It's About Time. 4 Transformational Tech 'Training' Techniques.

I recently completed my Practice Based Enquiry as the final element of a Master's in Teaching (MTeach) for the Institute of Education in London, which culminated in a gargantuan 22,000 word dissertation* (not including appendices!)

This post attempts to 'cut to the chase' 4 years and 200 pages later, what, exactly, did I find was worthwhile? What really seems to work?

This was not 'action research' but 'practitioner research study', something my tutor was careful that  should understand, action research seems to be an 'in' academic sounding term at the moment, but is easily wittered while few understand its iterative and longitudinal nature... The ‘practitioner research’ model was more suitable than an action research model, in that it is expected that practitioners will learn from their research into practice, it also aims at improving rather than proving as an approach to research (Campbell, 2007). 

The focus of the enquiry was to consider:

What are the most effective strategies for overcoming the barriers to the authentic integration of digital technologies in schools?

The enquiry considered barriers to ICT (information communication technology) integration, and possible enabling solutions. Traditionally, the development of ICT expertise is facilitated by the provision of ‘training courses’. However, for the duration of this enquiry this approach was suspended, in order to explore more learner-centred, collaborative approaches for managing teacher development; utilising opportunities for teachers to learn through interactions with their colleagues and with their own students. This practitioner research study explored barriers to the integration of ICTs and the factors that inhibit their use of ICTs for teaching and learning, and the constraints on that use. The data indicated a strong consensus that the barrier of time was the most significant, with the barriers of training and tech support as contributory factors. 

The case study centred on the role of a Digital Literacy Coach (DLC) in the design and exploration of interventions focused on these areas, with three non-technologically proficient, but experienced teachers. The enabling strategies explored, were not focused on a barrier-by-barrier basis, but to overcome a number of barriers simultaneously. Interventions that focused on utilising time in class with students, and ‘non contact’ time during the school day, were found to be particularly effective. Teachers became more confident about drawing on the strengths of their students as a support strategy. A concern that emerged in relation to ICT integration was that the teaching of ICT skills were becoming neglected. Practices to mitigate this were found to be effective but required careful monitoring to ensure that they are pedagogically driven, not skill driven. The data indicated a significant positive change in teacher response to these barriers, indicating that the interventions that were explored were effective in mitigating these barriers, interventions that could be applied in other teaching contexts.

So—What Works?

Emphasise ‘continuing’ in Continuing Professional Development (CPD) over InSET

In short InSET (one off training days) is not effective unless it is a part of CPD, and regarding CPD it was generally felt that relying only on making time after school for CPD is ineffective. InSET (In Service Educational Training) ‘Training’ and ‘Courses’ do not really take account of the actual needs of teachers, “there can be no one size fits all training (Hu and McGrath, 2011, p 50)”. When teachers can see the explicit relevance of the technology to enhancing their practice, their motivation increases, along with willingness to make the effort and to find the time to change (Daly et al, 2009). For some teachers a certain amount of ‘unlearning’ is need, especially in terms of assumptions about what constitutes ‘training’ and when and where this is most effective... PD needs to stop being about certification and focus more on transformation. Intrinsic motivation vs extrinsic motivation.

THE major barrier could be summed up in one word. Time.

It's all about time, or more specifically the lack of it. Lack of time to fully prepare and research ICT materials for lessons, and to become better acquainted with hardware and software (Fabry and Higgs, 1997; Manternach-Wigans et al, 1999).

So this approach to CPD was all about being smarter about time, with what could be described as ‘less is more’. Less efficient, but more effective—specifically, often teaching identical, or very similar, skills to several small groups of teachers, at times and places more efficacious to them, rather than once, to all of them, at a time more convenient to the school. 

Essential to the success of this change was the reframing of the dominant school paradigm of ‘training’, from a didactic, ‘instructor as expert’ approach, to that of working with a mentor/mediator; positioning learning around a ‘gradual release of responsibility’ (Pearson & Gallagher, 1983), where all ‘instruction’ is scaffolded for learners, learners who become capable of handling tasks with which they have not yet developed expertise, in effect, ‘learning by being’ (Brown & Adler, 2008)—a form of apprenticeship. With this in in mind, traditional ‘en masse’ teacher training was suspended in favour of a core set of ‘little and often’ strategies that were developed with the case study teachers and piloted with their grades; these 4 strategies  (3Ts & a J) are described below: 

'Team Time'

Teachers were asked to use a ‘timetable audit’ to reflect carefully upon a typical week at their grade level. What emerged was that at least twice a week, during the school day in each grade, all the teachers were ‘free’ at the same time.  This was dubbed, ‘Team Time’, a time when the DLC would be available specifically to that team to facilitate collaborative and individualised (Hixon & Buckenmeyer, 2009) teacher-generated opportunities to learn from and with each other (Pickering, 2007). These shorter, smaller and more frequent meetings are the kinds where collaborative work is more effective than larger, infrequent meetings (Cordingley et al, 2005; Devereux, 2009). Most weeks these are informal affairs, that provide a forum for collaboration; teachers are able to discuss technical and curriculum questions, classroom management issues and assessment practices, as well as how to use available technology, and share tips and short cuts they have learned with/from their students (Ciampa & Gallagher, 2013). One teacher’s efficacy (often a 'Tech Mentor'—a teacher designated as having a particular role in the development of ICT within the grade level or department—but not always)  with a particular tool can quickly became ‘viral’ with two or three other teachers eager to learn from a colleague’s expertise, very much imitating the way they observe their own students learn from each other. 

‘Trickle Down Training’ 

Teachers benefit far more from informal, home based activities (Hustler et al, 2003), so when they (somewhat guiltily) request assistance with personal uses of ICT, they are often pleasantly surprised to learn that it is precisely this ‘self-centred’ use of ICT that can provide a synergistic, symbiotic ‘cascade effect’ on the development their own ICT skills, such as for creating a ‘home movie’, or cropping an image for use with a social network profile. This kind of CPD, based on personal interests, takes account of how adults learn, and recognises the importance of individuals taking ownership over their own personalised learning journeys. 

'Techsperts’ 

Many students are quick to learn many of the skills and potentialities of digital tools, what Mishra & Koehler (2006) call technological knowledge (TK), yet are not necessarily skilled at, for example, sharing them. The involvement of students through skilled facilitation (Ruddock, 2004) creates a collaborative ethos that harnesses the time spent in the classroom as time for ‘training’ by taking advantage of the students’ natural facility with digital technologies, while also harnessing the pedagogical content knowledge (PCK) of their teachers—their unique perspectives based on many years of experience. This is a repurposing of Mishra & Koehler’s TPACK model (2006) I describe as TK + PCK = TPCK. 

Scenarios become commonplace whereby a student finds a new way of doing something or makes a discovery that the teacher has never come across before, but rather than feeling threatened by this, the teacher facilitates this and turns it into a “teachable moment” (Crook et al, 2010). In this case the teacher could give the student control of the screen, eg, via a projector, to guide the class (and often the teacher) through the process. The students have a natural sense of determination and perseverance when faced with technical problems; even though they accept that these problems happen, they see this as an inevitable aspect of using technology - not an exception. 

At present I run 'classes' during a lunch-time each week, with 2 to 3 students per class (In a grade of 9 classes, that means a manageable number of about 20 Techsperts) are invited to attend and pick up skills (from the DLC and from each other) to share with their classes. This started off just being for certain units, but it's popularity with the students and teachers led to be being established as a year long arrangement. 

JITT

JITT or ‘just in time teaching/training’, is an organic, serendipitous or spontaneous intervention that occurs on a ‘need to know’ basis, when needed or “just in time”. These are, "spontaneous and short tutorial sessions—both student to student and instructor to student—driven by immediate requirements (Mishra & Koehler, 2006, p 1036)." Teachers acquire ‘problem-solving’ technical skills to overcome first order barriers (Ertmer, 1999) as ‘short, sharp, specific’ interventions at the point of need, within instructional practices that incorporate meaningful uses of technology (ibid). In this way collaborative learning can be achieved which is “shorter, smaller and more frequent”, the kind of ‘needs-based training’ advised by Karagiorgi & Charalambous (2006, p 406), tailored to each teacher’s needs. This is a form of ‘training’ targeted directly at the point of need—assuming the teacher makes a point of noting how the recovery was improvised—so it can become a learning opportunity in and of itself, and not just reinforcing their dependence on what could easily become just another form of technical support. 

The complete report [pdf] is available here: http://goo.gl/lM1Tq 

References

Campbell A and Groundwater-Smith S (Eds) (2007). An Ethical Approach to Practitioner Research: Dealing with Issues and Dilemmas in Action Research, London: Routledge

Hu Z and McGrath I (2011). Innovation in higher education in China: are teachers ready to integrate ICT in English language teaching? Technology, Pedagogy and Education, 20: 1, 41 – 59. 

Pearson P D and Gallagher M C (1983). The instruction of reading comprehension. Contemporary educational psychology, 8 (3), 317–344.

Brown J and Adler R (2008). Minds on Fire. Open Education, the Long Tail, and Learning 2.0. Educause Review January/February

Hixon E and Buckenmeyer J (2009). Revisiting technology integration in schools: Implications for professional development. Computers in the Schools, 26(2), 130-146.

Pickering J (2007). ‘Teachers’ professional development: not whether or what, but how’, in J Pickering, C Daly and N Pachler (eds), New Designs for Teachers’ Professional Learning. London: Bedford Way Papers, Institute of Education, University of London. 

Ciampa K and Gallagher T L (2013). Professional learning to support elementary teachers’ use of the iPod Touch in the classroom, Professional Development in Education, DOI:10.1080/19415257.2012.749802

Cordingley P, Bell M, Evans D and Firth A (2005). 'The impact of collaborative continuing professional development (CPD) on classroom teaching and learning. Review: How do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning?' Research Evidence in Education Library London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. 

Crook C, Harrison C, Farrington-Flint L, Tomás C, Underwood J (2010). The Impact of Technology: Value-added classroom practice Final report. Becta. 

Daly C, Pachler N, Pelletier C (2009a). Continuing Professional Development in ICT for Teachers: A literature review. WLE Centre, Institute of Education, University of London. June 2009. 

Devereux C (2009). Beyond the curriculum: The positive effects of Continual Professional Development for a group of post-16 science teachers. WLE Centre Occasional Papers in Work-Based Learning. London: WLE Centre, Institute of Education, University of London. 

Ertmer P A (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development.

Hustler D, McNamara O, Jarvis J, Londra M and Campbell A. (2003). Teachers’ Perceptions of Continuing Professional Development. London: Department for Education and Skills. 

Mishra P and Koehler M J (2006). ‘Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge’, Teachers College Record 108 (6) pp. 1017– 1054.

Rudduck J and Flutter J (2004). How to improve your school: giving pupils a voice. London: Continuum.

Trickle Down Training

'Trickle Down Theory' is an economic idea which more or less states that decreasing taxes, can act as a stimulus. It's not popular. According to trickle-down theory proponents, this stimulus leads to growth and wealth creation that benefits everyone, not just those who pay the lower taxes—but what has this got to do with pedagogical technology?

Well it's my belief that a very similar approach is extremely effective (arguably more effective than the economic application) in terms of increasing the 'wealth' of tech expertise in a team of teachers, a wealth that benefits everyone, especially the students they teach.

How do we 'tax' our teachers tech skills? By having overly narrow definitions about what constitutes 'educational' technology. I believe we should encourage any sort of technological practice, yes even the sort that is likely to get you a slap on the wrist, yes Facebook, and online shopping I'm looking at you.

Tech needs to be personal

For teachers to implement changed pedagogies that integrate ICT, they must be at the centre of their own learning (Schibeci et al, 2008). Teachers benefit far more from informal, home based activities (Hustler et al, 2003), so when they (somewhat guiltily) request assistance with personal uses of ICT, they are often pleasantly surprised to learn that it is precisely this ‘self-centred’ use of ICT that can provide a synergistic, symbiotic ‘cascade effect’ or 'trickle down effect' on the development of their own ICT skills, such as for creating a home movie, or cropping an image to use for their social network profile. This kind of CPD, based on personal interests, takes account of how adults learn, and recognises the importance of individuals taking ownership over their own personalised learning journeys.

Trickle down in effect

This approach has proved to be particularly effective with the teachers I work with. For example one teacher repurposed ‘dabbling in stocks’ at home into a Maths activity where students used a stock App and spreadsheet to track and manage their virtual investments using an artificial currency.

Another teacher learned how to use online web albums (Picasa) for sharing photographs with her extended family—this in turn gave her the confidence and understanding of the technology to repurpose the same tool with her students to create online albums of their respective families in a unit they were doing on migration.

There are many more.

Sometimes the greatest barrier is the operating system itself, and the challenges with navigating and organising this effectively. Once (again purely for 'selfish' reasons) they start to make inroads in this they feel a great deal more confidence in using these tools with their students, in particular the use of email for managing communications with both students and parents, and more effective use of image libraries as teaching resources.

Perhaps the most profound, for many teachers, is the transfer of the video editing skills they acquired in the context of editing home videos, to embracing video editing as a powerful tool to use with their students.

Disempower Techphobia

This strategy has been the most effective with the teachers who are the most resistant. Let's take a teacher (hypothetical of course...) who has no interest whatsoever in using ICTs, never mind to teach with, give him a laptop and it will just languish in a desk drawer. Why? Simple; if he can't see any use for it, how could he see any use for it for his students?  It needs to be at the centre of his own experience. The Goose/Gander factor*, if he has coped all of his life, why can't they? The way in for this teacher was Facebook, he wanted to be able to stay in touch with his family, especially his two daughters—that was the key. Trickle down learning included:

• Taking a digital photo
• Cropping the photo
• Resizing the Photo
• Uploading the image to his Facebook page
• Basic Keyboarding and navigation (Status Updates)

That was it, he was hooked. In the weeks that followed he was like a child with a new toy, making excited discoveries on a daily basis, JITT (Just in Time Training) was all he needed to keep him going, just 5 minutes here and there. Within a month he was:

• Using iPhoto and Picasa to build a library of photographs (to share on Facebook)
• Adding Captions
• Organising his images into albums
• Scanning his favourite images
• Writing Personal Messages—which inspired him to get and use an email account 

He's already started asking about slideshows ... next step, video?

Instead of discouraging teachers from 'wasting' their time on Facebook—maybe we should be leveraging this as an opportunity for learning? 

It is my belief that these skills and technologies have a habit of 'going viral' technology is contagious, it's about time we harnessed this potential instead of complaining about it.

*What's good for the goose is good for the gander. 

JITT or ‘just in time teaching/training'

JITT or ‘just in time teaching/training’, is an organic, serendipitous or spontaneous intervention that occurs on a ‘need to know’ basis, when needed or “just in time” (The role of ICT in the PYP, 2011, p 3) these are,

"... spontaneous and short tutorial sessions—both student to student and instructor to student—driven by immediate requirements." (Mishra & Koehler, 2006, p 1036).

Teachers acquire ‘problem-solving’ technical skills to overcome first order barriers (Ertmer, 1999) as ‘short, sharp, specific’ interventions at the point of need, within instructional practices that incorporate meaningful uses of technology (ibid). In this way collaborative learning can be achieved which is “shorter, smaller and more frequent”, the kind of ‘needs-based training’ advised by Karagiorgi & Charalambous (2006, p 406), tailored to each teacher’s needs.

Emergency contact?

Simply providing nervous teachers with my ‘emergency’ contact number, is one simple but effective way to manage the technical barriers and the resulting stress that is common when (not if) ICT fails to deliver. Having someone—‘gofer’ is seen by many of our teachers as very effective. Someone who, at short notice, can, literally, ‘pop in’ for a few minutes to provide a brief intervention. This is a form of ‘training’ targeted directly at the point of need—

And it's a big but, this assumes the teacher makes a point of noting how the recovery was improvised—so it is a learning opportunity in and of itself, and not just reinforcing or worse creating a dependence on what could easily become just another form of technical support. Touch timber—our teachers have, by and large, used this strategy responsibly, yes there has been 2 (out of 60) who were becoming a little, shall we say ... reliant on this, but that's what conversation and negotiation is for, right?

ICT free plan C

A tech 'incident' no longer needs to result in the potential abandonment of a lesson, but becomes more about making productive use of the ‘wait time’ for help to arrive by having an ‘ICT free plan C’, because plan B still relies on technology (Crook, et al, 2010); although, reassuringly, it is not uncommon for teachers to resolve the problem themselves by the time help arrives. Somehow, knowing that help is coming alleviates stress; this often seems to free the teacher to resolve, or at least circumnavigate the problem themselves, or (more excitingly) with the help of their students.

The Cyclops Effect

IWB = Cyclops Effect

Interestingly, IWBs can often exacerbate tech problems, due to what I call a ‘Cyclops effect’—traditional, didactic teacher centred pedagogy, the kind that many teachers are more confortable with—centred around one screen, but, this dependence on one screen actually exacerbates the impact of technology failure, as if/when that screen fails, it results in a catastrophic impact upon the lesson. Whereas for a teacher who uses a more student centred, constructivist model that effectively utilises multiple screens, the failure of one screen does not present an insurmountable problem.

Nevertheless, clearly equipping teachers and students with a rigorous set of core ICT skills is bound to ameliorate this problem; the question then is, which skills, and when? Good question, hopefully this is a reasonable answer.

Just in time—leverage serendipity.

Team Time - A Less Efficient—More Effective CPD Strategy

Team Time: Less efficient more effective

Faced with the problem of attempting to to attend to the perennial affliction of teachers, 'finding time' we tried a slightly different approach—make better use of the time we already have.

Timetable Audit

Teachers at each grade level are asked to use a ‘timetable audit’ to reflect carefully upon a typical week at their grade level. What emerged was that at least twice a week, during the school day in each grade, all the teachers were ‘free’.  This was dubbed, ‘Team Time’, a time when the DLC (Digital Literacy Coach—me) would be available specifically to that team to facilitate collaborative and individualised (Hixon & Buckenmeyer, 2009) teacher-generated opportunities to learn from and with each other (Pickering, 2007).

Little & Often

These shorter, smaller and more frequent meetings are the kinds where collaborative work is more effective than larger, infrequent meetings (Cordingley et al, 2005; Devereux, 2009). Most weeks these are informal affairs, that provide a forum for collaboration; teachers are able to discuss technical and curriculum questions, classroom management issues and assessment practices, enabling the individual level of support that teachers prefer, the kind that is conspicuous only by its absence in traditional 'training course' models.

"I need to have one to one training if at all possible so that I get new info easily. I need time to have a go and ensure that I have successfully embraced something new or time to write some instructions down so I can practise it later." (Grade 3 Teacher)

The teachers discuss how to use the available technology, and share tips and short cuts they have learned with/from their students (Ciampa & Gallagher, 2013). This is another aspect they value, the opportunity of

“buddying up with those who also feel like this could mean we could encourage each other.” (Grade 4 Teacher)

Team Time Training

Some weeks, based on team request, or DLC prompting, more conventional ‘training’ is offered, when a specific skill, eg how to use functions in a spreadsheet, is required to be grasped by the entire team, as that particular digital tool*  is deemed to be necessary for every student to use in a particular unit—even then, as the training is delivered in a relatively small group—opportunities for individual assistance and differentiation are relatively easily to provide, either from the DLC or by teachers assisting each other, as ‘one beggar tells another beggar where to find bread’.

There's no I in 'TEAM' but there is a ME if you look hard enough.

Teachers describe incidents where ‘just in time training’ (JITT) came from a teacher in an adjacent classroom, or a brief exchange based on shared experience or challenge that led to an effective solution, during a coffee break. One teacher’s efficacy with a particular tool can quickly became ‘viral’ with two or three other teachers eager to learn from a colleague’s expertise, very much imitating the way they observe their own students learn from each other. Teachers are learning that they can imitate the approaches that they witnessed their students using in their own classrooms, in their own CPD.

Me Time vs We Time

"There may be no 'I' in team, but there's a 'ME' if you look hard enough.” David Brent**

Clever isn't it? There's more where this cam from.***

Team work has to be beneficial to each member of the team, not just the team as whole, unless everyone leaves with 'something ventured, something gained', the entire dynamic can become overly parasitic for some rather than symbiotic. Symbiosis and synergy is key, and I'm not afraid to say I'm comfortable with teachers being a little 'selfish' sometimes—but there is a time and a place. So I make sure that at least once a week is a Team Time for 'Me Questions' and in a 'Team Time Training' session I only want to hear 'We Questions'. It's basic but it works, allow me to give you can example:

WE question:

"Can you show us how to use some other functions, like maybe average?"

ME question:

"How do I stop my computer from [insert random but inconsequential behaviour]"

Bottom line, a WE question is possibly of benefit to the entire team, a ME question can only benefit YOU. There's a time for those questions, but not at a time that has been set aside for the team.

* 'Technology' is not a term I like—it's too ... nebulous... :o/

**  AKA Ricky Gervais. For more HILARIOUS quotes like this visit this site.

*** http://www.demilked.com/30-clever-minimalist-print-ads/

Keeping Pace with Technological Change - Futile, or Fundamental?

For many teachers that I encounter in the day-to-day of teaching digital technology/tool integration, the answer to this question, is something like—

Futility.

Why? Because they hear of, or read things like this:

"Technological Knowledge (TK) Technological knowledge is always in a state of flux—more so than content and pedagogical knowledge. This makes defining and acquiring it notoriously difficult. Keeping up to date with technological developments can easily be-come overwhelming to time-starved teachers. This also means that any definition of technology knowledge is in danger of becoming outdated by the time this text has been published." (p 398)

Judith Harris, Punya Mishra, and Matthew Koehler (2009). Teachers' Technological Pedagogical Content Knowledge and Learning  Activity Types: Curriculum-based Technology  Integration Reframed. Journal of Research on Technology in Education 393 Copyright © 2009, ISTE (International Society for Technology in Education)

Or...

"...the rapid rate of technological change ensures any knowledge gained about specific technologies or software programs would quite quickly become out of date" (p 151).

Mishra P, Koehler M J and Kereluik K (2009). ‘The song remains the same: looking back to the future of educational technology’, TechTrends, Vol. 53, No. 5, pp.48−53.

These kinds of quotes highlight an issue that has been bugging me for a while, the gist of it goes... "What? Learn ICT skills? What's the point? It all changes so fast, by the time we learn how to use one application it will be obsolete. So, why bother? which usually translates as ... "Let the kids do it, but ME? Me, I'm sticking with tools that I know from the 19th Century."

If theres's one thing I've learned about digital tools/technologies since I first started using them in earnest in the late 1980s, it's this:

... in truth, it's the beginning of nothing. 

And nothing has changed

Everything has changed.

David Bowie - Sunday

The more things change, the more they stay the same.

Jean-Baptiste Alphonse Karr

So digital technologies develop at a pace of change that is impossible to manage/keep up with?

Really? How?

How much has the way we USE digital technology really changed though? Speed, capacity, availability, yes, but use, not so much... Anyway, the same could be said of planes, trains, automobiles - more capacity, greater speed, more availability than ever. Changing capacity is not the same as changing capability.

If we reflect back to the ‘dawn’ of TEL in school in the 1990s, there were five overarching domains of computer use:

Text | Image | Audio | Video | Data

Text, image, audio, video, data. A sixth, ‘control’ was a core element of the ‘IT curriculum’ back then, but proved more difficult to integrate successfully. Ironically, two decades later, based on the recent alarmist rhetoric around a dearth of ‘coding skills’ it would seem control is back, albeit with a slight name change.

So, back in the 1990s when I first started teaching with computers there were 5 domains* of computer use, and here we are 2 decades later, and what do we find? The domains remain the same, the skills have evolved, but not much, and the conventions and tools? Identical, to the point of being nonsensical to this generation... A floppy disc icon to save? Really? An hour glass for wait time in Windows?

The truth is change in Tech happens more slowly than you might think, sure there are people out there attempting to, for example, rethink the design of the ubiquitous save icon, but these conventions have over two decades of embedded use, people like you, people like me, and even the generations who never used floppy disks know what the save icon means, despite its incongruity—so to say change is relentless, in this context, is nothing but  misleading.

http://dribbble.com/shots/506722-the-save-icon-redesign

CDs and DVDs are now almost obsolete, arguably with the recent advances in voice recognition, keyboarding could be next, but they're not dead yet, they are still hanging on... When digital tools change, they change gradually, incrementally, and obsolescence, while inevitable, happens sloooowwwllly.

Even 'professional' applications like PhotoShop evolve very gradually, with key conventions remaining virtually identical:

Nevermind the day to day icons we use for navigation...

Granted, computers are getting smaller, while their capacities grow larger, along with their processor speeds, drives are smaller [physical size], yet bigger [capacity] and faster than they've ever been, but all these changes do is make what we've always done EASIER, not OBSOLETE.

Big. Difference.

Change in terms of ICT skills are far from relentless, in fact, if anything, they are relentlessly, frustratingly, languorous... The domains are the same, and the core skills are virtually unchanged after 2 decades of relentless computer use, design and development.  Think about it for a minute—mouse skills? Keyboarding? Even overarching conventions like drag and drop, desktops, drop down menus, clicking on icons to give commands... Here's some skills from a document that was used by a school I worked at in the year 2000, see anything that is obsolete? Not much.

'IT Works' (Folens, 2000)

And that's about the only out dated reference I found in the entire scope and sequence, other than a reference to CDs and Laserdiscs, that was about it...  So are the core ICT skills that are a prerequisite for success in the 21st Century changing too quickly to bother to learn, or teach? No. But there HAS been change, oh yes,  I'd argue the biggest change is:

Ease. Of. Use.

It's never been easier to use ICTs, or to learn them. Time was, to edit video, you'd need a specialised machine, dedicated hardware and software, designed for professionals, with a learner curve steeper than Mount Everest. With advances in internet speed and connectivity from dial up to BroadBand,  a lot more can be done online than before. But they are the same things! Thumb sticks have replaced floppy discs, but they are still 'drives' that are inserted, read and written, and ejected, and ... lost.

Not. Any. More.

With the advent of 'Web 2.0' all four of the five domains can now be practised right in a web browser, no software installation needed, and they are (by and large) free. Video is a little tougher to edit 'in the cloud' but it's coming, YouTube already provide basic editing tools, and services like WeVideo.com are pushing back the boundaries of web based idea editing every day.

Instructions vs Conventions

The problem here is is not with the tools, it is with the teaching—teachers who focus more on instructions, or specific software, than overarching conventions and procedures. Don't teach kids how to use 'Word' teach them how to word process. Don't teach them how to use 'Safari' teach them how to browse. Again this is nothing new, we wouldn't think of teaching 'Harry Potter' as teaching 'reading' we might use a text like Harry Potter to observe overarching conventions and concepts—it's the same for ICTs.

Classic icon conventions—any change here is purely aesthetic.

Focus on conventions not instructions

Catch up vs change

The fact is that many, maybe even most teachers pretty much ignored the tech revolution that gradually unfolded since the 90's, it hasn't actually changed much in those intervening couple of decades, but the fact remains that 20 years of cumulated skill is a lot of catching up to do. THAT is the problem, not the rate of change, the considerable amount of catch up required. Catch up and change are not the same thing.

So let's stop whining about the futility of learning ICT skills and get on with it, they've stuck around since their inception, I dare say they'll be around for a little longer. The question is not WHY learn ICT skills but HOW? A subject I have written about here.

Mode vs Medium

I am not saying that digital tools do not present a unique challenge, when compared to their traditional counterparts, say... a pencil or pen and paper etc. Regardless of change, the sheer AMOUNT of digital tools are overwhelming, and increasing at exponential rates every day, to an extent that completely and utterly dwarfs the range of options and tools that would have been available to a teacher even 10 years ago. But, and this is worth repeating, I would still contend that regardless of their proliferation, the vast majority of the 'revolutionary' tools on offer stay well within the comfort zone of the 5 domains I have outlined above (6 if you include control/coding). Sure they might dress the context up a little more effectively, or introduce a clever mechanic, say ... touching instead of clicking, but the fact remains that while the mode may have changed, the medium has not. The same transferable conventions, the same iconography, the same procedures remain, regardless of the form factor of the device, the speed of the processor, the storage capacity, or indeed the sheer availability of these machines in recent years.

Dealing with the Deluge

So, the time invested in mastering or at least embracing core ICT skills and conventions are as relevant as ever in the face of this onslaught of pixelated promises. What is also important is to have an effective filter to manage the phenomenal proliferation of digital tools—on, literally, a daily basis, more tools with funky and not so funky names emerge into a market place already filled to overflowing with a veritable cornucopia of competitors. If you're fortunate, your school hopefully already has a dedicated tech integrator to stand between the teacher and the tsunami wave of digital applications, utilities and all sorts of 'Apps' boasting their pixelated promises to 'save you time' etc.

And if you don't? Then by all means ignore these 'wonders of the web' until you do. Yes, sometimes lurking in the sludge of similarity (and revolutionary? not really...) is the odd golden nugget of greatness, but it's not going to terribly affect your teaching to miss out on those. If that is not an option for you, then arm yourself with some effective filters and, like the prospector who wades through the mediocre, seeking to root out all except the most worthy, you can then bring the odd truly terrific tool triumphantly back to your team. Not that they will be as excited about as you will be. Yet.




* If anything at least one domain that has been and gone is back and currently experiencing a renaissance - computer coding, anyone?

Five Filters of Failure & a Scale of Scepticism

It's not the unrelenting torrent of information that I find troubling, after all, how many books are out there, never mind films and TV shows? How many articles, journals, newspapers, magazines? How many hard copies are holed up in folders, files, cabinets, archives and dusty basements all over the planet? Many I am sure, and yet no one ever complains about this sheer weight of data, I've never heard anyone complain,

"Dude, I just don't want read another book, there are just way too many out there, like, y'know? Like, if I read one a week for the rest of my life, I still wouldn't come even close, y'know?"

And yet, so often I hear this pointless observation made about the web, so yeah there's a lot of data, that's nothing new, the 'information revolution' proceeded the 'digital revolution' by at least a half a century—World Wide Web 1989, Libraries have been around for a lot longer... But even in 1945 library expansion was calculated to double in capacity every 16 years*, if sufficient space were made available... so there's been a lot of data for a long time; all we need to do is learn to deal with it. Literally.

So, the fire hydrant image below, while clever, I relate to more on the level of tech tool overload. Seriously, every gathering of tech types I ever attend is dominated by tech tool talk, new Web 2.0 tools, new gadgets, widgets, scripts, plugins, apps, features, software suite, usually accompanied by a lot of references to them being AWESOME.

So imagine my delight when I stumbled up on the most magnificent (nearly said AWESOME there) scepticism dial, or what I prefer to call... the Scale of Scepticism.

In order for me to assimilate a new digital tool to the point of actually recommending it to teachers to use with students, it has to have passed through a series of stages, along the lines of:

Stage 1 – utter scepticism (yeah, whatever)
Stage 2 – cool reticence (arms folded)
Stage 3 – emerging realisation that, actually, this might be worth a closer look (sitting up)
Stage 4 – mild interest, even emerging (muted) enthusiasm (leaning forward)
Stage 5 – semi-excitement (standing up)
Stage 6 – fervoured, obsessive exploration (squeezing through to the front)
Stage 7 – passionate commitment and desire to talk to everyone about it, to the marked irritation of, well, everyone (evangelistic zeal)

The only problem is I needed something more succinct, more ... manageable, I could feel the threads of my sanity slipping, and I needed something simpler to accompany my next foray into techdom.

Larry Cuban has a useful list in his seminal book 'Oversold and Underused' (2001) which reads as follows:

• Is the machine or software program simple enough for me to learn quickly?
• Is it versatile, that is, can it be used in more than one situation?
• Will the program motivate my students?
• Does the program contain skills that are connected to what I am expected to teach?
• Are the machine and software reliable?
• If the system breaks down, is there someone else who will fix it?
• Will the amount of time I have to invest in learning to use the system yield a comparable return in student learning? (p170)

Cuban L (2001). Oversold and underused: computers in the classroom. Cambridge, Mass.: Harvard University Press.

And I have my own, a list I call ... the 5 Filters of Failure, now these were mainly conceived in the context of iOS devices, due to their increasing presence in my school, these have somewhat preoccupied my mind of late, but I do believe these 5 filters can be applied more generally:

1. Do this require me to do the same thing more than 5 times? Like tedious account creation for each student?
2. Is it transformational? Yeah, it's cool, but does it radically change what I can do? Is it too similar to something I already use?
3. Does it have pedigree? Reputation. How long has it been around? Is it tried and tested? Is it likely to be here in 4 weeks? 4 months? 4 years?
4. Is it well designed, simple to use? Can kids use this independently? Can Teachers work it out on their own? Is it intuitive?
5. Can the content be exported/shared easily? Can the App save to camera roll? Export to a universal format?

Dealing with the Deluge

This set of filters is essential in the management a phenomenal proliferation of digital tools. On, literally, a daily basis, more tools with funky and not so funky names emerge into a market place already filled to overflowing with a veritable cornucopia of competitors. If you're fortunate, your school hopefully already has a dedicated tech integrator to stand between the teacher and the tsunami wave of digital applications, utilities and all sorts of 'Apps' boasting their pixelated promises to 'save you time' etc.

And if you don't? Then by all means ignore these 'wonders of the web' until you do. Yes, sometimes lurking in the sludge of similarity (and revolutionary? not really...) is the odd golden nugget of greatness, but it's not going to terribly affect your teaching to miss out on those. If that is not an option for you, then arm yourself with these filters and, like the prospector who wades through the mediocre, seeking to route out all except the most worthy, you can then bring the odd truly terrific tool triumphantly back to your team. Not that they will be as excited about as you will be. Yet.




Now it doesn't have to fail all 5 filters to fail, but the more filters it fails, the less interest I have in taking it seriously, I can honestly say that all of the tools I rely on currently all pass at least 4 of the 5 filters. Will these filters change? Absolutely, I'm constantly reconsidering/tweaking/adjusting them—like the cornucopia of competing tools they are designed to filter they need to be flexible; after there were four filters of failure only a year ago.

1. Tedium
2. Similarity
3. Reputation
4. Simplicity
5. Ease of Export 

These are my filters
There may be many like them, but these are mine.
The question is... What are yours?

 *Rider (1944). The Scholar and the Future of the Research Library. New York City: Hadham Press.

Team Teaching—With Your Own Students [Techsperts]

Yeah, I'm not crazy about the name either, but that's what was in place when I got here, known as Techexperts at our sister campus (What? Isn't that 'tech-experts'?) So I've stuck with it, albeit with a slight adjustment.

Regardless of the name, it's an attempt to define a role in the process of teaching tech skills that includes students, and it's better than some others I've heard.

Many students are quick to learn many of the skills and potentialities of digital tools, what Mishra & Koehler (2006) call technological knowledge (TK), yet are not necessarily skilled at, for example, sharing them. The involvement of students through skilled facilitation (Ruddock, 2004) creates a collaborative ethos that harnesses the time spent in the classroom as time for ‘training’ by taking advantage of the students’ natural facility with digital technologies, while also harnessing the pedagogical content knowledge (PCK) of their teachers—their unique perspectives based on many years of experience. This is a repurposing of Mishra & Koehler’s model (2006) I describe as TK + PCK = TPCK. However, this approach requires the teachers to allow the students’ a certain degree of autonomy, for example, Jill struggled to establish this model with her students, complaining that her students,

… get themselves stuck because they haven't followed the instructions. Re-tracing their steps to sort out where they went wrong is what I find quite challenging at times - but this depends on how 'new' what I have taught/explained to them is also 'new' to me.

Students as collaborators

The students were struggling because they were not being given autonomy to learn independently, through enquiry, because their teacher was more comfortable ‘teaching’ them how to use the technology didactically, step by step, or more accurately, literally, click by click.  By shifting her approach from that of ‘instructor’, towards that of ‘mediator’ she was better able to bring together facilitative strategies, modelling a collaborative ethos—her organising influence as the teacher was still highly salient, albeit a form of leadership that was more ‘fluid’ (Peachey et al, 2008). The teachers found different ways to incorporate this model into their teaching.

Another teacher used a strategy I call “I teach you - you teach two”—each student teaches two others, and so on until the whole class has been covered. Knowledge and understanding are gained through combinations of the students’ and teacher’s co-constructing, acting together through ‘distributed cognition’. This creation of a supportive, problem-solving classroom community is essential to the development of these digital literacies (Beetham et al, 2009; Twining 2009).

Let kids lead [when they can]

The third of the teachers in my case study was eager to embrace this approach. During one of our interviews we set up a class website for him to use for class organisation and collaboration, he then designated one particularly keen student in his class to take on the day-to-day management of the site. As teachers became more comfortable with the awareness that students are going to be able to teach them, their contributions could be smoothly integrated into the fabric of a lesson. The previous teacher described how she felt this had ‘flipped’ her perspective on technology; she now feels comfortable “not knowing everything” and “letting them work it out”, which makes the prospect of using ICT much less daunting.

'Teachable Moments'

Scenarios become commonplace whereby a student finds a new way of doing something or makes a discovery that the teacher has never come across before, but rather than feeling threatened by this, the teacher facilitates this and turns it into a “teachable moment” (Crook et al, 2010). In this case the teacher could give the student control of the screen, via an IWB, to guide the class (and often the teacher) through the process. The student focus group interview highlighted their approach to technical problems, an approach with a notably positive bias,

"I don't really need to have technical support and when I have trouble with the computer, I don't avoid [it] that much. I just keep going on."

That, or they just don’t see technical issues as a problem at all,

"Computers have never failed [me] in my work."

The students appear to have a natural sense of determination and perseverance when faced with technical problems; even though they accept that these problems happen, they see this as an inevitable aspect of using technology - not an exception,

"Even if they [computers] go wrong, I still use them. […] In many cases it’s probably something I did wrong—not the computer."

The less you know, the more you can learn

This perspective contrasts considerably with that of many of their teachers, who, when faced with technical problems, tend to blame the machine, whereas the students are more inclined to assume the fault lies with themselves, in the way they are using it.

This way when a problem arises, rather than being a potential threat, it becomes a learning opportunity; if anything, an issue to be wary of is with teachers who are highly skilled with ICTs being too quick to offer solutions, instead of encouraging the students to find someone else in the room who has worked through that problem, so they can tutor one another. Seen this way, lacking technological expertise can be seen as a kind of enabler.

However, this can also lead to teachers who effectively ‘opt out’ of technology altogether, preferring to abdicate the responsibility for the use of ICTs entirely to their students—this raises the question of how effectively any teacher can effectively ‘mentor’ or guide their students if they have absolutely no idea what the available technology can do—teachers should at least familiarise themselves with the basic capabilities of the tools their student’s use, even if they are unable to use these themselves.