So, I’ve been thinking about victories–small and large.
My school is in the process of transitioning to a 1:1 learning environment. Our middle school went 1:1 this past fall, upper school (high school) will be 1:1 next fall. One of the things I am responsible for is preparing our faculty and students for this transition. Really, faculty members are responsible for themselves, but I’m responsible for helping them help themselves. As you might imagine this is not all hearts and rainbows. However, I have a success story to share. It is not my success; it’s another teacher’s success. I am so excited for her.
She sent me this email: . . . that was my first use of the computer that changed the experience for the classes!
So, here’s what happened. She tried something and her classroom was instantly transformed.
HA! No. That’s not how transformation happens, silly. Think again.
She has been testing out some new strategies and tools for a awhile. She has wanted to try things, and sometimes I have had to say, “No you don’t need another tool here. You need to think about your classroom goals first.” We have spent a lot of time talking about classroom teaching about writing, about whether google docs will make students better writers. (Spoiler alert-it won’t.) We talked about my class too, which has been really helpful for me.
It was mid-March when I got this email. This conversation has been going on since last school year. This year she really committed to making some changes from the beginning of the year. She has taken charge of her own professional learning–summer work, meeting with me, trying things. Most importantly, she has kept at it. Initially, we were talking substitution, maybe augmentation on the SAMR model *(See below for more info.) And, that was fine. Totally fine. Using technology is not always wow-y. Wow-y is possible, but it takes time to get there. A lot of time it’s not even possible to imagine wow-y at first.
If you look at the SAMR model, transformation is the wow-y level. Transformation consists of both the modification and redefinition levels. Modification is defined as tech allows for significant task redesign. Redefinition is defined as tech allows for the creation of new tasks, previously inconceivable.
So, if we go back to my colleague, she didn’t get to start above the line in the transformation zone. No one does. She had to start down there at substitution and augmentation. Looking back, she may even think she had to spend more time that she would have liked wading through those levels. I would say that part of what wading around does is provide time to get used to each step. There isn’t a set amount of time you have to spend at each level before moving on. It’s all personal. So, the more you engage in that thinking, the more you have those conversations and begin to be willing to look at your discipline differently, the sooner it is that you will get to transformation. You can’t get there by hopping on the train and waiting for the stop to be announced. Just like our students, we must work for it.
I think there are a lot of ways in which we aren’t that different from our students. Who doesn’t like a victory?
* The SAMR model is a framework developed by Dr. Ruben Puentedura that helps teachers evaluate technology use. There are four levels of technology integration. First is substation, then augmentation. These are both in the enhancement group. Next are modification and redefinition. These two constitute the transformation level. Check out Kathy Schrock’s website for more info and a good image.