Tuesday, May 15, 2018

Stop Talking Tech, Start Talking Shop

I've been doing this tech coaching thing for a while now, and recently I have come to a profound understanding about what I do.

People don't care that much about technology.

At first I this kind of bothered me. I told myself, "I do big important things! People love me! The things I care about have a profound impact!" I mean, these things ARE TRUE. But the real point I'm making here isn't that people don't find value in what I do--It's that teachers don't necessary want to sit around and shoot the breeze about technology integration in their classroom.

They don't want to talk tech. They want to talk about learning experiences.

Sometimes technology is an important part of that. And that's where I come in. This year I have tried to fundamentally change the perception of my role from "That tech guy" to more of a pedagogical mentor. My angle is tech, but our conversations need to be about TEACHING. Here's how I try to structure my conversations:

1. Ask more Questions

When I walk into a classroom, I should not consider my job to be a technology expert. I need to be a master teacher and a learning partner. I need to ask questions to understand what we're trying to do in the classroom today. The technology could absolutely make what happens today better, but why are we starting there? Let's drill down to the objectives of the unit, lesson, or activity. What do we need to get done? Now let's talk tech.

2. Focus on Instructional Goals

Through conversation we need to get to a place where we have a specific learning activity to focus on. Rather than walking in with an agenda of "cool tech tools" we should look at the goals for students first, and then plan the experiences around that. Once the components of the lesson are decided upon, then we should start talking about how technology supports those experiences. Are we collaborating? Creating? Publishing to the world? All of those things present amazing opportunities for technology integration. But the learning must come first.

3. Respect Class Time

If we are jumping in feet first with a tech enhanced project, we should understand that changes the timeline. If a teacher wants a students to make a video, we must allow for the extra time that will take plus the time needed to simply gain comfort with the new tool. Yes, there is a profound impact in having students publish video versions of written assignments, but are we going to spend 80% of the time we have on the project learning how to trim clips and insert background music? If I am singularly focused on being the tech integrator, it would be easy to allow something like that to spoil the actually student learning. And sometimes teacher's have no idea what you're getting them into. Be transparent about the time you are asking them to sacrifice.

This is the tip of the iceberg when it comes to instructional coaching, but in the long run shifting the ways you have these conversations can make a big differences in the quality of tech integration you get with teachers and students.

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