Spinning off the discussion thread on mobility in K-12, recent observations of a K-12 institution showed limited success of new technology integration. Several teachers were not successful with integrating the iPad’s into their daily routine. I had contemplated that the issue might be poor integration planning, training, and sustainment. However, upon review of literature, could it be possible that ‘routine’ is a hindrance. Teachers develop a pedagogical routine based upon their beliefs, experiences, examples from their supervisors, and prior teacher training. Technology, particularly if it is viewed as threatening to current practices, may not be accepted resulting in failure. Current pedagogy is objective and teacher centered. Technology, such as mobile devices, could lead to a transition to more of a constructivist and student centered approach. Technology that doesn’t require a change in pedagogy isn’t disruptive enough. However, if teachers feel that they need to change their pedagogy, they may not accept the technology. It may be for this reason that the recent 5th grade iPad experiment failed. Further research and follow is needed. It may also be possible that the current model requires overhaul. Next, andragogy and heutagogy........
Ertmer, P. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration?. Educational technology research and development, 53(4), pp. 25-40.
Yes, I firmly agree that the current educational model needs a complete overhaul. The educational system is formatted in such a way that the time demands placed on teachers is immense. With emphasis on Standards of Learning, little leeway is left for teachers to adjust their current pedagogical model. No wonder the incorporation of the ipad with the accompanied changes in pedagogical structure(without comprehensive pedagogical training)ultimately failed.
ReplyDeleteThe current educational system is based on an 18th century Prussian model where disciple and control was paramount in school(Kahn, 2012). The concept was not to produce independent thinkers, but citizens who respected the authority of the government (Kahn, 2012). The current model forces students into this structure with heavy time demands and little leeway for creativity. I feel that with the advent of such an amazing variety of technological tools in which to help learning, and the shift of student needs with respect to a changing economy and society, we are over due for a change in structure.
References:
ReplyDeleteKahn, S. (2012). The One World Schoolhouse. New York, NY: Twelve.
Jeff, this is one of my pet areas and you are correct that pedagogical routine can be a huge hindrance to technology integration. Part of the problem is time - there is never enough of it - and I think the "if it ain't broke don't fix it" mentality is too easy for some teachers to adopt; they're doing just fine without much technology, thank you very much. Not an excuse, of course, but a fact of life. All of this is changing and more and more teachers are using technology in meaningful ways, but it's slow sometimes.
ReplyDeleteCindy E.