A note to the reader
The following post generalized a problem/solution that I see in my board. It’s not a problem everywhere. It is not universal, but it is common. I’m not pointing fingers; there is no subtext here. I don’t want anyone to be upset, so I’m just letting you know that I’m not talking about you specifically. If you feel like I am, then please consider what I’m saying carefully, because I’m hoping this is valuable reading for you.
New tech in our board
We’re rolling out Office 365 to all staff and students in September. I’m not part of the planning team, so I don’t know what that rollout will look like. I’m thinking back to past “initiatives” (I kind of hate that word), some of which I’ve bumbled up myself, and I feel we need several approaches to learning about this (and any!) new technology.
We’ve done it to ourselves. We’ve developed a culture among our teachers (and students, to a lesser degree) of expecting learning to be “delivered”. It’s happened over many, many years of generic, one-size-fits-all, drive-by-PD in all areas of our profession. We have been passive recipients of knowledge and skills, and there is an expectation that “learning” continues this way. After all, we’re adults, right? The presenter said stuff, and the participants now have the skills!
Except that it doesn’t work like that, and everyone knows it. Two problems here:
- Learners have dramatically different entry points; presentations don’t allow for that
- Learners need to do work to learn; presentations don’t encourage that
Okay, maybe your presentations deal with problems 1 and/or 2 above, and you’re doing something better than “delivering” to your participants. I’m not talking about your presentations specifically. No need to get huffy. :)
Technology learning culture
In learning about technology, most teachers I know expect “training” in how to use a device/app/web service. They want someone to show them how it works, what it can do. In my experience, that’s the easy part to show, and the least useful part to show. The developers probably included a document (help file or tutorial) that explains all of that. No one reads these things, of course, but they’re perfectly legitimate and often just as effective.
No, the hard part is learning how to use a technology well and for a purpose. Instead of expecting to be trained in the technical details of a tool, I want teachers to expect to learn to use that tool in the context of pedagogy. Better still, I want teachers to consider what their students need for learning, then work together to figure out how to use different tools to help meet those needs.
Learners will need different levels and types of support depending on a variety of factors (preference, experience, available time, opportunities to implement on the job). Maybe someone will benefit from a tutorial to follow. Another person might appreciate some videos explaining procedures. Lots of people want (and expect) an expert at the elbow, but that’s really expensive and kind of impractical; it can only happen sometimes.
I’m a fan of learning through a project. For example, if I think it’ll be valuable to learn to use a blogging platform, maybe I should try a 7-day blogging challenge. Or perhaps I can learn to use my new tablet by deciding to record and edit video clips for my students. If I have a clear purpose, I’ve given myself a route to follow, and I’m likely to learn things I didn’t know in advance that I would learn.
One other helpful approach is developing or joining a support group. Find other people who are interested in learning the same things, and talk about it. Help each other. Invest in other peoples’ learning and they will reciprocate as well.
Valuing different approaches
There is still the issue of “accountability” and “qualification” and so on. How do we ensure that teachers are learning what they need to? How do we “know” that someone has developed skill with a technology?
We currently don’t value all of the approaches equally. In fact, many people won’t value or even recognize learning that isn’t a structured “course” or “workshop”. Who takes a course in learning to use YouTube? Isn’t it easier/faster/more efficient/more effective to just ask for help or try it out independently?
School boards usually don’t properly value learning that isn’t schooling, and they overvalue accountability. Both contribute to a lack of trust in teachers’ professionalism, which neither encourages nor empowers us. They poo-poo learner choice, favouring homogeneity of delivery over actual learning.
Freedom with support and expectation
I think it’s best to encourage learning (not training!), provide supports for those who want them, and the freedom to choose our own paths.
Take a step back and look objectively: tightly controlled “professional development” clearly hasn’t been working, and it’s been tried for decades. Time to try something else, and to give it a fair shake. It takes long-term commitment to change a culture, so we’d better get started.