Alie

Just the same, the flipside of Thornburg’s coin – using technology to do new and different things – is an idea that receives little more than an apprehensive wink-wink from our district decision makers. While one branch of the district tree whispers secretly to promote teacher and student use of social sites, blogs, wikis, and podcasts, another seemingly more powerful limb towers mightily even as it cowers from those nasty “L” words: lawsuits, lawyers, and litigation. Teachers are left closing their literal classroom doors while trying to hack into a virtual portal that will take them to worldwide communication and learning for their students. Curse Big Brother’s filters.

Without doubt, there is some trepidation in lowering the walls so students can freely communicate and collaborate with an Audience of All, but they’re doing it informally anyway. As teachers, we need our district’s support as we figure out how to harness this beautifully powerful but uncertain steed of runaway technology. To fail to do so is to leave our youth trampled in the dust.

Reference
Laureate Education, Inc. (Producer). (2007). Program 2. Evolution of Technology and Pedagogy [Motion Picture]. Understanding the impact of technology on education, work, and society. Baltimore: Author.

Thanks so much for commenting here. It was a kick when Rob came up and told me he’d been working with you. Small world.

I still just love that story about Andrew and my kids. It’s just such an eye opener for people. Thanks again for helping me set that up.

I went from that small district to a larger one where technology was plentiful and supported, and evidenced several uses of the collaboration you desire. Then the last two years, I returned to my old district due to returning home for family problems. That district has made some great strides in that schools have labs, laptops, internet connections in the room, but anything that links to outside communication, is locked down. Teachers (especially me but others as well) WANT to use discussion boards, wikkis, etc. However, I had my hand slapped for trying to use a wikki. I’m fighting the political fight trying to get administrators to see the benefits (including citing the research behind using it), but making very little progress. Another young teacher in my school has made some progress by writing a grant and using IEarn, however, both she and our Integration Specialist have had to fight an uphill battle to be able to do the projects.

So I disagree with you, Will, when you say things have to “bubble up” from the bottom. Many times I’ve seen the enthusiasm of teachers that want the change have their bubbles popped by the system and its lawyers who are so afraid of being sued by parents. And most teachers are afraid to try changes, not because they don’t believe in it or see the pedagogical benefits, but because it hasn’t been approved by those who sign their paychecks.

So how does one make changes to administration, when one is seen as “just a teacher”?

I’m finding more and more willingness to share and to work together, but quite a few teachers are still balking at what they perceive as the tech and time barrier. They need to see more people rippling the surface before they plunge in. I find the progress slow, though often understandable… the traditional” demands on a teacher’s time (getting through the curriculum, doing the paperwork, justifying one’s existence because your qualifications and experience don’t count unless you write them down on a report/plan) often mean that thinking different becomes a chore and ‘can wait’.

Real change will come when systems allow teachers the freedom to experiment, or (as I tell the teachers in my department) to make mistakes… when they can stop worrying about the mundane and start concentrating on the inspired.