(I still find it funny what blog posts start conversations)
The more this conversation emerges the more I’m convinced that an embedded technology approach is a great approach to use in schools.
My issue is I’m teaching skills without content. My rubric is based on the skills of creating a web page. The layout, color scheme, link placement, etc. But the content…is just content to create the site. Clarence has the opposite issue:
What was important in this case was not the coding and the software skills, although they did come into play. What was important was the information presentation skills, the design and interplay of colours, fonts, organization, etc.
So as a classroom teacher he’s concerned about information and presentation skills. As a technology person I’m interested in coding, layout, color, and presentation skills. Our interests are the same, but our focus is different. Clarence has good technology skills, I would say above average compared to most teachers and probably doesn’t need a technology person helping him teach these skills to his students. But for the teachers that are focused on information and presentation but don’t have the knowledge of web design, a technology person there to help is critical.
This is why I like the term embedded technology rather than integrated technology. Integrated to me seems like we’re putting it on top of what we’re doing when really the technology part is embedded as part of the assignment. It’s like a hamburger: A patty is far better when presented with lettuce, tomato, ketchup, mustard, and relish (substitute your favorite toppings here! FYI a good burger is something I can’t wait to have when I get back to the States in a couple weeks.) between the buns not on the side as add ons.
In order for an embedded technology program to work you have to have two key factors in place.
1) A classroom teacher who is willing to open their door, team plan/teach, and understands the skills needed to complete the project.
2) An educational technology person how understands teaching and learning, understands the standard or outcome the classroom teacher is trying to meet with the project and can team plan/teach lessons.
There are teachers out there like Clarence who are a 2 for 1 package and can do both. I can’t wait until all teachers are at that level and I no longer have a job. I’m waiting for the day that a principal comes to me and says, “Jeff, I’m sorry but our staff doesn’t need you anymore.” As strange as that sounds…it brings a smile to my face.
Moving to an embedded technology model allows us to teach 21st century skills within our content areas. Both are more meaningful and engaging to the learner. Personally I’m looking forward to next year where my full duty will be to help teachers embed technology into everyday content. Next year Dreamweaver might be more relevant to me and my students as there will be a purpose for us to use the program other than me teaching it because TTWWADI.
[tags]TTWWADI, 21st Century Learning[/tags]