I hope I didn't imply that the 12% were deficient in any way (we're talking=
about 16 teachers). They are almost all great teachers. They fall into a f=
ew categories of technology interest level:
1. Want to integrate technology, but have not been able to carve out time t=
o do so. Solution: start with the week-long Technology and Learning Institu=
te (TLI) that I run immediately following the end of the school year. Teach=
ers are paid for their time and end up with a project they will try in thei=
r classrooms. I follow up with these teachers during the school year.
2. Don't want to integrate technology for all the reasons you have heard be=
fore: bad experience in the past, didn't see any tangible results for a lar=
ge investment of time, new teacher with too many other things to worry abou=
t at the present time, etc. Solution: wait for the right moment and pounce.
3. Don't really think about integrating technology, and never have after te=
aching for 30-plus years. While there are one or two curmudgeons, the other=
s in this category are among our best teachers and truly loved by students.=
They are either magnificent "sages on the stage" or experts at the Harknes=
s method. Solution: as long as the kids love these teachers and are learnin=
g a great deal, I'd leave them alone.
Truth be told, my hands are more than full with the other 88%.
Joel
--
Joel Backon
Director of Academic Technology / History
Choate Rosemary Hall
333 Christian St.
Wallingford, CT 06492
203-697-2514
On Nov 3, 2010, at 4:39 PM, Steve Taffee 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 reac=
h
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<mailto:staffee@castilleja.o=
rg>
1310 Bryant Street | www.castilleja.org<http://www.castilleja.org/>
Palo Alto, CA 94301 | taffee.edublogs.org<http://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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