Recently, I have been able to observe some exemplary models of 21st Century teaching practices and it reminded me of two things. First, many of our veteran teachers have instructional practices and knowledge about how students learn that far outweigh any challenges they may have with learning new computing skills. Second, it really isn’t about the technology integration; it is about engaging learners and creating educational environments where students learn, and thrive.
In one classroom, I observed a Biology lesson. On the board was a prompt requiring students to draw a model of how DNA was involved in the process of protein construction. While the students were drawing on their IPADs, the teacher circulated checking on homework and entering grades from his phone. The teacher selected one student to mirror her drawing on the screen at the front of the classroom. The teacher led a class discussion reviewing protein construction and connected the learning to student’s healthy eating habits. Around the classroom, there were physical models students had constructed of DNA. In one corner of the classroom, a group of students were getting ready to present a “DNA Rap” they had written the lyrics to and produced using Garage Band.
In another classroom, an independent study student was using padlet to create a presentation explaining the fundamental economic questions. The plan was that other students could add to the Economics Padlet creating a resource for students to collaborate on and benefit from even if they were not able to meet in a physical space.
Another teacher had students creating car models which they raced in a competition. Students used the Internet to research the shape and design of their model. They made measurements and computed rate, time and distance based on their models performance. The activity was structured so that each student had a role, there were steps which needed to be completed along the way, and there were time limits on how long the steps could take.
In each of these instances teachers used well established instructional practices such as checking for understanding, formative and summative assessment, student collaboration practices and project-based learning to engage learners and ensure that all students had multiple opportunities to master their learning objectives. The technology facilitated learning the concepts, but the point is these teachers had well developed instructional practices and they incorporated the technology into those practices.
Sometimes I think our veteran teachers hear that the skills they have been teaching and the teaching strategies they are using are irrelevant and out-of-date. They feel overwhelmed and defensive. Instead, I would like to propose that we help our most experienced teachers develop a growth mindset about technology by recognizing and celebrating the strengths they bring to the table.