As I pondered this week’s blog topic- identifying the biggest technology integration challenges within my teaching environment- I was forced to think about it from a more holistic approach. As such, I found that on both a personal and overall site level that one of the biggest challenges has been MAXIMIZING THE POTENTIAL OF THE TECHNOLOGY ON-SITE; in other words, how ineffectively we optimized the technology afforded to our site. As a Title I/Mission Possible site for the past 7 years, our school has been afforded much more technology than many schools. With 2 PCs in each classroom, 2PC labs, 2 netbook carts, 1 IPod cart, ALL teachers having access to InterWrite tablets (to remotely control PC screen to customize what’s projected to student audience), several Class Performance Systems (clickers) and document readers, I realized that we were far ahead of the curve when compared with many non-Title I/Non PTA-backed schools. (We also don’t have an active PTA or booster club, which further limits available funding- but that’s another blog for another day.) But through dialoguing with my colleagues and being honest about my own usage, I realized that much of the technology was either collecting dust OR being underutilized. And much of this was due to what I have come to affectionately call the “Goldilocks Syndrome.”
To understand this epidemic- one that I’m sure stretches beyond my own school building- you must look at the familiar fairy tale through a different, more objective lens; one that focuses on Goldilocks. From a sociological perspective, Goldilocks was motivated by what felt right to her and her alone. Let’s face it- she was willing to participate in criminal activity to satisfy her own needs for comfort. From breaking and entering to theft, she was constantly motivated by what was “just right” for her.
As a reflective and proactive individual, I had to ask myself “why?” Thankfully, the answer was clear: COMFORTABILITY. Just as it was natural for Goldilocks to search for what was “just right” for herself, educators tend to also stick with what feels right for them. This desire for comfort can leave even the best educators clinging desperately to an outdated basal, or shying away from more innovative strategies and approaches that can help to motivate and engage the very minds for which educators have committed to serve.
As I reflected on my educational journey, I was sickened by my own infection. While I am usually the first to try a new technology, I realized that it was easy for me to revert back to my comfort- using projector and document camera daily, using CPS system for pre- and post- assessments and encouraging learners to create projects that utilized technology (such as Power Points, PhotoPeach projects, etc). But what I realized was that I was NOT maximizing the technology and ever-changing technological programs that were available to me and my students. I had been intrigued by 21st century instructional models that were heavy in technology (such as classroom flipping), but the fear of being uncomfortable allowed me to make excuses (“oh, it won’t work at my site”) and shy away from implementation.
The 2014 Kenan NCCAT week was my CURE from Goldilock Syndrome. The weekend reaffirmed the need to get out of my comfort zone within the classroom. While differentiation was a foundation within my classroom, I realized that I was not fully differentiating for my learners when I wasn’t willing to embrace the technology with which my learners were, in many instances, more comfortable than myself. The weekend taught me that sometimes the “just right” fit is the one that is initially uncomfortable; the one that can very well unleash a level of growth for both educator and learner that was once unimaginable.
Subconsciously, it was a power struggle with myself as an A-type educator; NOT wanting to implement/integrate technology strategies/programs that I may not have mastered. Trainings and collaborations at NCCAT showed me not only the theory behind certain programs and strategies, but showed me exemplar means of implementation. It was these “HOW” sessions that have helped to cure my syndrome. I left NCCAT ready to install and play with the numerous APPs and sites that were shared during our training. For a first in my experiences with professional development, I am willing to give my learners the power to explore (within safe means) sites and software that I may NOT be 100% proficient; knowing that they can as easily take on the role of facilitator as I can when it comes to teaching others with 21st century tools.
This revelation about maximizing technology couldn’t have come at a better time, as my sight moves to 1-to-1 technology with Amplify (ASUS) tablets during the 2013-14 school year. I am psyched that this personalized learning initiative will strip away any excuse that myself and colleagues have as it relates to using 21st century tools DAILY. While I am now more empowered to allow my tablets to be our main tool for instruction, I still fear that many educators will continue to suffer from Goldilock Syndrome.
Again, I seek the advice/comments of my KF colleagues.
– Have you or others you know suffered from Goldilock Syndrome as it relates to technology? (Collegial anonymity is encouraged to avoid bus accidents) If so, how was it cured?
– For those that have experienced 1-to-1 integration, how did your educational community embrace the transition?
You pose some great questions. I would be interested in reading what members of cohort would have to say.
Amneris
Hello Kimberly,
Great visual and analogy. You have done ‘due diligence’ and truly reflected on your technology challenge. On the one hand, I say, “Bravo, what a great educator to be the first one to indite herself and challenge herself to move upward, onward.” On the other hand, technology is changing so fast, no one can truly ‘keep up’. It sounds like you have mastered a number of tools and done more than look for the most comfortable porridge, bed and chairs. Bravo for that. I am also sympathetic to the pace of change in our society and schools today and how taxing that can be on teachers.
I do agree with you that some of us teachers are too bent on perfection and mastery and that holds us back from trying new things. One sometimes feels a need to master a tool when perhaps just being able to use it appropriately is enough. I know how to use a hammer but I cannot build much. That is o.k.
One colleague shared with me at a tech training that she is uncomfortable when she is not in control and does not know how to use all these tools. She said she was always an A students and doesn’t like feeling like a D student . . . I am guessing, she doesn’t experiment.
I think that willingness to jump in and try some things is key. One does need a few basic swimming skills before going through the rapids or off the cliff into the stream but desire, curiosity and willingness are key. Having someone in the raft also helps, don’t you think? Personally, I love the challenge and the discovery of something new. i have a feeling you do, too, and that you will soon be climbing that next hill before you rest a while on the plateau. The hills aren’t going away anytime soon… and the view is so nice from on high.
Donna,
Thanks for your reply and thanks for the encouragement!