Leaching
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Learning and leaching with digital media Building capacity and independence in professional practice © Dean Groom. 2008. All rights reserved. http://deangroom.wordpress.com
Engaging Reluctant Teachers Technology in the classroom has been on the professional development agenda for decades. The significant change in the rate at which technology has begun to change isn’t driven entirely by hardware or software advances and falling costs, but by the way in which technology via the internet is being used as an extension of our social lives, and central to the way in which we engage with technology. For example: Internet banking, looking for a new house, checking the TV guide, looking at the sports pages, accessing online syllabus documents, the surf report, checking FaceBook or emailing friends and relatives. Though teachers often seem reluctant to renew pedagogy in the ICT classroom, it’s hard to deny that staff rooms and study areas with computers are used by teachers to carry out personal or social activities in their ‘free’ period or lunch times – as well as producing classroom ‘pulp’ and of course marking. Consider then the way in which they use that computer. They use the Internet for personal and social activities (and to a lesser extent accessing syllabus resources) – Microsoft Office (production of classroom activities and administration). How do we engage reluctant teachers to ‘join’ the two and renew pedagogy? Firstly, lets face up to the big ‘yeah but’ that teachers have – “I don’t have time to learn technology”. But they do have time to use it before school, recess and lunch – and not purely for ‘work’ activities. How can we use that to our advantage?
Learning and leaching with digital media Building capacity and independence in professional practice © Dean Groom. 2008. All rights reserved. http://deangroom.wordpress.com
Teachers are busy. There no doubt they are. So this is an opportunity to start building new skills and address the number one issue they throw at you.
Learning and leaching with digital media Building capacity and independence in professional practice © Dean Groom. 2008. All rights reserved. http://deangroom.wordpress.com
Identify the specific things that suck down time. In my experience these are: •
Creating class resources
•
Marking
•
Reporting
Start by addressing these issues directly. In fact, teachers will identify these things are separate items – when in fact technology allows you to combine all three in a holistic way – but that is way too complex to explain up from to the tech-neutrals, let alone the techsaboteurs. Hold an informal recess session – bring some food. If you hold this in the lunch-room or some other ‘third space’ – they won’t see it as ‘giving up time’ as such. That’s one goal kicked. Think about running 4 sessions, over a term. That allows each to be run twice (I was too busy to come), and a couple of weeks when you can reflect or do something else. The tragedy of this entire advocacy of course is that the ‘power distribution law’ kicks in. You will be doing a disproportionate amount of ‘professional development’. Remember, you are building independence, not a reputation as the go-to person for techsupport. Position yourself higher than that else you will just become a busy fool. You need time for yourself too – and right now I am betting that you give all your time to ‘them’ at school, and do all your own development after school. Develop some catchy session titles – that hit the hot topics. 1. Using simple technology ideas to save time
Learning and leaching with digital media Building capacity and independence in professional practice © Dean Groom. 2008. All rights reserved. http://deangroom.wordpress.com
2. Speed Marking – reducing marking drag 3. A busy teacher’s guide to reporting Of course none of these can be associated with doing more work nor are they talking about pedagogy, curriculum and other terms that teachers associate with higher order thinking, and therefore more work. Embedded in these three ‘session’ titles are multiple opportunities to introduce them to a small number of tools that improve personalproductivity. The characteristics of the tool should be no more complex than logging onto eBay, FaceBook or checking your email. So don’t start with podcasts and wikis. For just one example idea: ‘Using simple technology ideas to save time’. Reality: Teachers produce Word documents for students to complete. Lets address TIME. Impact: It takes TIME to create it (can’t change that straight away). It takes more TIME to print it, get it copied and then distributed. It takes more time to hand out replacements for ‘lost’ copies and then to collect the completed sheets. All in all, an hour spent making a worksheet has several more hours ahead of it. At the end of the ‘event’ – how many students actually keep the paper? Intervention: Produce a single page resource that explains ‘how to’ upload resources to Scribd.com (http://www.pdfcoke.com). It’s simple trust me.
Learning and leaching with digital media Building capacity and independence in professional practice © Dean Groom. 2008. All rights reserved. http://deangroom.wordpress.com
Learning and leaching with digital media Building capacity and independence in professional practice © Dean Groom. 2008. All rights reserved. http://deangroom.wordpress.com
Explain the benefits in short sharp positive statements. 1. No need to print, photocopy and distribute (at least 2 hours saved) 2. No need to replace forgotten or lost copies in class 3. Easy to share the address of the activity with students (one URL) 4. Easy to share the address of the activity with parents (homework) 5. Simple classroom delivery – students learn to use your Scribd pages as lesson resources 6. Saves paper and cost for the school 7. Instant delivery – no wait for the photocopies to be returned 8. Never loose a worksheet 9. Share resources with other staff 10. (insert one you can think of) Renew Pedagogy: Students locate activity online. Students complete activity by downloading the ‘Word’ file. This saves them having to re-write the questions or content (waste of time) – and focus on the answers. Students save their work to their share drive, or thumb drive. You will you also find that 5%-10% of your new ‘tribe’ will want to do more than this. You can then work personally with them to show them how to do more. This is where you start to build independence. Right now, your recess-tribe are forming to help each other. It is important to get them to agree to come back and meet again at the end of the week – even before you’ve told them much. Get them to agree as a group, write it down and that create a moral
Learning and leaching with digital media Building capacity and independence in professional practice © Dean Groom. 2008. All rights reserved. http://deangroom.wordpress.com
commitment. The tactic is, after the first meeting – to put a note in their pigeon hole to invite them to the next one – type it up, so it looks official not casual! That creates this group responsibility moral thing that seems to work.
Let’s assess the gains here, in terms of NETs or some other criteria for professional development. You have to do that – and report on it – as you are being a ‘trainer’ – get recognised as such. Media Literacy (Capacity) Gains: Teachers use online resources to share and distribute information to students Students access information ‘anytime’ ‘Pulp’ resources become ‘digital’ resources. Working with pure-electronic files in the ICT classroom. Learning to use ICTs more effectively. Extension Ideas: Teach them how to ‘tag’ their activities according to semester, unit of work, lesson, theme etc (building Media Literacy in Students). Show them how to but ‘hyperlinks’ into their documents – to further save them time in copying and pasting content from the web to the document summary. One word of caution – know your audience, and make sure you keep it SIMPLE. Some will want to do more, but don’t talk about that in your session – else you will lose people. Scribd is a great way to start the PD process. They have Word documents, have a need to store them anyway – so most will convert exisiting ones to start with – and that’s low pain for you and them. Scribd is no more complex than email either – so it will show them how ‘easy’ this stuff is and
Learning and leaching with digital media Building capacity and independence in professional practice © Dean Groom. 2008. All rights reserved. http://deangroom.wordpress.com
and that they are not learning any ‘new’ technology – just using the ‘great skills you already have’ – to make life easier – and better for students. Finally, meet to review and share what they did, felt about doing it – by having several people doing it, your chances of them doing it again are increased massively. Telling and sharing stories appeals to the as John Larkin said ‘socio-centric’ staff. Saving time and doing less appeals to what John also called the ‘ego-centric’. You can even give them a certificate or some other object to celebrate their efforts. That appeals to some teachers too.
Conclusion By focusing on the ego-centric issues of the teacher – tackling the biggest ‘yeah but’ – time is in fact not a problem, but an opportunity. You have to just think a bit differently in presenting change. Like most battles, full frontal attack is ‘all or nothing’. Attacking the flanks, or better still, infiltration of the ene I spent a previous life in advertising – a world of half-truths, Trojan horse promises – and make no excuses in using that approach to professional development. You have to sell the idea. To do that you must create a ‘want’ emotion. Right now, most tech-neutral teachers don’t have that – so you have to invent it.
Engaging Reluctant Teachers Technology in the classroom has been on the professional development agenda for decades. The significant change in the rate at which technology has begun to change isn’t driven entirely by hardware or software advances and falling costs, but by the way in which technology via the internet is being used as an extension of our social lives, and central to the way in which we engage with technology. For example: Internet banking, looking for a new house, checking the TV guide, looking at the sports pages, accessing online syllabus documents, the surf report, checking FaceBook or emailing friends and relatives. Though teachers often seem reluctant to renew pedagogy in the ICT classroom, it’s hard to deny that staff rooms and study areas with computers are used by teachers to carry out personal or social activities in their ‘free’ period or lunch times – as well as producing classroom ‘pulp’ and of course marking. Consider then the way in which they use that computer. They use the Internet for personal and social activities (and to a lesser extent accessing syllabus resources) – Microsoft Office (production of classroom activities and administration). How do we engage reluctant teachers to ‘join’ the two and renew pedagogy? Firstly, lets face up to the big ‘yeah but’ that teachers have – “I don’t have time to learn technology”. But they do have time to use it before school, recess and lunch – and not purely for ‘work’ activities. How can we use that to our advantage?
Learning and leaching with digital media Building capacity and independence in professional practice © Dean Groom. 2008. All rights reserved. http://deangroom.wordpress.com
Teachers are busy. There no doubt they are. So this is an opportunity to start building new skills and address the number one issue they throw at you.
Learning and leaching with digital media Building capacity and independence in professional practice © Dean Groom. 2008. All rights reserved. http://deangroom.wordpress.com
Identify the specific things that suck down time. In my experience these are: •
Creating class resources
•
Marking
•
Reporting
Start by addressing these issues directly. In fact, teachers will identify these things are separate items – when in fact technology allows you to combine all three in a holistic way – but that is way too complex to explain up from to the tech-neutrals, let alone the techsaboteurs. Hold an informal recess session – bring some food. If you hold this in the lunch-room or some other ‘third space’ – they won’t see it as ‘giving up time’ as such. That’s one goal kicked. Think about running 4 sessions, over a term. That allows each to be run twice (I was too busy to come), and a couple of weeks when you can reflect or do something else. The tragedy of this entire advocacy of course is that the ‘power distribution law’ kicks in. You will be doing a disproportionate amount of ‘professional development’. Remember, you are building independence, not a reputation as the go-to person for techsupport. Position yourself higher than that else you will just become a busy fool. You need time for yourself too – and right now I am betting that you give all your time to ‘them’ at school, and do all your own development after school. Develop some catchy session titles – that hit the hot topics. 1. Using simple technology ideas to save time
Learning and leaching with digital media Building capacity and independence in professional practice © Dean Groom. 2008. All rights reserved. http://deangroom.wordpress.com
2. Speed Marking – reducing marking drag 3. A busy teacher’s guide to reporting Of course none of these can be associated with doing more work nor are they talking about pedagogy, curriculum and other terms that teachers associate with higher order thinking, and therefore more work. Embedded in these three ‘session’ titles are multiple opportunities to introduce them to a small number of tools that improve personalproductivity. The characteristics of the tool should be no more complex than logging onto eBay, FaceBook or checking your email. So don’t start with podcasts and wikis. For just one example idea: ‘Using simple technology ideas to save time’. Reality: Teachers produce Word documents for students to complete. Lets address TIME. Impact: It takes TIME to create it (can’t change that straight away). It takes more TIME to print it, get it copied and then distributed. It takes more time to hand out replacements for ‘lost’ copies and then to collect the completed sheets. All in all, an hour spent making a worksheet has several more hours ahead of it. At the end of the ‘event’ – how many students actually keep the paper? Intervention: Produce a single page resource that explains ‘how to’ upload resources to Scribd.com (http://www.pdfcoke.com). It’s simple trust me.
Learning and leaching with digital media Building capacity and independence in professional practice © Dean Groom. 2008. All rights reserved. http://deangroom.wordpress.com
Learning and leaching with digital media Building capacity and independence in professional practice © Dean Groom. 2008. All rights reserved. http://deangroom.wordpress.com
Explain the benefits in short sharp positive statements. 1. No need to print, photocopy and distribute (at least 2 hours saved) 2. No need to replace forgotten or lost copies in class 3. Easy to share the address of the activity with students (one URL) 4. Easy to share the address of the activity with parents (homework) 5. Simple classroom delivery – students learn to use your Scribd pages as lesson resources 6. Saves paper and cost for the school 7. Instant delivery – no wait for the photocopies to be returned 8. Never loose a worksheet 9. Share resources with other staff 10. (insert one you can think of) Renew Pedagogy: Students locate activity online. Students complete activity by downloading the ‘Word’ file. This saves them having to re-write the questions or content (waste of time) – and focus on the answers. Students save their work to their share drive, or thumb drive. You will you also find that 5%-10% of your new ‘tribe’ will want to do more than this. You can then work personally with them to show them how to do more. This is where you start to build independence. Right now, your recess-tribe are forming to help each other. It is important to get them to agree to come back and meet again at the end of the week – even before you’ve told them much. Get them to agree as a group, write it down and that create a moral
Learning and leaching with digital media Building capacity and independence in professional practice © Dean Groom. 2008. All rights reserved. http://deangroom.wordpress.com
commitment. The tactic is, after the first meeting – to put a note in their pigeon hole to invite them to the next one – type it up, so it looks official not casual! That creates this group responsibility moral thing that seems to work.
Let’s assess the gains here, in terms of NETs or some other criteria for professional development. You have to do that – and report on it – as you are being a ‘trainer’ – get recognised as such. Media Literacy (Capacity) Gains: Teachers use online resources to share and distribute information to students Students access information ‘anytime’ ‘Pulp’ resources become ‘digital’ resources. Working with pure-electronic files in the ICT classroom. Learning to use ICTs more effectively. Extension Ideas: Teach them how to ‘tag’ their activities according to semester, unit of work, lesson, theme etc (building Media Literacy in Students). Show them how to but ‘hyperlinks’ into their documents – to further save them time in copying and pasting content from the web to the document summary. One word of caution – know your audience, and make sure you keep it SIMPLE. Some will want to do more, but don’t talk about that in your session – else you will lose people. Scribd is a great way to start the PD process. They have Word documents, have a need to store them anyway – so most will convert exisiting ones to start with – and that’s low pain for you and them. Scribd is no more complex than email either – so it will show them how ‘easy’ this stuff is and
Learning and leaching with digital media Building capacity and independence in professional practice © Dean Groom. 2008. All rights reserved. http://deangroom.wordpress.com
and that they are not learning any ‘new’ technology – just using the ‘great skills you already have’ – to make life easier – and better for students. Finally, meet to review and share what they did, felt about doing it – by having several people doing it, your chances of them doing it again are increased massively. Telling and sharing stories appeals to the as John Larkin said ‘socio-centric’ staff. Saving time and doing less appeals to what John also called the ‘ego-centric’. You can even give them a certificate or some other object to celebrate their efforts. That appeals to some teachers too.
Conclusion By focusing on the ego-centric issues of the teacher – tackling the biggest ‘yeah but’ – time is in fact not a problem, but an opportunity. You have to just think a bit differently in presenting change. Like most battles, full frontal attack is ‘all or nothing’. Attacking the flanks, or better still, infiltration of the ene I spent a previous life in advertising – a world of half-truths, Trojan horse promises – and make no excuses in using that approach to professional development. You have to sell the idea. To do that you must create a ‘want’ emotion. Right now, most tech-neutral teachers don’t have that – so you have to invent it.
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