Changing teaching practice

As I think about teaching and learning in today's world, I wonder what will it take to have the mainstream of our teachers using tools that students use outside school? At the same time I also know that change of practice takes time, patience, and support. As teachers move to restructure their teaching methods, technology becomes part of the engaged an active classroom naturally. The problem seems to lie in education in general not moving toward a collaborative environment both for the teaching population and student work groups.

After returning from NECC 2005 where I attended David Warlick's keynote session, I had much to ponder. It was so gratifying to hear someone talk about the global world our students live in now and the one they will live in and see that someone really gets it. I work with teachers throughout my district trying to help them see how new tools will make teaching exciting for them and learning an adventure for their students. We have tried many approaches tweaking a little each year. We've tried whole school work with a part time coach to a full time technology coach and a 1 to 1 initiative. Each has had successes and pitfalls. This year we will alter the approach again aiming at small groups of teachers who are ready and willing to work hard at changing practices in their methodology and strategies. The plan is for this approach to capture the attention of other teachers, principals and the community so they might see the advantages of up-to-date technological tools and instructional support.

Several schools have joined together to launch new efforts in moving the teaching staff of their respective schools to new levels of integration. For certain, this is a tall order but some have stepped up to the plate to take the lead and try new things. Lead teachers from these schools just completed two days of professional development training centered around the 5 stages of technology adoption. All teachers must go through these stages in changing their practices. The teachers worked in groups, used computer software without skills lessons, built a product for a project, and shared their product. The facilitator modeled the process for creating these changes in planning, delivery of content, and student participation. Now their task is to return to their schools to begin working with the staff to improve teaching with digital tools. It will be an exciting year to watch them mentor one another, grow in new knowledge and skills, and improve student learning.