Trailblazing Technology Integration

Differences and Disconnect

According to Jukes, McCain, and Crockett,

“Digital learners prefer random access to hyper-linked multimedia information, but many educators prefer to provide information linearly, logically, and sequentially.”

 “Digital learners prefer processing pictures, sounds, color, and video before text, but many educators prefer to provide text before picture, sound, and video.”

My own experiences confirm these assertions. For a long time, I would teach something and then show the video afterwards. Now I can see the value in showing the video first. Modern learners desire having multisensory data as a springboard for further exploration and learning. Students without background knowledge gain a furrow in which to plant further seeds.

When doing research, my students frequently request to watch videos and listen to songs before reading text. They also really love doing 3-D virtual tours online. They prefer to have a solid image of what they are researching firmly in mind before they start digging into the facts. It took me some time to realize they weren’t just shirking duty. Thinking about my own patterns of investigation online, I also like to watch videos, listen to songs or interviews, and explore random hyperlinks to gain greater understanding on a topic of interest. Students who are not allowed or afforded the opportunity to enrich understanding through use of multimedia tools are undoubtedly feeling a large disconnect, considering that they are virtually immersed in multimedia technology outside of the classroom. In short, teachers need to realize that students desire more autonomy in regards to learning, and that granting them autonomy can open up more opportunities.

Essential Elements of Change: Leadership

Out of the ten guidelines presented, these are my choices:

"The principal must support early adopters and risk takers."

"The principal must be an active and public champion for all students, staff members, and the school of implementing a vision of fully integrating learning technology for the second decade of the twenty-first century."

These two guidelines resonated with me because they are crucial to the successful implementation of technology. If risk is viewed adversely by administration and early adopters are criticized instead of encouraged, the school climate will not be one that encourages innovation. I experienced this at my first teaching job. Such environments are stifling and result in stale pedagogy and discouraged staff and students. 

On the other hand, if principals are supportive of innovation and include stakeholders in full integration through transparency and collaboration, a positive, learner-centered school climate can emerge that embraces change and uses it to enhance learning, instead of avoiding change. Although there will always be resistant parties due to old ways of thinking and people not wanting to go outside of their comfort zones, technological leaders need to be dynamic, flexible, and empathetic in order to convey the importance of actively placing maximized learning as the top priority. They must be willing to listen, and to share, for the benefit of all. 

My current principal displays these positive attributes, and our school is a Success School. The students realize that we place their learning ahead of all else, and they respond by being more motivated. Teachers are encouraged to take risks and develop new methods and ideas. It is a much  more satisfying and positive environment to work in for all involved. 

Sheninger, Eric C. (2014-01-14). Digital Leadership: Changing Paradigms for Changing Times (p. 15, 43). SAGE Publications. Kindle Edition.