Chapter 14
At my school and district there is
a big push to use technology in the classrooms and integrate it into our
lessons. Every classroom has received one iPad to use for instruction and with
students. The performance problem is in the gap between the curriculum and the
use of technology. We must follow the curriculum scope and sequence, yet we
must also find a way to integrate one iPad because it is not part of the scope
and sequence. We have not had coaching as to how to combine the two. A
non-instructional solution would be to provide staff development that
specifically focuses on the blending of technology and curriculum. There must
also be funds to download applications needed on the iPad and for the purchase
of more iPads. Ultimately, the curriculum specialist must integrate our scope
and sequence with technology use.
Chapter 15
The definition for performance
support systems has expanded since the 1980’s. Originally Gloria Gery defined
it as an intervention to address software and associated procedures. She
believed too often learning interventions in place were “training band-aids”
that could have been avoided with the accurate support for employee.
A performance support feature is a
performance support broker who finds resources and additional information to
complete the task successfully. This would be beneficial for my performance
problem because one of the issues is lack of resources. We do not have enough
iPads for every student. Another benefit is the support of the work context
integration, which minimizes the amount of time the performer spends in the
performance support broker looking for information. This is crucial in
education because as we all are aware, we never have enough time. A
disadvantage is the material developed in performance support is usually
inaccessible to other learning managements. For example our curriculum specialist
may not be in the loop of how to implement technology with scope and sequence
because the performance support is isolated.
Chapter 16
Both explicit and tacit knowledge
would help solve the performance problem above. Explicit knowledge is knowledge
that can be documented. We need this type of knowledge now. Our scope and
sequence is a form of explicit knowledge. If we had examples in our scope and
sequence do integrate the iPads and technology we wouldn’t have a performance
problem. Tacit knowledge is the knowledge of experience and insight. If we
individually or as a team knew how to integrate the technology while staying
true to scope and sequence and our curriculum, there would also not be a
performance problem. This type of knowledge can be collected through training
programs. We must start by forming a team of teachers who are successfully
using technology and the curriculum. Data must be collected based on student
performance and scores. Then we must create training programs and conferences,
which will allow for peer-to-peer collaboration.
Chapter 17
I don’t think I have been part of
informal learning yet. But I think I will be soon…
In February I have signed up to go
with other colleagues to Austin for a technology conference. I will obviously
have to arrange my work schedule and personal schedule in order to attend the
week long conference. This will definitely be an informal learning experience
that will be shared with others. As I mentioned above our school is gearing
towards the use of technology. I will be a part of this team sent to Austin to
learn more about the integration of technology in our classrooms. It will be
information I will have to share with my colleagues. In my situation the
knowledge I gain could be managed if my principal specifies which speakers she
wants me to go listen and how many days I will attend the conference. Because
my principal attended the conference last year she knows which speakers she
would really like to hear again and which ones she finds to be most beneficial
to the teachers she is taking. I think the informal experience should be controlled
in the sense that we are told to go to specific speakers. But, it should also
be informal if we have additional time we can also chose the speaker we want
gain more knowledge from.
·
I have attached the link to the Technology
Conference if anyone is interested to explore the website.
Hi Brenda,
ReplyDeleteI’m back again this week and I have enjoyed reading what you have to say. I can really relate to the performance problem you mentioned. I have also had the experience of receiving technology without proper training. The most crucial aspect of integrating new technology into our classrooms is seeing how it will improve student learning. It often seems that administrators and school boards are more intent on seeing ANY technology in use rather than specifically the kind that will help kids the most.
You point out something interesting in saying that part of the problem in integrating effectively is that performance support is isolated. I think this could easily sum up many of the issues facing teachers as we try to effectively incorporate technology in the classroom. We have one person evaluating one aspect of technology use, another evaluating curriculum, another evaluating price…and they never seem to connect to each other.
You very concisely defined explicit versus tacit knowledge and how they can affect the outcome and continuation of your performance issue. I think this is always an important issue to address. We must synthesize both the explicit and tacit to achieve the most effective structures in our performance systems.
Great post this week!
Thanks,
Lauren Craft
There is such a push to use technology in the classrooms but thought is not being put into how to help teachers use the technology. It seems like schools and districts want these devices to say they have them but they don't think about how they will be used in the classroom. Your problem seems very common. It would be very helpful when districts are putting their curriculum together to incorporate the technology so it is already ready for you. The use of the technology may need to wait while the curriculum is being written up but the technology is already not being used anyway because teachers aren't sure how to integrate it anyway. The conference you are going to in Austin sounds really interesting. I hope you learn a lot and are able to use it in your classroom and share with your school. Good luck!
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