ITDML Week 12 Blog: TO TECH TO TEACH

In reading Chapter 38 from the Handbook of Research in New Literacies this week, three points stood out for me. First, teachers are not given enough training to effectively implement technology in their classrooms. Secondly, how the concept of "multiple realities" plays out in interpreting research; and finally, what might students be losing when becoming technology dependent in school.

In her research, Rachel A. Karchmer identified what we had discussed in class, that we often put the cart before the horse with technology, purchasing technology, without providing adequate training for the teachers who will be implementing the technology. Her article states that in 1998-1999 U.S. Schools spent ten times more on internet connections, hardware and instructional software than on teachers training (p.1243).  While this comparison is not apples to apples, it does demonstrate the tendency in education to buy first and train later, expecting teachers to adapt and gain skills without any formal training in the new trends of the decade.  We know in education "equal is not fair" for the students AND for the teachers.  We can't expect every teacher to be a techie too. Ongoing trainings and coaching must be provided for technology to be fully implemented into any curriculum. According to Karchner, in 1999 63% of instructional classrooms were connected to the internet, yet 80% of teachers did not feel well prepared to use Educational Technology. And it's not enough to just know how to use the technology, the teacher must be able to problem solve and trouble shoot when there are technology glitches!

Labbo and Reinking used the term Multiple Realities to explain that our interpretation of research depends on our schema. Perspective (once again) is everything. It always amazes me when someone coins a phrase for something I have understood all along and assume everyone else has also.  Of course we each come from the collection of our life experiences.  We do not know what we do not know, until we are enlightened by a different perspective.  I often felt my math teachers were the most guilty of lacking this understanding.  They were so bright and math made so much sense to them, they had no concept of what it was like to struggle in the subject. I wanted to force them to learn to dance or sing an aria to understand my own discomfort.

The third point I want to make is from my observations of my son and conversations I've had with other parents in town where our 8th graders were all given ipads this year. Our children are using their ipads throughout the school day and for homework, including taking their notes on the ipad rather than in a notebook. I have seen a disconnect in retention of information since my son has been using the ipad to take notes. Typing in the information does not seem to translate in recall the same way that writing notes by hand does.  There is a learning process in writing, and seeing the words forming, then reading them back, that forms a pathway in the brain.  For some reason the students are not having the same experience with the ipad. I would be interested in reading research on this topic.

Due to this graduate program, I was delighted to have been sought out by my department for my "expertise" in technology.  The Head Start department is designing an early childhood building for over 500 Head Start students.  It is being designed specifically for 3 and 4 year olds from bathrooms, to built in water tables to technology.  The principal is insisting on desktop computers for the classrooms.  I was able to show the video I had taken of the 3 year old trying to learn to navigate the disconnection of moving the mouse horizontally to get a vertical movement on the monitor. My recommendation was for 1 teacher desktop computer with an Eno/Smart Board and 5-6 tablets in each classroom, with the need for research on apps that are developmentally appropriate for preschool aged children before any money is spent.  They loved the idea.