Here’s a hammer, now go build a house.

Throughout my career as a Secondary Teacher I was always showing my peers how to use technology. Whether it’s getting a DVD player to work, setting up a data projector or getting connected to a network, so many teachers have no idea about how to use technology that differs from what they’re used to. It’s such a sink or swim situation for many teachers without a technological bent. Most of the time they rely upon other teachers or students to set things up, which solves the immediate problem but doesn’t address the overall issue of why these teachers are dependent on others in the first place.

My theory is that it’s simply due to a lack of appropriate education, we forget that teachers are learners too and so also sometimes need to be guided. We just expect that teachers will sit down with a manual and work it out in between planning, teaching, marking, reporting and the mass of extra-curricular duties that fills up the day.

Learning how to use a DVD player can be hard enough, a data projector even worse, so how can Education authorities expect teachers to implement computer technology into their curriculum delivery without ensuring that they are actually competent and comfortable with the technology in the first place. Sure, most teachers know how to use Microsoft Word (even if they only use 2% of it’s capabilities) and manage to get through reports each semester, but how many are really comfortable enough with an operating system and the specific software for their subject area to implement it successfully? Not many, I can tell you.

I do love it when a statement is made to the effect that training has been provided for staff. Upon further inquiry this training is usually found to be a day or two of information overload where participants walk out with their eyes rolled back as they try to process the 12 months worth of data they’ve received in 12 hours. Sound familiar?

Professional Development. Look up the definition for the word “development” and you will find something to the effect of “the process of being developed”. Now look up the definition of the word “process”. “A series of actions or steps taken in order to achieve a particular end”, says my Oxford. A series? Does that not imply a gradual curve of growth? Technological competence is something that is gain over a period of time, gradually. If we taught our students the way we teach our teachers, it’d be a case of “Here’s the booklet with all you need to know, see you in 10 weeks time when you rock up for the test.” Need I say more?

I guess all I can add is, watch this space.