I recently read a study (Vongkulluksn, Vanessa & Xie, Kui & Bowman, Margaret. 2018), regarding the role of value on teachers' internalization of external barriers, and this gave me a glimpse into why some teachers will complain of barriers that may have already been eliminated. A teacher with the belief that technology in the classroom should be for the benefit of the teacher, cannot easily begin to allow students to experiment with that technology. One-to-one tech programs cause alarm in these teachers, and they perceive possible harm and distraction to their instructional program. These perceived barriers are voiced as 1st order barriers ( naming the devices, and lack of training and support) because those are less personal.
The points above stood out, because I see their evidence in my own school staff. As the Tech Integrationalist, I came in at the beginning of a year with DL. Previous to the forced remote teaching, most of the staff mainly used tech to support their own instruction. Now they are being forced to promote tech as a learning platform as well. The following complaints were common among the staff: "Students don't know how to use the iPads;" "The iPads are too old to support our platform;" "There is no structure within the school when it comes to remote learning;" "We can't meet without an agenda;" "The internet creates too many disruptions to Zoom or Meets instruction;" "I feel uncomfortable meeting face2face." Now, I know for a fact that all except the last statement are false. However, the admission of 'feeling uncomfortable' may have been used to provide a barrier, but it also holds the key to how some staff react to change: it is uncomfortable.These staff have buried their heads in the sand, waiting for the day when they can teach their students face to face again. I have heard, “You just can’t teach Science remotely!” as a reason given why the curriculum has been reduced to math and reading. I need to convince them that there are appropriate digital tools for students to experience that hands on activity. But for every argument I use for, there will be more against.
For students we can concentrate on taking away the anxiety, and the discomfort of being pushed into new areas of learning. We start with what is known and comfortable, then build on related new content. Students who are made to feel successful will develop a "can do" attitude, a growth mindset. We not only want them to be problem solvers, but solution designers. Solution designers can face problems with a creative energy for finding and testing out solutions, and sharing them for other's benefit. Can we not do the same for staff?
Each time we flipflop between distance and on campus learning, the whole community must make a new adjustment, and take on a whole new set of conditions. We are in the process of going into a hybrid model where students attend face2face in the morning, then remotely in the afternoon. Add to this the factors where students can choose to come on campus or stay at home, and the possibility of this new model being as short lived as the last. A new perceived barrier is, "How can I possibly adapt my teaching so quickly to continual changes?"
My message must be: You have enormous ability to adapt, and so do your students. Take a moment to brainstorm some possible changes, and share those with other staff. Be on the look out for small successes and share these for the benefit of all." After all, we are becoming experts in change and creating solutions. This can only benefit the future of education.
Reference:
Vongkulluksn, Vanessa & Xie, Kui & Bowman, Margaret. (2018). The role of value on teachers' internalization of external barriers and externalization of personal beliefs for classroom technology integration. Computers & Education. 118. 70-81. 10.1016/j.compedu.2017.11.009.
