One of the key safety instructions we all hear every time we board an airplane is that in the event of cabin depressurization we must put our own oxygen mask on first before helping others. This is vital since no matter how much we care about the family or friends sitting with us, we cannot help them if we ourselves are unconscious due to asphyxia. When it comes to our societal need to transform our schools, we are very much in a similar situation as a depressurizing airplane. As much as we say we want to focus on the needs of students, we will not see the transformations they need in our education system until teachers and administrators are moved to understand the need for change and prioritize the professional learning necessary to get us there. So this week I focused on the ISTE Standards for Teachers , 15 Characteristics of a 21st-Century Teacher, and The 21st Century Workplace which provide clear targets for teachers to consider when teaching the habits of mind, cognitive skills and collaborative abilities students will need in the world we’re preparing them to enter.
Verbs Calling For Transformation
Consider the verbs of the 5 top level ISTE Standards for Teachers: facilitate, inspire, design, develop, model, promote, engage. In addition to these top level verbs, it is striking that “model” appears nine times across all 5 standards and 20 sub-clusters. When considered in combination with the other verbs inspire and facilitate, I’m struck by the heavy lift the ISTE standards are pointing towards. They suggest that what we need is nothing short of a sea change in school cultures with regard to 21C technology and methodologies. When so many schools outright ban cell phones and so many teachers don’t incorporate technology in meaningful ways, how are they to facilitate, model and inspire?
It’s All About Culture and Professional Learning
In research for a previous literature review I found that a critical component for implementing the necessary change ISTE calls for comes only with consistent, focused professional learning for teachers. Not only that, but school culture also has a significant impact on the success or failure of information and communication technology (ICT) implementation, much of which is determined by the level of support projected by the principal.
School culture can positively impact ICT practices. Positive peer pressure can motivate reluctant teachers to try new approaches with technology. Studies have also found that teachers who see positive student outcomes as a direct result of ICT practices are more likely to continue and expand their ICT toolkit.
In a study of three schools where teachers adapted ICT in meaningful ways, all three schools had six characteristics in common: 1) They were well equipped for ICT. 2) Their focus was on changing the process of learning using ICT. 3) Skills were acquired as part of the process of using those skills purposefully. 4) The school provided support. 5) Teachers had opportunities to discuss, reflect and troubleshoot with peers and facilitators over time. 6) The nature of student learning changed along with teachers’ beliefs and knowledge sets (Ertmer & Ottenbreit-Leftwich, 2010).
Therefore, the school community must recognize that the most effective professional development is that which facilitates teachers understanding about how specific instructional practices themselves support student learning of particular content. That is, schools must allow teachers to see that technology-supported, student-centered practices impact student acquisition of knowledge (Ertmer & Ottenbreit-Leftwich, 2010).
Finally, even when teachers are willing to wrestle with their beliefs, identify what they truly value, use these realizations to motivate changes to their practice via meaningful PD, the role of the principal administrator cannot be underestimated…. The principal plays an outsized role in creating and maintaining at least four of Ertmer & Ottenbreit-Leftwich’s six conditions and is generally responsible for shepherding the wider culture of the school community. Determining what professional learning is necessary among which teachers; establishing the systems for implementing the professional learning plan; creating calendars for structured and unstructured learning; countering programmed time with protected, unprogrammed time for reflection and metacognition about instruction – all these necessities flow from the principal’s office. When the principal does these things in a way that sets high expectations and supports for ICT instruction, shifts can be made more readily if still not easily. However, when the principal’s own beliefs, values, and motivations do not prioritize ICT methods, digitally infused learning environments are far less likely to take hold, even with willing and capable teachers.
Douglas van Dyke, “Transitions to Digitally Mediated Classrooms”
The Educator’s Need to Feel Expert
This dovetails with the what I’ve written about in previous blog posts about the anxiety teachers feel when they are thrust into areas where they do not feel expert. Given the significant shift and stretch for which the ISTE standards are calling, we don’t seem likely to meet them without acknowledging both the fundamental changes in school culture that are necessary as well as high quality and consistent PD for teachers. Additionally, educators must reconcile their reluctance to implement ICT methods in school with their own ICT use in the various aspects of their lives outside of school.
Blow This Stuff UP!
When we consider the 21st century world — that is the one we are living in today — and the workplace students will enter, especially as described by Daniel Pink, the need for a cultural and instructional transformation of our schools could not be more apparent. The leap from an “Information Age” to a “Conceptual Age” cannot happen without students learning through active learning and metacognitive methods. ICT and the 4C’s are uniquely suited for the attainment of the skills categories that will be most valued as described by Levy and Murnane: “expert thinking — solving new problems for which there are no routine answers” and “complex communication — persuading, explaining, and in other ways conveying a particular interpretation of information”. To make such shifts, however, educators must blow up the linearity of the industrial model that defines our school structures and curriculum and the information model on which accountability is based in favor of more distributed, differentiated, student-centric proficiency-based approaches that digital and mobile technologies can now facilitate.
Concluding This Post & TIE 524
What ISTE is essentially calling for is SAMRizing and TPACKing our entire education system. We must prioritize changes in school culture through consistent professional learning for teachers around ICT methodologies. Administrators must lead the way, advocating and requiring ICT methods and solidifying the cultural shifts that come as a result.
Over the last eleven weeks, this course has provided a remarkable set of resources for incorporating ICT strategies for both classroom instruction and professional learning. In doing so it has facilitated multiple opportunities for reflection about my own practice, where we are as a profession, and how far we all have to go. It has been an excellent next step on this master’s journey!