Strange name for a blog post, I know, but I am awake once again in the middle of the night, and I am trying to get my thoughts on track, so I thought I would write about them.
Today, I was in a meeting at work (of course) and I became increasingly agitated with the discussion. Actually this was not a meeting but it was supposed to be work on a PLU (professional learning unit) regarding the new standards for Common Core Math. The topic of discussion turned quickly to technology and I found myself in the middle of not knowing enough about a topic. Yes, I didn't know enough about a particular interactive website (or two) that two administrators were now touting as the best thing since sliced bread. Was my agitation over not knowing enough? I don't think so. . .
My administrators were going, once again, down the path of "let's now focus here." The problem is that we are all over the place with no focus. It is not a problem just with technology. Since technology is my area, however, it seems to be much worse. It probably is much worse in this area because technology is moving so fast and we can't keep up, so why not keep moving away from true utilization.
The district has spent a fortune on technology tools but no one seems to have them. And, on my albeit quick walk throughs, I never see the teachers with the technology using it. The other problem is that when the money is spent on the technology, it is old before the teacher develops an expertise in using it. So, we go back to the "let's now focus here."
Is the reason for the constantly moving focus that no expertise is built because of lack of training? Many administrators think so, but where technology is concerned, an expert never emerges from training. An expert emerges from constant use and a willingness to try and the stability to recover from errors. Yes, trial and error is the ONLY way to learn. Many teachers, however, seem to be willing to put a technology tool aside after the first "error."
Is the reason for the constantly moving focus that the technology just doesn't work? The technology will work with a "keep trying" mentality and when the user knows enough to understand why the tool might not be working. For example, is it because the computer needs a reboot? Or, is it because the wireless signal is weak and an access point needs to be added? There could be so many reasons that there are too many to consider here.
Is the reason for the constantly moving focus that educators are always looking for a magic bullet? You know about this scenario: School "X" got high test scores, so let's do what they are doing; but, school "Y" got high test scores, so let's do what they are doing; but, school "Z" got high . . . you get the picture.
Or, is the reason for the constantly moving focus that everyone must have the "newest and shiniest"? This is certainly the reason many technology companies are in business!
Whatever the reason, some of our teachers are not using technology at all while others seem to be leading the pack in staying up with the latest trends. Can technology really work to advance student learning? If the answer is yes, and we all know it is yes, then let's know the question we want answered and stay the course. Let's focus so those teachers who can't keep up with the trends feel comfortable enough to stay with what is working. Sure, we want to praise the teacher who is off on the tangents of the newest and shiniest -- afterall, it's fun! But, we can't do this and lose the teacher who is still in the trial and error stage with last week's technology. Please give them time to make it work for them. Please give them time to make it work for their students!
So, what do I do to get these people focused?
