Describe
two key trends that accelerate the adoption of technology in K-12 and the
implications of these trends.
After
teaching math to teens for almost twenty years, I can say that I have evolved
as an educator, and thank goodness. The
first year, my desks were in rows. I
talked way too much. I made the kids
take notes. Every day was the same. Not to say anything is wrong with routine (we
know kids need it), but the students had no ownership in the development of our
routines. A key trend in the
acceleration of technology adoption is redesigned
learning spaces. “…student learning
is maximized when it is self-led, collaborative, and social” (Adams Becker et.
al., 2016). Before technology was a part
of my classroom, I realized this statement to be critical for student learning to
occur. Redesigned learning spaces are
customizable. This includes flexible,
mobile furniture and equipment. In these
spaces, students feel comfortable and are allowed to work together. Part of our student culture is
technology. It allows students to find
information independently; to explore what is being studied. Technology also supports student collaboration,
which is an important factor of redesigned learning spaces. Since this is a key trend, expect to see
these components in classrooms in the near future. They already exist in many classes I spend
time in.
Another key trend accelerating technology adoption is rethinking how schools work. The system in place in most districts has
existed for over one hundred years.
Times have changed; kids have different needs. Embracing this fact supports the students—especially
the at-risk population. Often, I have
gone to bat for troubled kids with unimaginable life circumstances. Policies were not flexible, ultimately
resulting in situations that included failure, expulsion, and truancy. People invested in schools have identified a
need to overhaul policy and traditional practices. New grading practices discourage or prohibit
zeroes, allowing students flexible opportunities to resubmit assignments and retake
tests. The idea of homework is changing,
also. “Fairfax County Schools in
Maryland…do not allow homework assignments to count for more than 10% of
students’ grades” (Adams Becker et. al., 2016).
In many inner-city classrooms I work in, the teachers already approach
homework this way. The ultimate goal is
student success and there is more of a support-mentality in place. This includes more interdisciplinary courses
that are vocation-specific. In Toledo
Public Schools, each high school has specialized vocational programs for
students to choose from. For our
students to be college and career ready, technology must be an integral part of
these programs.
Describe
two challenges that impede adoption of technology in K-12 and the
implications of these challenges.
One challenge impeding technology in the
K-12 realm is the need to rethink the
roles of teachers. As I previously
mentioned, school are still operating the way they were a century ago. This includes teachers’ roles. As an instructional coach, I provide in-class
professional development for teachers. A
large part of this involves technology.
Teachers need to take a back seat to the students; they need to become
facilitators of learning. Technology
allows the students to take more active roles in exploration and also supports
more collaboration. Technology is also a
great tool for formatively and summatively assessing students. The problem?
There isn’t ENOUGH teacher professional development. While teachers’ roles are being reimagined,
lack of training is holding them back.
When more technology training becomes available to the larger teacher
population, a transformation in practices will become more visible.
Another challenge impeding technology adoption in K-12 is the achievement gap. This is not a new issue, yet it is an issue
that now applies to technology in schools.
Even though all building in my district are Title I, I still see a lack
of current technology for the students.
There are resources that would help close the achievement gap with the utilization
of the technology we are lacking, so I often wonder why we seem to be
behind. Technology would help us provide
more experiences for our low socioeconomic status population. They deserve at LEAST that. Perhaps an increased awareness of what we are
lacking and how that could help close the gap would help us to gain access to more
technology. Who needs to be made aware
and how can they help? So far, I have
been the sole advocate for getting more for my students. Most recently, I used DonorsChoose to help a
teacher get enough TenMarks licenses for her students. The school didn’t choose to spend the money
on the licenses so I found another way.
If our ideas were more aligned, the students could have access to so
much more.
References
Adams
Becker, S., Freeman, A., Giesinger Hall, C., Cummins, M., & Yuhnke, B.
(2016). NMC/CoSN Horizon Report: 2016 K.
