We met in Webboard on Wednesday, June 20th from 8-9:20PM. Muffy was unable to make the connection but emailed her thoughts for us to add (she was frustrated and sorry she couldn’t join the discussion!). Her thoughts are integrated along with all of ours throughout the summary. Terry also provided MAJOR help to the secretaries Deb and Jane by logging on through ICQ and forwarding a copy of the transcript – THANKS Terry! Beth, Deb, Jenna, Glenda, Terry and Jane began the discussion by talking about the four questions Barbara McCombs addressed in her paper: Assessing the Role of Educational Technology in the Teaching and Learning Process: A Learner-Centered Perspective. Four fundamental questions were highlighted in the paper.
What is learning?
All of us agreed we liked the quote, “Real life learning is characterized as playful, recursive, engaging, self-directed, non-linear and meaningful from the learner’s perspective.” The McCombs paper deals with the idea of giving students choice and control. A question raised was how do we get there without stepping on toes, which brought up Glenda’s question – “How many teachers want to let go of that control?” Jenna commented that students want control of a project, theme or ideas and not control of the classroom and that by giving students ideas on how to find answers was providing them more control. Deb stated that at the middle school level it is easy to see a way of doing this through encore classes such as industrial technology, consumer education, and responsibility education. Many teachers don’t like group work and that sometimes makes staff development difficult. It’s a new concept for some teachers who like to sit at a desk and “stand and deliver” knowledge. It was agreed by all that teacher motivation is a definite factor and the vision needs to be clear to all – it’s just that not everyone has the same vision. A point Muffy made was, that in order for students to take ownership of their learning they need to have a say in how some of the learning is to take place. Beth felt that block scheduling is important especially for technology use. We discussed the pros and cons of block scheduling and that is good for some classes and depends on how we are adapting the content and presentations to the needs of the learners.
What is the purpose of Education?
Terry stated that he really loves the concept of the purpose being to build learning communities. All of us feel our focus needs to be on communities and learning how to learn.
We discussed Fullan’s belief that the purpose of education is to build learning communities and the actual definition of that term. Jenna talked about how team teaching is a way to implement communities for teachers. Deb said that learning communities have such potential in the development of a school vision. Terry stated that we are still struggling with a way to identify good models. Jenna spoke about how she is trying something new this year and it seems that they are accomplishing more. Beth stated that teachers need to be allowed to do more visiting in other schools to see models. Learning from other teachers can be the best way to go at times. Terry spoke about the change in special education differentiated curriculum and how teachers will meet this if it is pushed upon them. We discussed teacher reluctance and the change process involved. Glenda also stated the importance of administration buy-in for this change to occur.
What knowledge base is needed to apply
educational technology appropriately to the teaching and learning process?
We discussed the significance and critical need for students to be involved in making decisions about their learning and incorporating technologies when appropriate – not as an add-on. Jane responded that McCombs stressed that we have an abundance of knowledge now, but we need to focus on context and meaning. Terry stated the need to adapt the content and presentation to the needs of the learner. Of course this implies that we can identify the individual learning style needs. We proceeded to discuss professional development and varied forms of assessment with strengths and weaknesses involved in those representations. We talked about the 14 learner-centered principles and how this perspective allows for an integrated perspective for all learners at all levels. One of the areas we focused on in discussion was the motivational and affective factors and how that is reflected in teaching and in learning. We spoke about higher-order thinking skills and ways they are implied in the classroom today. Glenda asked the question about how schools are reflected on state visits in regards to higher-order thinking skills. Jenna brought up significant factors that involve prior knowledge/learning and assessment. Deb brought up a question as to how we move teachers to that level and the significance of professional development. Jenna also spoke about how she was drawn to the information on creativity. Beth responded by talking about how the willingness to exert effort is unlikely without coercion. Jane responded by talking about motivation being essential in reducing negative trends such as dropouts, school violence and peer bullying. Terry brought up the perplexity of - if it is learned centered they are motivated and if they are motivated it is easier to be learner-centered. We continued to spend more time on discussion of motivation and how this is tied to professional development. The shift from students being seen as knowledge generators and active participants is critical to the active participation of teachers being involved and accepting change.
What are implications of the learner-centered
framework for the application and assessment of Educational Technology?
Our discussion on this point began with technology usage in classrooms and by teachers and the ways it can support learning. Feedback is critical and scaffolds that enhance learning are definitely a part of the educational support necessary for learners. We spoke about assessment and Terry reinforced that doing good self-assessment of learner centered collaborative activities is a challenge. Deb commented that thinking about assessment is a long-term commitment. Collaboration is critical, although people have to be ready to adapt in some form to change. Beth supported by stating that technology enables more student choice and communication with others outside of the school. We talked about how learning takes the place outside of the school boundaries and the importance of the learning communities for students to be engaged in learning. Our discussions led to talking about how useful a connection to, for example, Tapped In is for teachers to communicate and collaborate at much higher level. Terry talked about how teachers need to find a comfort level for this type of learning community to be successful. Time is a key factor in promoting the learning community. Teacher’s plates are getting more full all the time. Looking at learning in different ways – to support the needs of the diverse learner takes effort and action and reflection, and most of all time. Technology requires teachers to take on new roles and learn more as with assessment. Time management and prioritizing for teacher would be good professional development. Team meetings and vertical and horizontal teaming definitely add to collaboration and help develop learning communities – of learners and professionals alike. Beth brought up the idea of Sentinel Schools from the IPP discussion and its relevance. Internet projects have validity in collaboration. Terry talked about an online community of techs and its positive development in building a community of learners. We spent some time discussing high stakes testing and standards, outlining some positive and negative aspects. We also directed some thoughts to the process skills that the Lucas book refers to and the impact of nurturing learners.