It is an important question without a demonstrative solution as yet. So I'll offer what
is our current attempt to deal with expectations. (I stress current because we have tried
many approaches with limited success.)
There are varying degrees of acceptance within our school of tech use from Luddite to
high adopters. We attempt to build communities of those users formed around the tools
where those interested can seek guidance from those who have already explored or are
exploring. My department (2.5 positions) monitor and sometimes guide them. That gives us
an opportunity to try to find ways to develop interests beyond the absolutely necessary
with those teachers and staff "who don't get it." (Only in the education field would that
be allowed so prevalently.)
We are beginning to set standards about what is expected at a minimal, proficient and
high level. There is discussion about part of compensation being based on those
standards. (While we are closer to doing that than ever, it has been an epoch long
discussion.) Part of the difficulty is that the target is moving frequently and the
implications of the impact rattle the skill set in content areas. Resistance is high at
the administrative level.
Still, it is within the communities that the push for change is beginning to occur, and
the weaning away from tech as the sole source of professional development has begun.
Peers are beginning to support and drive each other.
David F. Withrow
Director of Technology
Harford Day School
Bel Air, Maryland 21014
voice: 410 879 2350 ex 33
fax: 410 836 5918
skype: dfwithrow
http://www.harfordday.org
The test of the morality of a society is what it does for its children.
- Dietrich Bonhoeffer
In theory, there is no difference between theory and practice. In practice, there is.
- Yogi Berra
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