weakest or most backward 12% of teachers. They tend to correlate more
closely with the 12% most experienced and most well-respected teachers. Not
a 12% that I would choose to ignore or disengage from.
My sense is that usually the lack of technological engagement is, as Renee
suggested, based on legitimate lack of time, long experience teaching
without technology (so the efficiency gains of technology are not appealing:
they would require major loss of efficiency to retool with technology, at
least initially), and deep involvement with co-curricular aspects of the
school (e.g. dorm heads, college advisors, varsity coaches) that devour
enormous amounts of their time (did I mention lack of time? Lack of time.)
It has probably been ten years since I talked to a teacher who was not
employing technology who was not keenly aware that they _should_ be using
technology and who didn't have some ideas about how they might use it.
-- S
Seth Battis / http://battis.net / seth@battis.net / @battis / (323) 638-7384
On Wed, Nov 3, 2010 at 1:39 PM, Steve Taffee <staffee@castilleja.org> wrote:
> Personally, I'd be inclined not to spend much time on the 12%. There's
> greater pay-off working with those who are ready to move, and in rare
> cases,
> there are teachers who are so gifted in other areas that who cares if they
> use technology?
>
> It's tough to let some people go on in ways that don't challenge them to
> stretch and grow, but let's be realistic about not letting the tail wag the
> dog and becoming a drag on other innovators. Isolate and control their
> reach
> is the tough love that may sometimes be required. The recalcitrant are
> adults and make their own decisions.
>
> s
>
> -----
> Steve Taffee | Director of Strategic Projects
> Castilleja School | staffee@castilleja.org
> 1310 Bryant Street | www.castilleja.org
> Palo Alto, CA 94301 | taffee.edublogs.org
> 650.924.1040 (Google Voice)
> Women Learning, Women Leading
> <http://twitter.com/sjtaffee> <http://www.linkedin.com/in/stevetaffee
> >
> You don't *really* need to print this do you?
>
>
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