While I can see the benefit of integrating technology with instruction, the entire process is being met on some level with some resistance. I do realize that it is a lot of work to set up the spreadsheets, blogs, documents, etc. that will eventually be used in the classroom and elsewhere, but that is the point - it is all start up. Anything that is done requires a great deal of effort at the beginning, then things are able to run more smoothly as time goes on. How do I get the rest of the staff to understand this?
This is one reason why our school is involved with the i3Title IID grant through District 9. The information that I learn from the professional development sessions will equip me with the resources to answer that question - how do I get the staff to understand the great effort they put into this now will pay off extreme dividends in terms of time and efficiency later?
I also empathize with teachers since we do ask a lot of them and they have a great deal of responsibility. However, I know I am just as busy, if not more than they are and I get things done. I do not profess that they make the same sacrifices that I do, but sacrifices have to be made and schedules have to be set. The work and deadlines should force people to be more efficient in their work and not procrastinate.
1 comment:
Mr. Boston-Hill,
I don't really intend for this comment to be posted, but I wanted to offer some insight.
I feel like I'm right inside your head as I read your post. I can feel your frustration. Hang in there!
As a voice from the teacher crowd at 219, I can give you a little bit of input (that you probably already know, admittedly). From my perspective, the resistance comes from three key factors.
First, and this is one of those that you already know, many teachers are frustrated simply because they do not have access to the tools they need to really learn and utilize technology in their classrooms. In my own room, the only reason I am able to keep my head above water in our fledgling online community is because I haul my own computer back and forth to school every day. Many of my colleagues in the Bronx are shocked to hear that I don't have a computer in my room. It's kind of like Maslow's heirarchy of needs; as long as we are concerned with the basic need of simply getting a physical (working) computer into our hands, the teaching body at large literally cannot be fully attentive to more complex issues like updating things regularly, etc. I love Maslow for the perspective his work offers on situations like this. With computers, reliable Internet access, printers, and a copier, we can free our brains up to focus on actually mastering the skills we need.
Again, I know you know this. And we know that getting technology into our hands is a priority for the administration because you are clearly passionate about this initiative and want us to be successful. If there's any way I can help further the effort to get the hardware we need, please let me know.
Second factor. Many teachers are still very, very confused about MS 219's vision for technology use. I don't mean our general mission statement for technology; I mean nitty-gritty specifics. Day-to-day specifics. What resource should be used for what. What the use of an online forum looks like on a daily, weekly, monthly, and yearly basis. Flowcharts, etc. to make all of this clearer. Even I feel very confused about what all of this should look like today and will look like over the course of the year, and I've had more contact with the process, through last spring's sessions, than many of the staff. We could very much use some hardcore -- and I cannot emphasize too strongly the need for that level of intensity -- outlines of what MS 219 wants to do, exactly what training we will receive, and everybody's role in that effort. I'm also willing to help with that. I spent four years studying organizational communication in college with a master in the field; it's definitely a game in which I am comfortable.
Third. You've noticed that some teachers aren't pulling their weight with tech initiatives (and I can often include myself in that group, for which I apologize). Think of us as kids. In the classroom, if you had a majority of students who weren't completing any work, you'd ask yourself what was missing in your own practice. I asked myself that question last year when I saw homework completion plummeting, and I realized that I wasn't holding my kids accountable for their work. I didn't have a clear idea of who had completed what. I didn't ask kids, face to face, where their homework was and why they hadn't completed it. I didn't let them know how their missing work was affecting their learning or affecting their grades. I didn't follow up with their families when they missed a couple of assignments. I didn't track homework publicly so everyone could see their progress and rise to meet the bar their peers had set. In short, I didn't make them do it. And they had no incentive to push themselves to do it, either.
I'm sure you know that adults are surprisingly similar to middle school students in many respects. In this situation, I think it's particularly true. Many teachers know that if they miss a deadline, there will be no consequence. It might not be noticed or acknowledged for awhile. Nobody will speak to them and say, "Look, you are a professional. You need to get this done. What kind of support do you need?" And they won't have the opportunity to respond, "Hey, I'm glad you asked, because I don't have a damn clue how to get this done and I need some help."
In short, don't be afraid to be firm with us. Just as our students rise to the occasion when we set a high and non-negotiable standard, we teachers will too. We just need to see that someone's keeping track and taking our irresponsibility really seriously. I mean... if I knew that being a day late on submitting online goals would mean that Mr. Pinckney would be knocking on my classroom door in the morning to ask me where the goals were and telling me that it was not acceptable to let that slide... you'd better believe I'd be getting everything in on time from then on. It's some legwork for that administrator, but it would only take once to straighten me up.
Don't know if this will be helpful, but I was compelled to respond. Please don't hesitate to let me know if you want to talk some more. I want this to succeed!!!
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