EdTechers - A Call to Service

 With Digital Learning Day coming this Wednesday, I imagine PBS Learning will provide an updated snapshot of how technology is being used in the classroom. While last years numbers were promising, I am concerned that they are painting a misleading picture, and thus creating a professional divide as we move to a crucial point in implementing technology and the common core.

Those of us blogging, reading blogs, attending edtech conferences, and creating personal learning networks (PLN's) are mostly early adopters. With that being the case, we have a duty that I am not sure is being addressed. In the process of understanding, exploring, and implementing technology in the classroom, it is readily apparent that students in technology-based classrooms with enthusiastic, and innovative teachers are reaping rewards that are:

• expanding the classroom beyond its traditional walls 
• connecting previously compartmentalized subject areas to one another through authentic project based learning (PBL)
• providing real-time, relevant connections between students and the world around them
• creating students that are intrinsically motivated to learn as opposed to students that are only trying to "get a good grade"

Seeing students inspired in such ways is instantaneously invigorating and leaves the educators facilitating these learning environments with a voracious desire to further develop, enhance, and expand the scope of what is happening.

This is where I have found myself in my roll of technology coach, as well as witnessed in various blog posts and conference presentations, what I perceive to be an oversight in our desire to spread our enthusiasm. In our eagerness and excitement to enrich the practices of our colleagues, we are often times overlooking the reality that many of our peers:

• do not have access to the level of technology that many early adopters do
• are overwhelmed by the amount of options available in regards to platforms, websites, apps, strategies, and assessment tools
• view technology as another intrusion on their already impacted time
• feel "talked over" as confusing acronyms and edtech jargon are casually used as if they were common knowledge
• feel that they have not had sufficient professional development to successfully implement technology in the classroom
• do not want to appear vulnerable in front of students who may or may not have more experience with any given technology
• simply have a deep seeded aversion to technology

I imagine the list could go on and on. In any case, acknowledging and addressing these concerns is one of our greatest challenges and priorities at this transitional moment. 

My students ability to grasp digital mediums and concepts is significantly hindered by the lack of saturation, and thus lack of consistency within my greater school site. Understanding that my students desire to learn and ability to produce quality work will exponentially increase their acquisition of all the skills associated with a properly function, technology-driven classroom with widespread, willing implementation of said practices, it is in all of our best interests to find pragmatic, accessible approaches toward colleagues that fit any of the bulleted descriptions above.

It is with that closing idea that I hope to open a discussion about how that can happen. Any suggestions, successful past-practices, or proven strategies would be greatly appreciated so that I could compile them for a posting in the near future.

Thanks for reading. Follow me on Twitter @mrtessier33