Re: Technology and Teacher Change
baumann@fi.edu
Thu, 27 Mar 1997 08:42:40 -0500
Stevan,
You ask:
>Why are electronic networks better than direct "interface"?
I did not mean to imply that one was better than the other. I certainly do
not believe this and of course see face-to-face and electronic communication
as mutually beneficial and reinforcing.
What electronic networks have provided is a way for teachers to connect to
colleagues outside of the teacher's lounge. This is good news for schools.
The asynchronous environment means you can immediately send off your
thoughts to colleagues, administrators, and supporters at science centers
and expect that your concerns, questions, and inquiries of the moment will
not be lost. Not to be overlooked is the digital record of your thought,
comment, or question which remains and can be archived and repurposed at a
later time. The electronic communication can set the stage for the next
face-to-face with your colleague.
>How do you get all the teachers to use the electronic networks?
>How do you get them to use those networks on any regular and extensive basis?
Our approach is to be about science and math learning first and network
second. Teachers are focused on pedagogical goals, both content and process,
and then we intervene to demonstrate and model how the network will support
their instructional goals. Teachers start out as consumers on the network
and most are still in this phase. They ask for help in finding resources,
they examine sites we recommend or have their students examine the sites.
They share the work of their students as a natural extension of their
classroom work. They share their thoughts through reflections and online
journals about the link between telecomputing and classroom activity. This
represents significant use of the "network."
Not all teachers do all facets equally, what a surprise!
Just integrating an ongoing use of the online world into their instructional
considerations is a major accomplishment.
Teachers have been part of mentored and organized online experiences for
many years. These experiences that you "join" for a period have many success
stories. The looming challenge is how to move teachers from "joiners" and
"consumers" to regular "initiators" and "organizers" around instructional goals.
What professional development activities, what changes in teaching practice,
what adjustments to school organization are required to move the use of the
online
world to this next watershed?
Steve
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Stephen H. Baumann (baumann@fi.edu) Director of Educational
The Franklin Institute Science Museum Technology Programs
222 N. 20th St. (tel) 215-448-1206
Philadelphia, PA 19103 (fax) 215-448-1274