Embracing Technology: Supporting the Tech-Reluctant Teacher

Embracing Technology: Supporting the Tech-Reluctant Teacher

Blog Post by Allison Fluet

More than ever, teachers are being expected to integrate technology into their classrooms. But how can we support educators who feel less than confident about how to do so?

     It’s Sunday night and our assistant principal’s weekly technology update posts to our staff email. In it, is a screenshot of the administrator's dashboard showing who has used Seesaw that week with congratulations to those teachers who made it on the screen. He thinks he’s encouraging staff to take the leap and try this new digital tool. Unfortunately, many teachers feel the opposite effect; discouraged, inadequate and pressured. There’s little time provided for professional development around technology yet the expectation to use it is looming over teacher’s already overflowing plates. With little time for PD and the reality that many teachers are unsure of how to meaningfully implement technology how can tech-confident teachers support their tech-terrified colleagues?

"Adult Learning" by AllisonFluet (CC-BY-NC-ND 4.0)

     Let’s first consider the extensive research and theory of adult learning or andragogy, proposed by Malcolm Knowles beginning in 1968. Knowles makes 5 assumptions about adult learners.

Self-Concept – Adults are self-directed, responsible learners. They should have a voice and choice in their learning experiences.

Past Learning Experience –Adults possess a wealth of experiences and have a great deal to contribute.

Readiness to Learn – Adults are willing to devote energy to learn things that are immediately relevant to their daily lives and problems.

Practical Reasons to Learn – Adults need to know why they should learn something before investing time in a learning it. 

Driven by Internal Motivation – Adults are more responsive to internal motivators such as increased self-confidence, agency, and effectiveness.

How might we use these assumptions to design learning experiences that support teachers in learning to leverage technology in their classrooms?

Adults are self-directed, responsible learners. They should have a choice in their learning experiences.

"Edcamp"

     In recent years, Edcamps have become increasingly popular. Participants generate session ideas on the spot that are relevant to those in attendance. The schedule is built as a group with input from those in attendance. Participants control the schedule and make modifications to meet the needs of the group. If two sessions you’re very interested in attending are happening at the same time, you’re encouraged to speak up and ask if they might be offered in two different sessions so both are available to people who are interested. This model allows for both voice and choice in the learning experience because teachers can identify areas of technology they are most interested in. Edcamps are reliant on the rule of vote with your feet! “Edcampers should leave sessions that do not meet their needs”(Edcamp). Providing professional development that utilizes this format encompasses many of the principles of adult learning. It allows teachers to consider their own personal growth needs and be met where they are. In an Edcamp, participants share their experiences rather than take on the role of an expert. Teachers learn with and from each other. They can continue the conversations in the teacher’s room, the hallway or in a follow-up session after school if they choose. Providing an in-house Edcamp generates shared experiences and the opportunity to try new things after the Edcamp with the support of their peers. In the journal article, Educators’ Perspectives on the Impact of Edcamp Unconference Professional Learning, the author noted, “participants [of Edcamps] overwhelmingly asserted that they had changed their practices as a result of their participation in Edcamps” (Carpenter and Linton, 2018). The Edcamp should be considered in place of typical professional development. Looking for other nontraditional ways to deliver professional development? Check out this resource for 9 alternatives to the “sit and get” model of PD by Jennifer Gonzalez.

Adults possess a wealth of experiences and have a great deal to contribute.

     In any school, teachers with a variety of years of experience ranging from brand-spanking new to on-their-way-to-retirement work together. Why not leverage these differences? Some newer teachers are more comfortable with technology. Veteran teachers may be more experienced with curriculum and pedagogy. Why not partner up to teach and learn from each other? Teachers prefer to actively participate in the learning process through conversation, collaboration, and hands-on experiences. Unfortunately, “much PD leads to teachers who know about a new practice at a surface level but lack the deep knowledge and support needed to do the new practice successfully in their classrooms”(Carpenter and Linton, 2018). Add to that the broad range of learners in any classroom and you’ll be reminded technology isn’t a one size fits all experience. Providing time for teachers to share their experience allows for putting knowledge into practice collaboratively. Collaborating on technology use is a great way to get tips, troubleshoot and work out the kinks. Team up! It’s easier to take a risk when two heads are working together.

Adults are willing to devote energy to learn things that are immediately relevant to their daily lives and problems.

"Pineapple" by Giniger (CC BY-NC-SA 2.0)

If you are an educator who is comfortable using technology, perhaps you should consider it your responsibility to support those who aren't. Reach out and share something you are doing in your classroom to integrate technology that is connected to the curriculum. Talk about how it is relevant to your students and offer to support your colleague if they'd like to give it a try. When a peer sees another teacher successfully implementing something that is meaningful or useful, they are much more likely to try it. Offer time to visit your classroom to observe you using technology with your students. Have a colleague come in with her entire class and let your students teach her students how they use a favorite digital tool. Consider setting up A Pineapple Chart with colleagues for informal visits throughout a grade level or school. Set time aside before or after school or consider a “dine and discuss” during lunch to talk about how you are using technology and how it solves a problem you had or makes something more efficient. Connect with peers and choose a problem to solve collaboratively through technology, “connections between ideas, people, and disciplines are complex and abundant”(Martinez and Stager, 2013). Use these connections to grow ideas. Share your successes but also be willing to share the mistakes you made along the way. Remember that learning is a social process. Teachers can encourage and support each other through the process of acquiring new information.

Adults need to know why they should learn something before investing time in a learning it.

"Sandbox" by Allison Fluet (CC BY-NC-ND 4.0)

     Many teachers who are uncomfortable with technology also don’t see a use for it in their classrooms. Because they’re not aware of the potential a digital tool may offer, they don’t know what they are missing. Their thinking is, “Things are fine the way they are”. Some come across as not "wanting" to use it...but it’s likely they're afraid. What teacher would reject a tool that could improve teaching and learning in their classroom if they knew how to use it effectively? Probably not many. Learning something new can feel like a lot of work and let’s face it, teachers already have more than enough work to do. Setting up an opportunity for teachers to see the digital tools in action, the potential of the tools and the impact they have on student learning will give teachers the chance to understand why it is something they should learn more about. Providing teachers with” sandbox” time is a great way to learn. Time to play with new tools with their colleagues gives them hands-on experience with technology and allows them to imagine these tools in their own classrooms. It allows educators to make mistakes, try again, share ideas and gain confidence. This gives teachers the chance to see why it’s important to leverage technology and how it can benefit their students. This type of learning cannot be replicated in a sit and get PD. Most of the time, PD is something that is done outside of a teacher's classroom without a plan of how to implement it immediately in their classroom. Sharing technology that is immediately relevant increases the chance that a teacher will implement it into her classroom. Disconnected PD runs the risk of what Kennedy (1999) called the “problem of enactment”, a phenomenon in which teachers can learn and espouse one idea, yet continue enacting a different idea, out of habit, without even noticing the contradiction.” 

Adults are more responsive to internal motivators such as increased self-confidence, agency, and effectiveness.

     Learning about technology shouldn't be seen as a competition. When administrators commend individuals for using new digital tools in their classroom in front of staff they may be creating an atmosphere of competition between those who do and those who do not use technology. This climate probably won't encourage people to implement technology. It's important to remember if they aren’t using technology, there must be a reason. Figuring out why they're not using it is important. Most likely they lack confidence in using digital tools because they don't know how to use them, they don't know what to do when something doesn't go right, and they are not aware of the impact it can have on learning. Most teachers will agree that knowing more about technology is important. So rather than set up a competition between teachers, the administrator should work to create a cooperative, supportive environment. Sometimes teachers are more receptive to considering technology use and resources when it’s presented by peers instead of administration. Consider sharing an article about technology and having teachers follow a link to a collaborative Padlet board to share their favorite quote from the reading. This serves two purposes. First, it allows teachers to share their thoughts and second, it models using a digital tool. This type of modeling can happen in a variety of ways and it exposes teachers to digital tools by having them actually use the tool. Teachers who are comfortable with technology can support their colleagues simply by being available, being supportive and encouraging and being patient. Remember, "Impatience breeds anxiety, fear, discouragement, and failure. Patience creates confidence, decisiveness, and a rational outlook, which eventually leads to success”(Adams, 1985). Remember, no one wants to feel stupid when they’re learning something new. Another way for teachers to become more confident understanding digital tools at their own pace is to listen to podcasts aimed at educators. A resource that is chock-a-block full of tips and tools for integrating technology in the classroom is The Google Teacher Tribe podcast.

     Helping teachers see the purpose behind technology use in their classrooms is the first step in encouraging tech-reluctant educators to move forward because “like all learners, an educator is not a vessel to be filled, but a lamp to be lit”(Martinez and Stager, 2013). Setting up professional development opportunities that give a voice and choice, relevancy, are social and provide hands-on learning experiences are more likely to be successful than typical models of professional development. It’s reasonable to expect teachers to keep up with current pedagogy but we also need to be patient and understand that learning something new takes time. Providing a climate of support for this process is paramount.


Resources

Adams, B. (1985). How to succeed (2nd ed.). Woodland Hills, CA: Wilshire Book Co.

Kennedy, M. M. (2016). How Does Professional Development Improve Teaching? Review of Educational Research, 86(4), 945–980. https://doi.org/10.3102/0034654315626800

Martinez, S, & Stager, G (2013).  Invent To Learn: Making, Tinkering, and Engineering in the Classroom. Torrance, CA: Constructing Modern Knowledge Press

Carpenter, J. P., & Linton, J. N. (2018). Educators’ perspectives on the impact of Edcamp unconference professional learning. Teaching and Teacher Education, 73(July), 56-69.

Images

“5 Keys to Adult Learning” by Allison Fluet in Canva (CC BY-NC-ND 4.0)

“Edcamp”, 2010

"Pineapple" by Giniger (CC BY-NC-SA 2.0)

“Sandbox Learning” by Allison Fluet (CC BY-NC-ND 4.0)