I have been studying for the Technology Education GACE (Georgia Assessments for the Certification of Teachers) test I will take next month. This test is the last step in obtaining certification to teach technology. However, I have some concerns about the test based on the study questions provided at the GACE website. Technology covers a wide range of courses and fields. Were I to teach robotics or electronics, it would be important for me to know how transistors work, which is one of the free response questions. However, I wonder, given the fact that my goals are to teach my colleagues and students about computers and similar devices, how important is it that I know the safety procedures for operating a lathe? Or that the process used to increase the density of concrete by removing air voids is called rodding? I suppose I might, at some point, need to understand economics of supply and demand and perhaps even the advantages of oxyacetalene cutting torches over plasma cutting torches. Fair enough. But the advantage of flat-sawed lumber over quarter-sawed lumber?
More troubling to me even than the inclusion of questions related to what I would term “industrial arts” are the exclusion of questions about what I might actually do. For instance, where are the questions about the instructional design process (emphasized so heavily in my master’s course work)? Where are the questions about evaluation of websites? Where are the questions about the process for evaluating tools such as software for purchase? Where are the questions about multimedia authoring? Digital audio? Instructional media? Even basic computer literacy?
I believe that this test is designed to test teachers from a variety of instructional backgrounds, whether that background is industrial arts, computers, construction, manufacturing technology, and several other disciplines, but that’s precisely the problem. This test, from all appearances, is spread out across too many different disciplines. When I took the Teacher Candidate Test to be certified as an English teacher, all the questions were related to my discipline. They were about literature, writing, vocabulary, and grammar.
This test appears to be about several things that I don’t believe are related to my discipline. If I successfully pass it, I will be certified to teach wood shop. Do I feel qualified to teach wood shop? Not in the slightest. There is too much I don’t know about the equipment and procedures to be successful in that position. This test would also determine whether or not I could teach computer science. Do I feel qualified to teach computer science? Certainly, and this test won’t change that.
I understand that all of these areas can be thought of as “technology,” but I think it’s understood that when we use the term “technology education,” we’re talking about teaching others how to use computers, interactive white boards, software, communication devices, and similar tools. We’re talking about which tools to use to accomplish certain tasks. We’re talking about 21st century skills. I’m not concerned about passing the test, but I am concerned that passing it doesn’t really communicate anything to anyone about how ready I am to teach the material covered on the test. I would propose that the test be rewritten to focus on the different disciplines that currently fall under technology education so that both the test-takers and the administrators who hire technology educators can be sure that candidates have the skills required for their particular discipline. But I invite you to take a look at the testing preparation materials and tell me what you think.
I am excited to announce the next chapter in my life. I will not be returning to my present school after this current year, and I am actively searching for opportunities elsewhere. I have a strong background in technology integration and English and am seeking opportunities in either or both areas. One of the things I can bring to a school looking for a technology integration specialist (or similar position) is my patience and ability to work with teachers at all levels of proficiency with and investment in integrating technology. I do first-tier troubleshooting with a variety of devices, also, and I am willing to pursue advanced training in order to meet a school’s needs. I keep abreast of trends in educational technology and can help teachers use technology to make their jobs easier and engage their students. My background as a classroom teacher enables me to help teachers integrate technology in thoughtful ways. You can see a self-directed course I designed for my colleagues who wished to learn how to create websites and podcasts here. You can also see my portfolio from my instructional technology masters program here.
As an English teacher, I bring fourteen years of experience teaching students at every level and grade from 6th to 12th. I have a great deal of experience with 9th grade, American literature, and British literature. I have designed a popular elective course based on the hero’s journey. I am active in both the National Council of Teachers of English and the Georgia Council of Teachers of English. I serve on the Georgia Council of Teachers of English’s executive board as SLATE representative. I have presented at conferences hosted by both organizations, and I have also presented at the Georgia Independent School Association’s conference several times. You can see my reflections and ideas in archives of this blog, which span over six years.
Another component I bring to a school is a strong background in backward design as described by Grant Wiggins and Jay McTighe in Understanding by Design. Inspired by this book, I created the UbD Educators wiki, which now has well over 300 members from all over the world.
I am looking for a school with a strong, collegial atmosphere, where the faculty lounge is a place where teachers brainstorm and exchange ideas. I am looking for a school that has a vision regarding its plans for technology and has expectations that teachers will integrate technology and offers support for teachers wishing to integrate technology both through encouragement and professional development. I am looking for a school that values professional learning and encourages teachers to blog, use Twitter, and otherwise network to connect with both the community and their peers. I am looking for a school that values professional memberships and conferences and is willing to send me to conferences so that I can continue to present my learning to others and can continue to learn from my peers both in English and in technology.
If you feel that these qualities interest you, or if you are looking for someone like me, please take a look at my online resume and feel free to request a PDF copy with my contact information and references.
Update, 2/15: I should mention that my family is willing to relocate for the right position. My two younger children are on the autism spectrum, and the school system in the area where I teach will need to have a strong special education system. Thus far, they have received a great education, and I would want that to continue.