Trailblazer...or Saboteur???

Technology and instruction.   Two peas in a pod.  Well, at least they should be.  Technology and instruction are components that should naturally connect and go together.  The problem that we are facing in many schools is that technology is not seen as a key component in developing and implementing effective instruction.    To further develop as educators, we need to take the steps to increase technology use in valuable ways.  That can be easier said than done though!

There is one thing all teachers can benefit from: staff development.   In all honesty, many teachers would probably disagree with that statement.  There appears to be a staff development epidemic.  Teachers learn new skills in a quick “workshop” and, then, they are expected to go back to their classrooms and be “experts” on the new material.  Teachers need more support and supervision for effective implementation. 

Beneficial staff development is already rare to come by, but, to make it really complicated, now technology is thrown into the mix.  Teachers need staff development that will further their expertise of utilizing technology in learning.  This is important because “…technology should blend in with all aspects of our teaching, learning, staff development, community relations, and so forth” (Creighton 44).  Teachers also need support in the area of constructivist learning, the idea that learning is an active process of students constructing their own ideas and guiding their own learning.  Technology should be present in constructivist learning and constructivist learning should be present in effective technology implementation.   Both concepts go hand-in-hand.  For constructivist learning, students also need social interaction.  Technology, in our current schools, has become a non-social activity.  Teachers need to understand how to use technology to further develop constructivist and social learning opportunities in the classroom.

Technology is most frequently used in one particular way in classrooms today: drill-and-practice.  While this can be effective at some times, it is really not the best way to implement technology in the classroom.   But to truly fix the problem of using ineffective technology methods in the classroom, one must look at the root of the problem: ineffective teaching!  Teachers who focus on ineffective teaching practices are probably going to focus on ineffective ways to implement technology to their students.  To improve technology use in the classroom, there often needs to be a change in the quality of the instruction in the classroom.

When determining the type of staff development needed to further develop technology facilitators, teachers might be classified into five different areas: trailblazers, pioneers, settlers, resisters, or saboteurs.   It might sound like few terms pulled out of a history book, but teachers can generally fit into one of these five categories.  Trailblazers are probably what most teachers what like to strive to be.  Trailblazers are not afraid to step out into the unknown and try something new.  Pioneers are similar to trailblazers, but they often need a little more evidence that a program is effective.  Settlers need even more information before they are willing to try something new.  Resisters are often stagnant.  They see no reason to change.  Saboteurs are often considered the most dangerous, because they are committed to halting new ideas and are resistant to change.  Saboteurs are often as passionate as trailblazers in their beliefs and ideas.  .  As I think to my colleagues and the colleagues I have met in district wide trainings, I realize we can all be placed into these categories.  As a future technology leader, it is important that I recognize how these different types of people can affect my efforts to push change and more technology into our current curriculum.  Saboteurs cannot be ignored.  They can cause potential issues if they are not involved in the processes of further developing a school’s technology program.  It is important to note that resistance can ultimately bring positive change to a new ideas or programs.

So, we know that technology needs to be incorporated into instruction, but it is also important that teachers are held accountable for the use of technology in their classrooms.  Many teachers firmly believe that having a set of computers or using an interactive whiteboard occasionally is sufficient technology use, but, unfortunately, they are way off base.  Technology has very little to do with just the equipment, but “it’s really how the teacher uses technology to support clearly defined learning objectives” (Creighton 68).  If the technology is not moving students forward, then it is probably not effective or necessary.  This takes us back to the earlier discussion about constructivist learning.  Technology should be more than “drill-and-practice” on a computer.   Effective technology use takes learning to the next level.

To really achieve a high level of technology implemented instruction, schools and technology leaders need to develop technology plans.  Technology should also be a key element in the school strategic plan (formally school improvement plan).  A large portion of the faculty (including resisters and saboteurs) should be included when developing school technology plans.  Technology should be linked to student achievement.  Ultimately, it takes effective technology leadership to facilitate the development  of an adequate school technology plan.

When looking to the future, it is important to recognize that technology is fast-changing.  These changes require strong technology leadership and beneficial staff development to accommodate the needs of teachers.  It is also important to note that technology can not only bring positive changes, but also negative changes if it is not connected with teaching and learning appropriately.  Teachers cannot rely only on the use of technology for exceptional instruction.  Technology should be woven into lessons and learning to benefit all students.  Also, technology can become ineffective if it is used to reinforce “old school” teaching habits that have been proven to be less valuable.

The concept that technology and instruction are directly related and interwoven is not a new idea, but it is often a shot down idea.  As a future technology facilitator, it is my job to, not only be an advocate for technology, but also an advocate for high quality instruction.  If a teacher is implementing constructivist learning, then effective technology use will soon follow.