The focus of chapter 3 is on
promoting technology usage in an education domain. It tackles the key points of motivating
educators, enabling educators, and organizing educators. The author notes early that a good way to get
motivation for teachers to adopt new technology for use in the classroom is to
provide time for them to work with it specifically. Teachers will not adopt something unless they
are personally motivated about it.
Further, adults acquire new skills along their own interests far better
than having it forced upon them.
Further, interest and access can be facilitated by technology
coordinators (support teacher who aids teachers in blending technology and
lessons), planning committees (groups who organize technologies to be used and
pursue funding to support that technology), and teacher leaders (advocates who
extend their interest by working making it available and working with other
teachers no matter the location).
I
found the chapter to be pretty interesting and somewhat applicable to what I
do. We have been compiling lessons and
activities for science education and are trying to make those available online
for anyone who is interested in using them.
In addition, we will include lessons on technology where
applicable. I tend to agree with the
self motivation on acquiring new technologies.
I taught myself how to make gif files one afternoon simply because I
felt it would be the best way to explain how a given microscope works. I doubt I would have figured it out so
thoroughly without my own drive for how it would help my lesson. Afterwards I made a document that explains
how to do it for others so that anyone can easily make a gif file with free
online software. I have not had
experience with technology coordinators or planning committees; however, they
sound like very good ideas.
I think teaching yourself how to use new technology is good, sometimes I will do that too. But we have to think about what if some people just don't want to learn at all, but they somehow really need to adapt new technology in their working environment? At the education point, I think this is the major problem why teachers are not really good at new technology simply because they don't want to learn? or they just don't time to learn? Or they are afraid of using new technology?
ReplyDeleteThat can be really tough. I am guilty of that too, I still use Office 2003 because I do not want to have to adapt to the newer versions. I should feel bad and adapt, and for the benefit of others I am forcing myself to be familiar with it. In the end, the only way to get teachers to incorporate technology in meaningful ways is to get them motivated to do so. That means those who are not motivated will likely not provide students with that link to technology. We should just look to motivate as best we can. Requiring teachers to learn a technology might help, but my experience shows their attitude towards will be resentful and the students can pick up on that. Good thoughts though.
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