Setting the stage for staff development : uniting constructivist  (Page 3/7)

The all-to-often occurring practice

Let’s take a look at how we see technology being used in many of our classrooms. Remember one of our earlier questions–How prevalent are constructivist learning strategies in our classrooms presently?

Rather than report on my observations of classrooms in several states, let’s address this question by setting forth a few key concepts of constructivism. As you read through them, answer for yourself whether or not the use of technology in the classroom takes any of these concepts into consideration.

Concept #1

Concept #2

Concept #3

Concept #4

Concept #5

Unless your experience and observations are different from mine, I suggest that the current use of technology in the classroom takes few, if any of these concepts into consideration. Instead, we see excessive use of drill and practice, absence of student interaction, and the lack of real-life problem solving activities. In more cases than not, the student at the computer is so far away and disconnected from the teacher that they could well be in different rooms.

A caution to the principal as technology leader

Although our understanding of learning has changed dramatically, the role of the computer in learning has pretty much remained the same–as a tutorial aid, comprised mostly of drill and practice activities. Herein lies the caution! Research seems to indicate that“technology has not radically changed the way we teach; instead, most technology mirrors traditional instructional pedagogy”(Nicaise&Barnes, 1996, p. 205).“Most uses of technology are still based on the oldest learning theory of all, the master-apprentice, one-on-one tutorial, with monitor substituting for teacher as the tutor”(Callister&Dunne, 1992, as cited in Pepi&Barnes, 1996, p. 231). Critically looking at our appetite for computer technology, Pepi and Barnes warn:

As much reason exists to believe that computer technology will reinforce and maintain the traditional role of the teacher as to believe it will become the agent of positive institutional reform. An inherent danger in accepting technology as the catalyst for educational restructuring is that such a view enables us to ignore a more fundamental problem facing our schools, namely bad teaching. (p. 231)

Implications for technology leader and staff development

A major role for the principal as instructional leader (and technology leader) is to provide appropriate staff development programs that allow teachers to enhance skills and remedy deficiencies (Rebore, 1998, p. 163). As the principal evaluates and supervises teachers, staff development programs are essentially the vehicle for effective instructional use of technology. The all-to-common practice of the“let’s have a workshop”continues to make a bad situation worse.