They Like it Simple

For the past 11 years, I've been what's been called a 'Technology Resource Teacher.'  That is, I help teachers use technology in their classes.  I've done many, many an hour one-one-one with a teacher, walking them through all kinds of things technology.

And what have I've learned?

• When working with adult learners, i.e. teachers, take things slowwwwww.  
• Let them use the mouse.  
• Let them ask questions. (just try to remember where you left off)
• Don't point at things on the screen with fat fingers (they inevitable click something to the side or below my fat finger)
• Focus on the 4 P's:  patience, praise, positivity, and play.  Win them with patience, wow them with praise, focus on positive progress, and make it as fun as you can. 
• Keep everything super-duper simple

And also....don't talk much.  Listen and do.

The Man or the Machine?

I wonder now and then about which is the more important part in the equation, the man or the machine? In my job, there's plenty of opportunity to observe this interaction between man - or woman -and their technology. Making my rounds between 3 buildings, over a hundred teachers, eight grade levels, and 2400 students, I see the visible and the invisible spectrum of technology application and use. I normally don't evaluate their use, be it inspiring on the one extreme or embarrassing on the other. But, it is very curious to observe what is truly a very personal interaction between man and device. Here are some things I've casually noted about classroom teachers and their technology:

1. Whether the teacher loves or hates the technology they use, it's theirs. No, really! It's theirs. Ever try to take it away from them? During a class?
    
2. It appears that the technology being used - be it a Smart Slate or the projector showing a class wiki - becomes one and the same with the human. What would that be called then, techno-humanizational morphism? That is, the manner in which the technology is being used effects the technology itself and takes on the persona of the individual using it. So, the animated teacher makes the technology come alive. The same technology in the hands of the quiet, demure teacher, demands a bit more attention will have to be paid by the audience.
    
3. The user often exudes an air of confidence that his use of the technology is effective.
   
4. Most teachers are amazed, even grateful, to be shown new ways to use technology they thought they already knew well.

With all that said, which element is more important, the man or the machine? It's a silly question I suppose and though not as deep as some thoughts go, I'll stop my rambling and begin to make a conclusion with the following: Both elements- man and his technology -are interdependent and are of equal value when used appropriately. Personality of the human certainly is a key factor here and its importance can't be diminished. If technology were taken out of the equation, good teachers could and normally would still be good teachers. Technology in the equation could however, equate a sum greater than without. The technology seems to accentuate the personality, stratify the experience (good for different types of learners), and personify the individual.  You know...like Winston Churchill with his pet bulldog.

Would love to hear what you think. 

Why Integrate Technology into the Curriculum?: The Reasons Are Many

Article: http://www.edutopia.org/technology-integration-introduction

Did you read the whole article then? What are your thoughts? Perhaps, you could read some of the comments given in response to this article. In the 4th comment, someone projects the thought that using technology for most teachers is perhaps too daunting of a task. What would you say to that? To top off the discussion, where does the stress of keeping up with standards fit in?