In the surveys that I conducted last spring, many teachers expressed the desire for ongoing lab-based computer classes for their students, with a “regular” computer instructor. Given that (at least for the near term) we have neither the staffing nor the facilities to realize such a scenario, I’ve been wracking my brain for alternative approaches that might serve as well.
Ideally, the classroom teacher integrates a technology component into their regular classroom instruction. With very few exceptions, I don’t see that happening in any consistent way. The primary stumbling blocks for teachers seem to be 1) technical issues, 2) inadequate understanding of the software, 3) lack of well-designed activities specific to that instructor’s program. Overcoming these is clearly the key to integration – the challenge for me has been to find ways of delivering the support teachers need to do that.
My observation has been that the “project here, project there” approach does not yield lasting results. It would be much better to help teachers elaborate ways to get true integration happening – something that really can’t be done in a few days over the course of one or two special projects. If somehow I could spend larger blocks of time with them, perhaps teachers would gain enough experience and confidence to generate some momentum on their own – a sort of jumpstart, if you will. This pilot is an attempt to test that theory.
My plan is to work intensively with two teachers – Betty Wing and Barbara Provost – on a regular basis over an extended period of time, expecting to address all three of the stumbling blocks listed above. I presently have them scheduled weekly until the end of the year, but I hope that they’ll be comfortable enough to say, “We don’t need you anymore!” long before that. If this model proves viable, it may address the concerns of the “dedicated lab + teacher” advocates while simultaneously promoting more meaningful tech integration K-6.
Steve Chiasson