. “One thing I have a hard time with as a traditional classroom teacher is to let them go, let the students try a new way.” Realizing that this book was written regarding a 10 year study over integrating technology into the classroom back in the late 1980’s-1990’s and yet this quote is still so applicable to today was kind of sad. I think a lot of it boils down to the fact that many people have such a concrete idea of what a classroom teacher is in their heads and it is very hard to change that. I think a lot of it is that not only are teachers afraid to let students try a new way but teachers are afraid to let themselves try a new way.

 

"Professional development is largely personal, what are some things you can do for free to improve your technology skills?"

Often, there are lots of offerings for continuing education/professional development offered by our own school districts--at least the larger ones. I think a lot of times, if you are from a smaller district but show interest in what a larger district has to offer, they will often allow you to join them. I haven't checked, but I would think that the State Department of Education would also have links and listings of potential development offerings.

I would also check into the colleges and universities nearby to see what they might have to offer. Most colleges with education programs have a lot of outreach efforts that are free or have a very low cost.

Plus, the biggest resource we have is the internet itself. There are online resources, webinars, websites dedicated to professional development as well as postings on YouTube. There is a plethora of opportunities available, it is always a matter of looking for them and also networking with others to have contacts who are also looking for opportunities and are willing to share what they find.

CHAPTER 11: TOP TEN RULES THAT GOVERN SCHOOL AUTHORITY OVER STUDENT CYBER EXPRESSIONS

Chapter eleven presents ten rules that cover a range of issues when dealing with student expression by way of technological means. With these ten rules, the authors discuss important topics such as First Amendment applications, censorship permissibility, inappropriateness, regulations of time, place and manner of expressions, and threats and criminal activity. Basically the authors touch on areas where questions might arise about what is allowable and what isn’t when student expression is presented by way of technological means.

This chapter was interesting. I found it encouraging that schools do have the ability to intervene and censor material. Even though I feel that First Amendment rights are so very important, I believe it is also very important to make students aware that those rights are not just inclusive of what they want to say but that those rights pertain to what someone else wants (or more likely) doesn’t want to be exposed to. I found Rule 8 to be a bit concerning. It basically states that off-campus expressions can not be regulated by schools unless it disrupts school-related activities. Maybe I am misunderstanding something, but this, I think is where true cyber-bullying occurs. It is in the “My-Space” and “Facebook” pages, that are not school sanctioned, where this bullying takes place. I guess, maybe I am misreading this, because in one chapter we talk about how to keep this from happening, but then in this chapter it feels like basically we are being told that school’s can’t do anything about it.?????

CHAPTER 10: PREVENTING CYBERBULLYING

Chapter ten definitely touched on something that is probably a huge concern for anyone who is a parent or a teacher/administrator of children. There have always been bullies, from the beginning of time. However, we live in a time where bullying doesn’t just happen on the playground or lunchroom; bullying can now diffuse into the classroom, can follow students home and can be acted out in the “cyber-playground”. Bullying has grown from someone pushing you around in the hall and possibly taking your lunch money into terrifying threats of violence; subtle, yet ongoing mental or emotional jabs and potentially severe emotional and social trauma.

In this chapter, the authors discuss ways to assess cyber-bullying as well as how to recognize it and educate others about it. As discussed in chapter nine, the reality of setting clear guidelines for computer/other technological device usage must be a priority. The importance of making use of monitoring and filtering software was discussed, which again would lend itself to the acceptable use and expectations set forth in contract language. The authors discuss utilizing older students as peer mentors, particularly if a younger student has been bullied. The authors stress the importance of educating parents about the possible ways that their child could be bullied as well as how to communicate with their children about cyber-bullying and the critical need for monitoring. They also discuss the students’ role in cyber-bullying and how to protect themselves.

This chapter was interesting and I think it is a topic definitely necessary when discussing technology in the classroom. Even though I don’t have children, I see the possibilities out there for children to make good use of technology; but I also see danger signs everywhere. I think that cyber-bullying in ways is worse than regular “old-fashioned” bullying. Of course no bullying is acceptable, but with cyber-bullying it just seems so permeating/pervasive and the fact that it can start so subtly, is just disturbing. Young people, especially pre-teens to teenagers are so filled with angst about their appearance and relationships, that the fact that they can use these means as a way to hurt each other and bring this hurt in front of a very public audience is just terrible to consider.