The story of Pecos Bill is one that
boasts a superhero who singlehandedly wrangles and rides a cyclone that is so
immense, it is noticed by farmers in China, and when it finally subsides, it
throws its rider hard enough to make geographical changes in the earth. There is good reason to call this a tall
tale. It does not fare well in reality.
Andrew
Molnar, Director for Applications for Advanced Technologies, says that
education has become an “infosphere” of learning. (Picciano, 2011, p. 5) If this colossal, swirling mass of digital information
is to be harnessed for the purpose of education, it requires a more realistic approach. The Picciano (2011, p. 4) text calls for a “total
application of technology” rather than one that is made up of components (like
hardware or facilities) stacked one at a time.
With this in mind, it is essential that any school technology effort is front-loaded with comprehensive planning.
Collaboration with all stakeholders ensures full integration and student
success.
I have
met many school administrators who want to ride the tech cyclone alone. They are not Max Seekers (Hall, 2008, pp.
1-9) who gain wisdom from others, but lone heroes of the infosphere who are propelled
by the delusion that knowledge is power, and therefore, it shouldn’t be shared. I have been denied passwords to download new
educational software for student use or to update existing software for compatibility
purposes. It makes teaching digital
media production tricky. More than that,
it denies students the opportunity to use educational applications that might better
engage them in all kinds of learning. (Fake
book, Edmodo, Picasa, ShareMyLesson apps, and digital publishing templates are
only a few of the millions available.)
On the school network, many beneficial sites needed for research are
blocked. This is an ongoing frustration
for students (and me) that causes many to disengage. The worst part of it is not being allowed
access to the technology conversation on any part of the spectrum, input, process
or output. I have seen the technology
plan that is “approved” and submitted for e-rate compensation, but there is no
evaluation process or feedback channel in place. When Picciano (2011, p. 10) says that
top-down implementation builds resistance, it resonates with me. When I am left to troubleshoot problems I did
not cause and cannot fix without support, it angers me.
In the
past I have expressed my disappointment without mincing words. If the journey to leadership begins with a
question (Hall, 2008, p. 8), I am a poor leader by definition. In stressful times, my leadership style
changes; I revert to sage-like behavior and turn people off in a hurry. (Hall, 2008, p. 22) It has served me (and others) well in
pressure cooker situations to be someone who can bark orders quickly and charge
through obstacles to get a problem solved.
However, I haven’t taken much time, until recently, to learn from others
in leadership roles. It is a goal that
will keep me from Pecos Bill-ing my way through my career and will add to the
skill bank I am building to move into a position of technology leadership.
1 Timothy is full of instructions for the church and its people. In Chapter 4 we are reminded not to neglect our gifts, and in Chapter 6, verse 18, we are told to be rich in good works, to share, and not to shore up treasures. Though this can be interpreted literally as a reference to material wealth, it is also referring to our gifts. Shoring up knowledge rather than sharing it for the good of those who are hungry to learn is not a good reflection of Christian behavior.
“Comprehensiveness,
collaboration, commitment” and “continuity” are elements of educational
planning that will make technology integration successful. (Picciano, 2011, p.
29) School systems are tied to the
social processes of the communities and people they serve. Even students – no, especially students –
should be involved in both planning and evaluation processes. It takes a “big
picture” model and the involvement of all stakeholders to keep a
technologically-advanced educational system in the air. (Picciano, 2011, pp.
17-23) If this doesn’t happen, there is
a tall tale that predicts a crash landing with tremendous impact. The schism made by this rather harsh expulsion
from the dying cyclone is later named Death Valley. It’s not a heroic ending.
References:
Hall, D. (2008). The technology director’s guide to
leadership. Eugene, OR: International Society for Technology in Education
Picciano, A. G.
(2011). Educational leadership and
planning for technology (5th ed.). Columbus, OH: Pearson Education
Dana,
ReplyDeleteI enjoyed the posting regarding technology and especially the use of tall tales with Pecos Bill. I agree with your comments regarding technology, many regard it as the next trend and some fear as it will take over education. Virtual academies are a trend here in California, yet they are supported by real educators, and real teachers have to visit and offer help and guidance for the students and families. This state has both Silicon and Death valleys.
Some educators approach technology and computers as a babysitter for the classroom, and fear the trouble that access can cause. And some need the power as you suggested. I assume that is why teachers monitor a classroom, and if a problem occurs we can help the student back out of trouble and teach the responsibility that comes from a privilege. It doesn’t take too long to see or hear a problem, the giggles, the gathering, the nervous pointing, and quick click away from a source as an adult approaches.
In my classroom, students are assigned to a computer and if trouble happens then that machine might be out of service. The students now given the responsibility try to guard and use their technology carefully. Teaching is empowering and a visa to various paths of life. My students are ten years old and need reminders, boundaries, and at times, correction. This is why they are in school as training for the future as the next possible technologists.
We have network filters, but the teachers have an override password to access necessary information, media, and other appropriate sites. I also understand the concern of open downloads with spam, licenses, viruses, and space limitations for a network. I have my personal laptop in which I can show various sources to encourage usage at home, library, or other access point they might have. Unfortunately, many educators don’t use the resources correctly, so is the filter for students or teachers. As we have seen in previous courses, copyright is abused frequently, but it’s for educational usage is a common excuse. That becomes a problem for the user and the network when detected by authorities.
Overall, we as the developing leaders, innovators, and technologists need to think about these technology issues. Then we consider the blessings and consequences and help create the technology plans to allow for growth and education. Technology is a gift from a great God, yet gifts are easily abused and turned into trouble or addictions. This is my greatest fear for good technologies to control people like in the movie, “Wall-E”. Thanks for the thoughtful and heartfelt posting.
Mike
You are a lady after my own heart. I feel your pain as you attempt to provide quality educational and technological experiences for your students yet are not able to because of district constraints. Working around the constraints becomes cumbersome and is not as effective as being able to use the programs that you and probably some of the students are familiar with. I absolutely love your reference to Pecos Bill and the tragic ending of that tall tale. We are certainly in the midst of a terrible storm when it comes to integrating and implementing technology into our classrooms.
ReplyDeleteAdmittedly, I am not the most technological savvy teacher in my school. I am making efforts to improve my skills so that I can make a difference for my students. Much of my frustration comes from administrative leadership who have been out of the classroom for many years and do not have a good feel for what is going on there. They make decisions concerning technology (and other areas) based on what other schools are doing or what statistics are reporting and not on what their teachers say they need. They seem to be making decisions based on their own opinion. According to Hall, this leadership style will not bear success. “To succeed, you need the support of your entire team (Hall, 2008, p 24). When team members feel that they are being heard and that some actions are being taken to reflect that, an environment of cooperation emerges and more can be accomplished.
How might schools incorporate a system of checks and balances to ensure that administrators and teachers are actually putting forth efforts on a regular basis to incorporate technology into their curriculum?
I appreciate your straightforward response to this weeks readings.