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.
Learning isn’t analog any more
When I think of analog learning, I think of something static. I think of content that doesn’t change and is quickly outdated. I think of a textbook that I can’t interact with. Would you agree? If so, what do you think our students think? Is this normal to them? Do we want it to be normal to them? Do they have a say?
Learning opportunities that exist today are far from analog. The evidence of content is in abundance. That doesn’t mean we just send our students freely to the web without important conversations about things like proper digital behavior and critical consumption. This cannot be treated as a skill that we have students pick up in 8th grade from a particular course. How to deal with the flood of information and tools available to our students must become a literacy. We have a responsibility to our students. If we claim to be doing what’s best for students, yet we keep our resources and methods in the 20th century, our students are losing out.
We. Need. A. Plan.
Getting our students to a place of digital literacy begins with us. It’s a matter of modeling what we expect. It’s a matter of teaching the way we would want to be taught today if we were students in our classrooms. We must make this literacy a priority for teachers before we can expect to get our students there. Teachers: this isn’t meant to be seen as “one more thing”. Your students want you to go with them on this journey. Let them help. Let them teach you. Grow together. Leaders: it’s not a matter of finding the time for your teachers to learn; it’s a matter of making the time.
This is why a plan is important when beginning to venture into these new horizons of literacy. We have national standards for administrators, teachers, and students to help guide us in our journey to increase our digital literacy. Be sure to check out the Essential Conditions too. All are great places to start.
Does every teacher, student, and administrator need to have X, Y, and Z mastered straight away or even by the end of one school year? I don’t think so. What we expose our students to; learning that fosters creativity, communication, collaboration, and critical thinking provides them continual experiences for them to build on year after year.
For example, In my district, our department is working closely with our Assistant Superintendent of Elementary Instruction to plan out a year-long professional development plan to our elementary principals. Using the NETS-A as a guide, we’ve created learning opportunities that allow administrators to experience new tools, ideas, and resources they can take back and use with their teachers (modeling), which will (hopefully) have a trickle down effect. Teachers will become interested and want to learn more, which leads to teachers using said ideas and resources with students which leads to students being exposed to new tools and resources to foster the “C’s” mentioned earlier. Teaching and learning is happening in new and different ways. It’s an exciting plan to be part of and our team can’t wait to see what happens next.
Making a move from the “analog” is an important step. One that’s hard to make by oneself. Planning and support is essential. Stick with it and don’t look back. You can only get better.
Thanks for reading.