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Tech-2-Grow | Design Process Home Learn More Inspiration About the Author |
Initial Analysis
Harvest Middle School has adopted a magnet program, International Baccalaureate (IB), in order to meet the demands of teaching and learning in a 21st Century environment. IB is a program designed for inquiry based skills teaching through real world application and technology. It stresses TPACK skills which can be a difficult switch for some teachers who have been told for years to stress mainly content. This struggle to try and implement the TPACK skills through the IB program has caused many teachers stress, and some to leave the school. Many teachers are also only knowing the basics of technology and it’s tools, so learning in that realm is done shallowly and also takes a lot longer, causing teachers to grow impatient and go back to their own ways. The professional development we received as well is just hitting the tip of the iceberg in terms of using technology in the classroom; basic applications of programs and websites for students to use independently. This is not the only training the teachers need though, and this training is not a one and done process.
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Research
Support and Next Steps
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Harvest Middle School has adopted a magnet program, International Baccalaureate (IB), in order to meet the demands of teaching and learning in a 21st Century environment. IB is a program designed for inquiry based skills teaching through real world application and technology. It stresses TPACK skills which can be a difficult switch for some teachers who have been told for years to stress mainly content. This struggle to try and implement the TPACK skills through the IB program has caused many teachers stress, and some to leave the school. Many teachers are also only knowing the basics of technology and it’s tools, so learning in that realm is done shallowly and also takes a lot longer, causing teachers to grow impatient and go back to their own ways. The professional development we received as well is just hitting the tip of the iceberg in terms of using technology in the classroom; basic applications of programs and websites for students to use independently. This is not the only training the teachers need though, and this training is not a one and done process.
The big reason for this change in program was because Harvest was having lower and lower test scores, our diversity was lacking, and students were not engaged in their education. This problem is similar to many schools in California and throughout our country. Harvest is still in candidacy phase for the IB program, and so far it has been a long and difficult journey but many have seen some payoff in the past two years. Almost every student is prepared with a 1 to 1 device (BYOD program) and classrooms seem to be more engaging with the use of technology and curriculum that applies to our real world. But again this is just the beginning of Harvest’s journey, in training and creating teachers that can really design curriculum and execute them using the TPACK skills model.
As schools attempt to become more inquiry based and student centered, educators need to change their pedagogy and figure out how to use and integrate 21st century skills dynamically into their curriculum. Our educational system needs help in facing these challenges, especially now since we have jumped the gun and brought all this technology into schools. Teachers need to be educated on how to use technology intentionally and with purpose so that students can inquire global perspectives through their content. So often, because educators are unsure how to implement technology, technology is used as a meaningless edition to practice rather than a powerful tool embedded to enhance instruction.
The big reason for this change in program was because Harvest was having lower and lower test scores, our diversity was lacking, and students were not engaged in their education. This problem is similar to many schools in California and throughout our country. Harvest is still in candidacy phase for the IB program, and so far it has been a long and difficult journey but many have seen some payoff in the past two years. Almost every student is prepared with a 1 to 1 device (BYOD program) and classrooms seem to be more engaging with the use of technology and curriculum that applies to our real world. But again this is just the beginning of Harvest’s journey, in training and creating teachers that can really design curriculum and execute them using the TPACK skills model.
As schools attempt to become more inquiry based and student centered, educators need to change their pedagogy and figure out how to use and integrate 21st century skills dynamically into their curriculum. Our educational system needs help in facing these challenges, especially now since we have jumped the gun and brought all this technology into schools. Teachers need to be educated on how to use technology intentionally and with purpose so that students can inquire global perspectives through their content. So often, because educators are unsure how to implement technology, technology is used as a meaningless edition to practice rather than a powerful tool embedded to enhance instruction.