“There is no doubt that our students will one day have ubiquitous access to technology. There IS reason to doubt that they will have ubiquitous access to a teacher capable of using technology to reinforce student learning” (Lawless and Pellegrino, 2007).
While I am inspired and in awe of the initiatives taking place in education today, the implications of the quote above keep me up at night. Integrating technology is fantastic, but if there isn’t a teacher in the classroom with the proper beliefs and practices, then we are investing in very expensive paperweights. Even worse, kids today “know better.”
When I was a student, the best I could hope for in my school day was a book, paper, and a pencil. Today, kids have access to teachers who are eLearning rockstars. These kids leave the rockstar teacher’s room, and head into a classroom with THE SAME TECHNOLOGY, but a teacher who just “doesn’t get it.” When I observe these kids, they don’t just look bored - they appear sad. They KNOW learning can be more engaging and effective, and this awareness makes the “doesn’t get it” teacher even less powerful.
In order to ensure that ALL students have access to a rockstar teacher, we must offer professional
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| Mike and Sully in the Scare Games |
As a recovering administrator, I remember how impossible it seemed to get EVERY teacher on the same page - especially with technology integration. While it is very difficult, with the proper methods and expectations it can be done. Otherwise, how do we choose which student has the “rockstar” teacher and which student has the “doesn’t get it teacher?” Which classroom should we put your child in? The only way to ensure equal access and opportunities for all of our students is by making a strong commitment to providing as much professional learning as it takes to get all teachers across the finish line together.
The No Teacher Left Behind caucus for UTD leadership wants to change the climate of the union and bring about transparency, true representation, growth, real political influence and national impact.
ReplyDeleteWith the infusion of technology into all aspects of daily life, students are becoming more and more adept at using technology as an educational resource. Many faculty, however, are not keeping pace with their students. Additionally, faculty feel increasingly unprepared to integrate technology into the classroom.
ReplyDeleteThe teacher shortage is back, as a 21st century challenge. How can we attract strong people to study teaching, and train them to succeed in practice? Susan Moore Johnson, Pforzheimer Professor of Teaching and Learning at HGSE, tackles this key education issue as director of the Project on the Next Generation of Teachers.
ReplyDeleteEach state must receive federal approval for its plan for measures of HQ status for its teachers. At this time, plans differ from state to state in terms of HQ measures and federal approval status. Teacher education students are urged to research HQ measures in each state in which they plan to pursue a teaching license and teaching position.
ReplyDeleteSchool reformers generally agree that the most important education resource is the teacher. But one of the biggest obstacles to putting a good instructor in every classroom is a tenure system that forces principals to hire and retain teachers based on seniority instead of performance.
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