Sylvia Martinez questions current practices of technological professional development in her podcast, “Challenging Assumptions About Technology Professional Development” , posted in the K-12 Online Conference .
Sylvia Martinez is president of Generation YES, a program that empowers students in K-12 schools through digital technology. She believes that changes need to be made in the pedagogy surrounding technology use and management in the classroom, stating that professional development should not simply involve teachers being introduced to new tools. A new model of pedagogical thinking is discussed and supported by substantial research in this presentation, and it is one that I am excited to implement into my teaching practice.
Sylvia states that there are lots of opportunities for teachers to receive technology training via conferences, seminars, etc., but that 80% of those teachers who attend them go back into their classrooms and do not feel comfortable or competent in implementing their new found knowledge. This traditional method of professional development regarding technology is inefficient, so instead of replacing it with more of the same, she proposes an alternate way of looking at “what professional development means in education”. She argues that traditional PD is missing context and community, and that the PD should be happening inside the classrooms.
As teachers we have this idea that we need to be confident and competent in everything we teach our students. If we don’t feel we understand technology, programs, etc. we will likely not use them in the classroom in fear of making mistakes or feeling inferior to students. The reality for many teachers is that the technology professional development is happening outside of the classroom because of this wanting to ‘know how to’ before trying it in the classroom. The new model proposes that teachers work along side their students to learn technology. Students can teach the teachers.
Martinez presents many valid arguments regarding how technology encourages student centred activities, and how having students as ‘co-learners’ with the teacher in the classroom benefits both teachers and students. She describes in significant detail what this type of classroom would look like. For example, the classroom would be collaborative, actively student centered and empowered, experiential, democratic, based on constructivist learning, reflective, risk-taking, etc. As many teachers aspire to have a classroom that exhibits all of these teaching practices, Martinez feels that technology connects well to this type of learning.
Conclusion
I believe there should be a balance between pedagogy and technical support training when it comes to PD with technology. This podcast provides perspective on what is needed on the pedagogical side of professional development- methodologies needed to enhance teachers’ ability to implement technology into their classrooms.
