Teachers and Technology–some doubts
Beginning tomorrow, I’ll be attending and presenting at “ELTing in a Hi- tech World” at the Instituto Dominico Americano in Santo Domingo, Dominican Republic. I’ll be well accompanied since Susan Gaer will also be presenting. I’ll be giving a plenary, an introduction to Web 2.0, and two talks on blended learning and listening comprehension.
I’m writing this from Santo Domingo…a very nice place. However, here come my doubts. More and more schools and organizations are planning events dealing with technology and teachers attending the events seem to come to the “techy” talks, but how many of these teachers will really use what they see? Not because they don’t want to, but rather because the speakers are assuming a much higher level of technical knowledge than the teachers have.
I hope I’m wrong, but I really don’t think most classroom teachers use technology much beyond the level of checking email and making calls on their cellphones. (Just to be clear, I usually give my technology talks in Mexico, but I have given them in other Latin American countries.)
I must admit, I have noted changes in the last few years. Around two years ago I was surprised when I asked a group of middle school teachers outside of the Federal District in Mexico if they had email addresses—they all did.
Recently I have asked attendees if their schools have Interactive White Boards (IWB)…very few do. When I ask if they use the Internet, most raise their hands and when I ask if they have read a blog, maybe 75% have. However, if I ask if they have a blog (even if they write in it as irregularly as I do), I only get one or two hands raised.
I plan to ask participants here in Santo Domingo how much they use different kinds of technology in their classes. I’ll report back on the results on Friday.
June 10th, 2009 at 7:16 pm
I completely agree with you. I found the same throughout Central America, and in Colombia. This in particular applies to public sector teachers, but is also true many times for those at universities or BNCs. I always find some who are doing a lot with technology, but most of the teachers I work with on a regular basis don’t do too much.
I just got back from a trip to Barranquilla and Cartagena, and was pleased to find that people at least have a basic understanding of what web 2.0 is. When I worked there in 2005, no one had seen a blog and even less had one, but now it’s common knowledge. Looking forward to see what you find in the DR.
June 11th, 2009 at 7:00 am
Hi JoAnn,
Thanks for leaving this blog. It’s high time we start talking more about teachers and technology. My first thought is that the divide, or lack of using it in the classroom is generational. Younger teachers may often feel out of place ’showing up’ their older colleagues with their tech skills. Those who have been in the profession for a long time may be set in their ways. I say if a school, or a district make technology a priority, then they will have to do so as a group effort. That is to say, give teachers training, give them paid time off to do so, and involve students. So much is out there for us to use. It just takes time, confidence, and a little bit of experimentation. Honestly, I don’t see how teachers can not use it since
Mary
students almost expect it. My goal this coming academic year is to do some podcasts for my classes.
June 12th, 2009 at 7:46 pm
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June 19th, 2009 at 1:24 pm
I teach in the heartland of the USA. I began teaching in 1985–but I use technology and incorporate it as a tool for all subject areas int he elementary grades. I believe that teachers will get on board with tech when they have the access and see how it will open up a new world for themselves and their students. Give the teachers the tech (ie, laptops, projectors, video cameras, white boards, internet access) and they will use it
June 19th, 2009 at 1:40 pm
I agree that if the teachers don’t have the technology at hand, they probably won’t see it’s useful. However, I wonder about teachers in less than ideal situations—like in most of Latin America. Often they have the technology–computer language labs, IWBs in the classroom, etc., but since they teach 6 or 7 contact hours a day with no office hours (or even an office to have them in), they are only exposed to technology at the limited training sessions their schools give them. They don’t have time to follow up or design materials.
I often wish I could come up with a solution for them. Sometimes I feel the problem is so big, I can’t figure out where to begin….
JoAnn
June 19th, 2009 at 3:06 pm
JoAnn, Your comment is well put: even IF the technology is available, TIME is needed to dive in and use it. The issue of contact time also affects “follow up or design materials” on an every day basis — for assessing and planning for student improvement as well as for learning new technology. To improve education and implement technology, teachers need more time for both learning technology and for addressing the learning needs of students.
June 30th, 2009 at 8:00 pm
I know technology can assist learners.However; I think that computers,ipos and web-based exercises must not replace the words and expressions students need to communicate effectively with speakers of other languages.
July 1st, 2009 at 7:14 am
Hi JoAnn,
I agree with the point you make about teachers being given insufficient training in the use of technology. I think insufficient access to technology probably plays a fair part in the equation, also.
I’m based in the UK and I teach ESL to adults. I worked in the IT industry before becoming a teacher and I’ve always incorporated technology into my lessons. Most of the courses I teach on are designed to deliver ESL in conjunction with ICT and because of this, I normally get booked into rooms where I have access to the resources I need. Not all ESL teachers I know are as lucky. Where resources such as interactive whiteboards and ICT labs are in scarce supply, ESL often seems to be somewhere near the back of the queue. I would imagine that the situation for English language teachers in other parts of the world is fairly similar.
I’ve always written interactive materials to use with my students and communicated with them via blogs, texts, email and such between lessons but I’m sure that this is pretty far from being the norm. Most of the teachers I’ve worked with (Both young and old) lack the confidence to use technology in their lessons. I also think that perhaps some teachers are resistant to using technology because they see it as creating more work for them to do. Lack of technical support when equipment breaks down is another issue – particularly with evening classes.
In response to Asdrubal’s point, I don’t see technology as replacing words and expressions, but rather as providing learners with another string to their bow. Technology provides students with the tools to learn independently and to practice using words and expressions not just within the classroom but also outside it. On that basis alone, I would argue that it is a good thing and an improvement on learning models that have traditionally gone beforehand.
July 1st, 2009 at 8:58 am
I agree with Sue. We only have students in class for a limited time each week and we know most don’t spend their free time practicing English. Technology can offer them attractive alternatives to paper workbooks and other homework. Many learners spend a lot of their free time online (either on their own computers or at cybercafes) and if we can guide them to fun, engaging sites in English, they can double their contact time with the English language.
Asdrubal, when I visit you all in Nicaragua (whenever that might be), I’ll give you some talks on using technology with your students…you’ll be impressed at the quantity of quality sites available.