Comments on: Good thoughts on school computer technologists http://www.speedofcreativity.org/2006/01/28/good-thoughts-on-school-computer-technologists/ Weblog of Wesley Fryer Fri, 10 Feb 2012 00:55:00 +0000 hourly 1 http://wordpress.org/?v=3.3.1 By: Wesley Fryer http://www.speedofcreativity.org/2006/01/28/good-thoughts-on-school-computer-technologists/comment-page-1/#comment-343 Wesley Fryer Wed, 01 Feb 2006 05:12:18 +0000 http://www.speedofcreativity.org/?p=695#comment-343 Lots of people have drawn parallels between the business and educational environments in the past I think, especially when it comes to technology. These parallels may be well intentioned, but I don't think they are always applicable. In his book "Oversold and Underused" Larry Cuban talks about this quite a bit. People assume because technology has changed business so much, its mere introduction into classrooms will transform education. As we all know, that is not the case. I think your suggestion for new models of professional development and learning are on target. Time is one of the biggest factors we all have to contend with. Until school schedules change, along with curricular requirements and expectations, it's hard to see broad scale change happening. I think teacher mentoring is key. This happens accidentally in most cases I think, I don't see many examples of effective, formalized mentoring programs that actually work in schools. What you are talking about doing is mentoring other teachers, so "just in time support" can be provided. Learning in context is the only authentic way to learn, when it comes to educational technology or anything else. So no, there are not any easy answers. Hang in there! Lots of people have drawn parallels between the business and educational environments in the past I think, especially when it comes to technology. These parallels may be well intentioned, but I don’t think they are always applicable. In his book “Oversold and Underused” Larry Cuban talks about this quite a bit. People assume because technology has changed business so much, its mere introduction into classrooms will transform education. As we all know, that is not the case.

I think your suggestion for new models of professional development and learning are on target. Time is one of the biggest factors we all have to contend with. Until school schedules change, along with curricular requirements and expectations, it’s hard to see broad scale change happening.

I think teacher mentoring is key. This happens accidentally in most cases I think, I don’t see many examples of effective, formalized mentoring programs that actually work in schools. What you are talking about doing is mentoring other teachers, so “just in time support” can be provided. Learning in context is the only authentic way to learn, when it comes to educational technology or anything else. So no, there are not any easy answers. Hang in there!

]]> By: Mark Ahlness http://www.speedofcreativity.org/2006/01/28/good-thoughts-on-school-computer-technologists/comment-page-1/#comment-337 Mark Ahlness Tue, 31 Jan 2006 05:34:11 +0000 http://www.speedofcreativity.org/?p=695#comment-337 Wesley, We do not have enough of them, right. In a perfect world, this top down model, with all levels receiving plenty of (financial) support works well. But I am a classroom teacher, and I know this is not a perfect world, there is not enough $ by a long shot to support the technology needs of the classroom teacher. Teachers simply do not have this time to be taught by others. The top down model is flawed, and we all know it is not working. Friedman has suggested the world is flat. I would suggest those involved in the world of educational technology training take a good look at what he is saying. And figure out how what he says about how the business world must change - is a mandate for the change of education technology training as well. - Mark Wesley,
We do not have enough of them, right. In a perfect world, this top down model, with all levels receiving plenty of (financial) support works well.

But I am a classroom teacher, and I know this is not a perfect world, there is not enough $ by a long shot to support the technology needs of the classroom teacher. Teachers simply do not have this time to be taught by others. The top down model is flawed, and we all know it is not working.

Friedman has suggested the world is flat. I would suggest those involved in the world of educational technology training take a good look at what he is saying. And figure out how what he says about how the business world must change – is a mandate for the change of education technology training as well. – Mark

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