Kyle B. Pace

Tag: technology

Don’t Forget the Little Things: Movement Matters

Forward movement matters. Remaining first and foremost a learner is a mindset that matters.

When striving to move administrators, teachers, students, support staff, etc. forward with technology, we need to keep in mind that movement matters.  Any movement. Even if you view what you’re learning/trying as minuscule or not as much as another colleague is doing, it still matters. You’re keeping a “learner first” mindset.  It’s a mindset that’s going to benefit you as an educator and it’s going to benefit the students we serve.

Whatever it is: Google Apps, social media, Chromebooks, tablets, etc. (the list can go on and on); you’re stepping out and trying something new. Don’t worry about how fast or slow you’re moving forward. The point is that you’re moving forward! You’re tackling the fear of trying something new head on. You’re modeling a learner mindset. We should be constantly be modeling this for our students, parents, the community, and those we lead.

I think sometimes we think that if our forward movement isn’t happening fast enough or in a big way in a short amount of time, we see it as not being a big deal.  As not mattering or having something worthy to contribute at a staff meeting, in a tweet, in a blog post, or at an edcamp. I’ve had teachers say things to me like: “Yeah but all I’m doing is (blank).” or “I don’t have anything worthwhile to contribute.”.

If you’re trying out something new you’ve learned, own it. Be proud of what you’re doing. Share it with your colleagues. Get comfortable with it, stick with it, and embrace the occasional “speedbumps”.  Just don’t forget to keep moving forward.

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An informed decision

I met with the administrative team earlier this week at one of our middle schools. They wanted to talk iPads. They were thinking about purchasing them for themselves to be more efficient with their administrative duties as they do walk-throughs, formal observations, etc. We met for over an hour talking about the device. What it will do, what it won’t do, and possible workflows for things they wanted to be able to do. They came ready with their questions, which was fantastic. They came into the meeting with an open mind. In fact it was so open of a mind that by the time I left they had decided to not buy iPads for themselves. They didn’t come in with the “gotta have it” mindset. They came in with the “do we need it?” mindset.

These administrators did however, get a much firmer grasp on the possibilities when placed in students’ hands. I didn’t spend a lot of time showing educational apps, but I did show a few of my favorites. I keep folders of apps for several subject areas on my iPad so I have them organized and ready to go if I need to do a little show and tell.

I’ll admit, I had a pretty good feeling going in that the device wasn’t going to be best for them for what they were wanting to do. It’s not going to replace a laptop. Will it get there some day? Possibly. Do I enjoy having an iPad? Absolutely! This Apple fanboy has his hand proudly raised. However, while it is a great device and offers great potential in the hands of students, I also know that it’s not the device for everyone. I wasn’t there to tell them they couldn’t buy iPads. Even if after meeting with me they still wanted them, that was fine. I would still support them in their use. I was there at that moment to help them make an informed decision. The administrative team decided they did not need them, but they did decide that they’d like to begin some sort of implementation in their building to put them in the hands of students. Not as the end-all be-all device, and no huge instant influx of them, but to add to the variety of tools available to teachers and students.

We get so excited about the next big thing. It’s easy to get excited! I get just as excited as the next person. If you were on Twitter around noon CST on Wednesday there was lots of excitement:

I’ve learned, however, to have a bit more of a critical eye to what the device (doesn’t matter what it is) can do for our students. Isn’t that what we should do with everything? Not be so quick to run out and buy, but to ask, “Does this make learning better for our students?” This isn’t a decision that can be made in one hour, or even one day. Careful planning and thoughtful questioning is important. We have homework we need to do too.

I really appreciated these administrators taking the time to make an informed decision rather than just running out and buying because it’s a hot item right now and then after the fact say, “Now what do we do?” I think the willingness to be open, ask questions, and be informed in the long run can sometimes take us farther in the long run.

Thanks for reading. I welcome your comments.

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Letting Go…Eventually

When I was meeting with a teacher earlier this week, the teacher said to me, “I’m just having a hard time letting go”. This was in reference to a current method of instruction because of a new piece of instructional technology I was supporting her use of. I honestly don’t remember what the technology was because this past week was a crazy one. This teacher’s comment resonated with me though. By the way, my response to her comment was something along the lines of, “That’s OK. Change is hard but doesn’t have to be instant”. In my efforts to support this teacher in a new endeavor of  instructional technology, it would be unfair of me to push too hard. Don’t you agree? Should there be a speed limit on the change process?

Teachers need a continual support system in place with any instructional strategy, technology or not. They need the initial formal PD upfront, classroom visits if necessary, ongoing communication to “check in”, and then more formal PD to build upon existing skills. More specifically to technology, however, if a financial investment is made and a plan is not in place to support it (continually), then we have not only failed our teachers but we are also failing our students. When I say “we”, I don’t mean there is a finger-pointing at any one leader (principal or other administrator), I mean “we” as a collective body of leaders that want what’s best for students.

I think sometimes we try too hard to exceed the speed limit in the change process. We get excited and want to buy everything and we want everyone to change right now. We’re at a point in education where change is inevitable, and necessary. We shouldn’t forget the old adage, “Talk is cheap”. However, how fast is too fast to expect change? Teachers are going to have a hard time “letting go”. Do they need to eventually “let go” 100%? I think they do.

Change is the law of life. And those who look only to the past or present are certain to miss the future.

— John F. Kennedy

Let’s be ready to support teachers appropriately but also remind them in their effort to try something new, change doesn’t have to happen overnight. However, it does need to happen.

Just some thoughts on the matter. Thanks for reading.

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