Do you have this problem in your schools too?

Teacher A has been told to integrate technology. Although there has been some technology training throughout the year, Teacher A does not have much time to devote to learning all there is to know about technology integration (and even less time to actually learn how to use the technology). So, Teacher A assumes that s/he can assign a cool “technology integration project” and the kids will just figure it out on their own. Teacher A then assigns something exciting (like a digital video commercial) and tells the students that s/he will only grade the work once it has been turned in on DVD. Teacher A does not provide classroom time or equipment for students to complete the project, nor does Teacher A contact the technology facilitators because s/he figures that the students will just figure it out on their own.

Which then leads invariably to this situation:

The Technology Facilitator sits at her desk, blissfully unaware of this “technology integration project,” when, just at the end of the school day (the day before the project is due, of course) the entire class of Teacher A’s students rush in holding video cameras asking for help burning to a DVD. The tech facilitator is surprised to find out about such an in depth project via the students (not the teacher) and sets about helping as much as she can. She knows that these students do not know how to edit a movie independently. She also knows there are no DVD burners available so students physically can’t burn their DVDs.

And now what do you do?

I am always anxious to help get technology projects off the ground. I promote integration like there’s no tomorrow. But what happens when teachers really have no concept of the actual process it takes to complete a project and then they just assign it anyway? Who’s learning here? The kids are in a panic to finish their work, which they don’t know how to do. The teacher is irritated at the students for asking for help on something they can “just figure out.” The tech facilitator is frustrated at being kept out of the loop because now the students aren’t really learning how to use technology effectively. And all the while there is a clear structure in place for how to integrate technology…

How do you deal with this situation when, in reality, you’re just another teacher too?

Image 1:
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Image 2:
http://i.xanga.com/PaintingPictures/FRUSTRATED%20MAN%20HOLDING%20HEAD%207.jpg

6 thoughts on “They'll just figure it out

  1. To be honest, I almost wish that I saw this problem … almost. Usually I just see teachers afraid to do anything with computers, including check their email.

    I think the biggest cause of this situation is that the teachers just don’t KNOW how good a resource their tech person is. Being a visual arts guy myself, I would probably have students design “public service announcement” posters using digital cameras and/or creative commons licensed imagery and any one of a number of graphics manipulation programs. (Photoshop, GIMP, heck, even MS Word is capable.)

    The posters wouldn’t just be for the students, but would also be designed to make teachers aware that they have someone they can go to for help with tech integration.

    At the same time it would be a great way to get the students to think about their audience when they’re designing their artworks, but then I’ve got art education on the brain. ;)

  2. One of many advantages of art educators is that they appreciate that massive time and committment that it takes to do projects well. This is true of art and true of tech and true of the combination of the two.

    The situation you found yourself in definitely happens everywhere. What do I do? You mean besides internally scream in frustration? The same thing we always do…support and troubleshoot and sweat and get the kids to make something that they can be somewhat proud of, even if it isn’t what they had in mind (which was something closer to the Matrix).

    It still amazes me that teachers think of ways to integrate tech without consulting the tech facilitator at their school. Is it a fear of revealing a lack of knowledge? Is it over-confidence? Is it something else?

    I am also amazed that we aren’t consulted when PLANNING a unit. That’s when we can help the most! Find us…use us…please! I feel your frustration…sorry I can’t offer any advice to alleviate it!

    On a side note…thanks for the comments on my blog…nice to hear from you and looking forward to having you here next year! Woo Hoo!

  3. My problem is more co-ordinating where video cameras are and when they need to be where and getting them returned (always low or out of battery) seconds before they need to go out again from a teacher who says nothing until months later wondering where his/her DVD from the footage is.
    Uh huh, because getting me the footage is the hard part; the editing and burning is a snap that the magical fairies that live in my lab do after i leave.
    My favorite instance this year was a teacher who returned three completely filled DV tapes of debate footage and said, “i only want to keep the good stuff” then walked out of the lab.
    I have helped this issue with a crew of advanced studnets who have become the digital video support team but this isn’t helping my staff understand the amount of work that goes into “finishing” a video. The crux of course is that i want to be there and motivate teachers to push the technological envelope with projects such as these…
    Any suggestions would be appreciated.
    mistermark

  4. My problem is more co-ordinating where video cameras are and when they need to be where and getting them returned (always low or out of battery) seconds before they need to go out again from a teacher who says nothing until months later wondering where his/her DVD from the footage is.
    Uh huh, because getting me the footage is the hard part; the editing and burning is a snap that the magical fairies that live in my lab do after i leave.
    My favorite instance this year was a teacher who returned three completely filled DV tapes of debate footage and said, “i only want to keep the good stuff” then walked out of the lab.
    I have helped this issue with a crew of advanced studnets who have become the digital video support team but this isn’t helping my staff understand the amount of work that goes into “finishing” a video. The crux of course is that i want to be there and motivate teachers to push the technological envelope with projects such as these…
    Any suggestions would be appreciated.
    mistermark

  5. Aaron,

    I like the idea of posters – we actually have a marketing class at school that normally does all of the school wide campaigns. This might make a great project for them :)

    Dennis,

    Yes, it’s the planning part that surprises me too. I think for the most part, teachers don’t realize how much work it take to properly plan a tech integration unit. They just want to get something done and worry about how it will happen later (because so many times the kids are just able to do it themselves anyway). This year I’ve really been trying to focus on the planning with all the teachers I work with (when I know we’re working together ;)). They are usually surprised at how much time I take to plan and how the Understanding by Design process works. In the end, those well-planned projects always turn out so much better, though.

    I am so excited about ISB! I can’t wait! Just reading your posts about how things are structured there is so inspiring ;)

    Mark,

    I had very similar problems back in Munich (we don’t have as much equipment here, so I rarely have any major issues). After a few months of spending all my time dealing with other teachers messes, I just started saying no. I would always help them import and edit the video, but I stopped doing it for them. When they booked the cameras we would set a time (at least 1 hour) to meet and import and edit the film. I made it clear up front that they were responsible for the editing of their film (with my help) and that if they did not return the camera in the condition that they found it (batteries charged, all cables returned, etc) that I would not loan it to them again. It was a bit strict, and I will admit that I didn’t stick to my rules 100% of the time, but by the time I left the school everyone was following the procedures. Some people didn’t like me for it, but the cameras were always charged, nothing got lost, and most teachers could edit their own video.

    I really do sympathize with teachers when they say they don’t have time. Teachers are always getting more things added to their plate and nothing taken away. Technology is so frustrating because it’s seen as just another add on. I think our priority has to be to empower them. To provide the right amount of support so that they can accomplish their task, but not too much so that you are doing everything for them. Its a fine line, and I am certainly not doing the best job at it, but I think it’s the only way to go….

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