As future principals, what do you take away from these "generational differences" readings?
Merriam-Webster.com defines literate as: able to read and write, or having or showing knowledge about a particular subject.
I believe to be tech-literate one needs to move beyond having or showing knowledge about the technologies we use. We have to be able to communicate, integrate, access, evaluate, create, and distribute information in a way that enhances and produces effective and efficient methods for all topics and communities.
As a future principal I am beginning to realize the real need to frame technology processes in a way that shows a real application to everyday life of a teacher and student. Digital Native and Digital Immigrant captures the idea that we are in a society with vastly different communication styles and platforms (i.e. Twitter, Facebook, Instagram, Snapchat, Vine, Texting, etc.) than any other time in history. Because we live in a vastly different world than when we grew up, the need to adapt to the current realities is crucial to reaching the vastly different students we now teach. I can completely relate to the theory of generational differences regardless of the lack of research. Because information is at the click of a button, the need for retaining information for long periods of time has diminished. Technology now retains the information we used to retain. How do we combat this lack of retention as teachers, administrators, parents, communities? The information retention that comes to mind was the ability to remember phone numbers growing up. I had a great system for retaining numbers. However, ask me now to recall 5-10 phone numbers and it would be a challenge. Does this mean I have somehow lost my ability to retain information? Or, does this now mean that I have the ability to retain other information that may be more critically important.
As for thick accents of digital immigrants, I believe it is simply about process and lack of need to conform. I believe that when people rely on old technology, it isn't so much about comfortability, but rather urgency. As I continued to coach teachers this past year with technology integration I realized it was more about the lack of urgency to implement the technology. Not necessarily urgency in a form of immediacy, but rather urgency in the form of efficiency. I am curious how we create a sense of urgency to use technology to enhance learning and instructional practices that provide efficiency and effectiveness for thoughtful citizens.
"Digital Nativism, Digital Delusions and Digital Deprivation," by Jamie McKenzie seemed defensive in nature. While there is a lack of research/data to support the broad generalizations by Prensky, I find it hard to believe that our societies, cultures, brains, and systems are not fundamentally and physically changed as we adapt to the ever changing daily technological advancements. For goodness sakes we have drones, video casts from the other side of the world from a wireless device that uses data from a satellite in space, 3D printing, and many more technologies being worked on as I type this. I would love to get a hold of McKenzie and learn about his uses of technology and discuss with him the transformations that occurred within my students with the use of technology.
Here is another article link for McKenzie Link.
In sum...
- Technology is here and now. Accept it and learn to use it appropriately and responsibly. Technology isn't the answer, rather a vehicle.
- Frame technology in a way that shows everyday application that is useful for efficiency and effectiveness.
- Develop urgency for the use of technology in the form of efficiency and not necessarily immediacy.
- There will always be skeptics. Perhaps McKenzie is just on a different ladder of inference. Considering the article was from 2007 and the technologies we use today didn't exist with Google and Microsoft the way we use them today, would he be more accepting of Prensky's perspective?
In relation to standard 5 Digital Citizenship:
1. Ensuring equitable access for all - Work on procuring internet access for the school's disadvantaged students.
2. Promote and model policies for ethical use of technology - Apply the SAMR model and continually assess my movement within the SAMR ladder.
3. Promote and model responsible social interactions with technology - Continually modeling for staff and parents how I use technology for one-way, and two-way communication with multiple platforms to communicate with everyone.
4. Model and facilitate the development of a shared understanding and involvement with multiple tools - Model the use of communication tools, assessment tools, analysis tools, and interactive tools to improve staff development and student achievement.
I think it is so interesting to think about how the need for retaining information is diminishing. You are so right! I don't even have to know a single phone number anymore because my phone remembers it and I can just say someone's name and my phone will call for me. Interesting thought... wondering what the implications will be down the road?
ReplyDeleteAs future principals, I like how you said that we need to create a sense of urgency in our teachers in regards to the use of technology. I've had experiences with "frozen" teachers who received new technology (in this case - iPads) and they sat collecting dust on a shelf. When our media specialist asked about this, the response was that it would probably continue to sit there again next year collecting dust. How do we get teachers to understand the importance of integrating technology into their instruction? Not that it will, or should be, their sole means of instructional delivery, but that it should play a part.
I've found the reason the iPads sit collecting dust is simply because we haven't given enough time to play around with the technology and then the freedom to explore with it in one area of academics without judgement. I surveyed my staff about what was keeping them from using the technology and a lot of it was that they didn't have time. I used the opportunity to go in during my plan time to model how technology can give you time back if you invest a little everyday. This worked with my school because we have 1:1 in 2-5th grades though. I had a single iPad as well and didn't do much with it the first 2 years because 1 iPad just simply wasn't enough. However, now that we have apple TV's, Chromebooks, Smart Projectors, and audio systems, we use that 1 iPad for many more uses. Class Dojo was one of the best apps for a single iPad in a classroom. It communicated with parents and connected them real time as well as sending video and pictures. I let my students be scouts and give points for our expectations and it worked like a gem. What is your current setup in your school for technology?
DeleteI agree with you Ryan that it is important that we must embrace technology and meet the needs of our students. As administrators we have to model different ways to use technology and find the balance. There are teachers that are frozen, like Ashley mentioned, and then there are teachers that jump from great app/website to the next great new app/website and their kids can't keep up! How is the technology supporting what our students need to be successful in this digital age?
ReplyDeleteI gotta imagine there is a scaffolded approach to getting everyone on board with implementing technology on a regular basis and then watching it take off. We have got to find it or create it. I'm excited to see how we can do this together next year.
DeleteRyan,
ReplyDeleteGood thought provoking post today. I agree 100% that technology is a vehicle for use, not the answer to all the problems. It is vital that we look for everyday connections.
You discussed the use of variety of platforms. How do teachers stay on top of these changes, especially when districts are eliminating more professional development time? As a principal, would it be valuable to create a technology team of teachers? Would that cause more division?
Just some thoughts rolling around in my head as I read your post.
Thanks
Technology teams seem like a good idea, but you're right that it is looked at as the haves and have nots. What about instead forming a PLC norm to share or use technology in some facet to share with the staff via web where everyone could show support. In my experience the best professional development for technology has been doing exactly what Glenn does and act like a facilitator and allow the learners to "play" while you answer questions or show some advanced tips. This allows other staff to take the lead and create collaboration around supportive colleagues. Does this make sense? It must be getting late.
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