Thursday, December 12, 2013
Our discussion today started with a similar conversation that our previous PLC had at the Chester Creek Cafe. It is really about "is this working?" regarding technology. What is the balance point for screen time at Marshall for students and staff alike. I certainly don't know but I am concerned. I really don't want to implement much more technology in my classroom; I would rather engage my students about what helps them and shed the feeling that more is better. It is a discussion we need to continue.
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I'm glad someone is starting this conversation. For quite some time now, I've been feeling like I'm on a treadmill, constantly pushing myself to produce new material & use new tools, and pushing my kids to do the same, simply for the sake doing/making something new. Some of it has been good and valuable, but some of it hasn't been. I keep waiting for someone to ask me to stop and think, to assess and evaluate what I've done, but I don't get the sense that anyone's going to ask me to do that. I'm someone who's been really enthusiastic about the whole 1:1 thing. I mean, you'd have to rip my iPhone from my cold, dead hands! And I just had fun making my first two info graphics, after being convinced a couple months ago that I'd never be able to make a good one. So I'm a believer, to a great degree, and I also believe that Marshall was (note the past tense) behind the times, BUT I think it would be SMART & HEALTHY (yes, I'm kinda yelling here) if we all took a step back to breathe and think. Some folks think best on their own; some have their best thoughts in the midst of conversations. I would suggest that we let go of the PLC structure a bit…What if we were to have one Thursday meeting a month (or every 6 weeks) for the rest of the year, in which groups (MS/US? Depts? Humanities/Math-Science?) got together and just talked. Just talked about what we've done, what has worked, what has failed, what we'll try again next year, what we'll never do again, etc? Wouldn't that be nice? I think it would be valuable.
ReplyDeleteI wish I was at the Chester Creek Cafe for that discussion:-) Like any learning tool, technology's effectiveness in improving student learning requires the professional expertise and finesse of a skilled teacher. The art is in finding ways to leverage this powerful tool without using for the sake of using it. Thinking, creating, communicating effectively, and collaborating with one another are essential skills that students will need to have. Technology is one mode we can use to develop those skills.
ReplyDeleteI like your term "balance point". I finally quit over-emphasizing the technology piece in my classroom. I started using it when it seemed to fit the curriculum, and otherwise using other methods. I feel so much better about it. I'm still experimenting, and learning, and so are the students, but I feel like I can breathe again. I like Susan's suggestion of letting go of the current PLC structure. I also think that type of communication would be very beneficial.
ReplyDeleteTom, I would agree that balance for students and faculty is necessary. Students have been relieved at times to go back to paper and pencil or to do hands-on activities.
ReplyDeleteSusan, I agree that we need to get off the treadmill and breath. In all things it is necessary to take a step back and reflect. I've always been excited about learning and developing but it is difficult to be inspired when one is exhausted.