Over the past little while, I have participated – as both presenter and (not so innocent) bystander – in a few teacher conferences or PD sessions. At each of them, there have been major issues with the technological infrastructure (ie – the wifi!) that got in the way of the learning that was going on.
At one conference, I was asked to speak about allowing for mobile technology in the classroom. I had spent a lot of time preparing hands-on activities for the teachers who chose to participate in my workshop. Once I arrived and was ushered into a concrete block classroom with a techie who had to hard-wire my laptop to a wall so I could access my presentation and show a video…I had a feeling there might be a problem with my regularly scheduled programming…
…and I was right. The teachers couldn’t even access the Internet on their personal devices since we were essentially encased in concrete.
At another conference, I was a participant in a workshop where two teachers who had spent a lot of time preparing their presentation on using technology with their students were unable to show us some of their work because of weak wifi.
And we wonder why teachers are reluctant to use technology in their classrooms.
If anything, the scenarios described above reflect some of the frustrating reality in our centres of learning and our methods of professional development.
–> Think about it – I was presenting a session on mobile technology in a room whose very architectural structure blocked access to mobile technology to a group of teachers who were going to go back to teach in the same kinds of rooms the following Monday.
So what do we do? Where do we go from here?
So I need to start asking questions about those parameters before I plan for PD. I tend to ask conference organizers about the participants – who are they, what levels/subjects/programs/student groupings do they teach and if they allow for student devices in the room, but I need to ask questions about the classroom environments they work in. I need to ask about teaching environments and the infrastructures that support those environments within the centres as well as outside of the centre walls. Think of the usefulness of providing PD that supports tech use in an area where the majority of a centre’s clientele does not have access to technology for cultural or socio-economic reasons. That kind of data is necessary to help shape the design of my PD.
When it comes down to it, I want to make sure that what I provide for teachers is relevant and useful for them and the learners in their care. I do not want to waste their time with anything less.
On another level, we (all of us, teachers, consultants, parents, administrators, students, community partners) need to put pressure on our school boards to ensure that we have what we need to create learning environments that meet our needs – and that goes for technology as well as safety and security.
Access to technology. Technology infrastructure. These are things that we need to think about. And we need to think about them long and hard before we frustrate people with professional development that does not reflect their reality.
I have mixed feelings when I hear the phrase ‘digital citizenship’. In particular when I hear about digital citizenship programs to address our online activity.
Last week, I was at #AdaCampMontreal and one of the sessions I participated in was on Open Source Photography. Towards the end of the session we had a conversation about copyright and the consensus was that people who do reuse photos without consent are not doing so with malicious intent. They have just never been taught that what they are doing is stealing other people’s work.
So, at first thought, a course on digital citizenship seems like a great idea. If students (and teachers) are spending more and more time online, it makes sense to want to instill an awareness of their online presence and activities.
My concern is
…all the brain sees are electro-chemical signals. it doesn’t care where they come from – David Eagleman said something close to this line a few moments ago on the stage in Vancouver during TED 2015, Truth or Dare.
I am presently fully involved in work around the idea of allowing technology on high-stakes exams and David Eagleman’s line illuminated something within that work for me.
I can’t tell you how excited I was to receive my copy of The Missing Voices in EdTech: Bringing Diversity into EdTech by Rafranz Davis. I read it with pencil in hand and lovingly circled and underlined practically the entire thing. I connected with a lot of this book and I want to highlight areas that particularly resonated with me and the work I strive towards.