experience this semester with several substantial changes (for economical
reasons) this year, what we have seen is that for many of our experienced
teachers this has been an opportunity to rethink their positions on a number
of issues and we have found that Making Change is always a sense of loss. If
we can Making Change can be a gain as well, everyone wins: students and
teachers, educational institutions, and IT Departments.
On Thu, Nov 4, 2010 at 2:11 PM, Seth Battis <seth@battis.net> wrote:
> Ironically, my sense has been that the 12% not using technology are not the
> 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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>
--
David F. Withrow
Director of Technology
Harford Day School
Bel Air, Maryland 21014
voice: 410 809 2406
fax: 410 836 5918
cell: 443 876 3422
skype: dfwithrow
http://www.harfordday.org
"What we want is to see the child in pursuit of knowledge, and not
knowledge in pursuit of the child."- George Bernard Shaw
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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