“I have yet to have a student tell me they can’t use technology in class because they haven’t received any PD on it.”
While I understand the frustration behind the tweet, I disagree with its basic message, which is that there is something wrong with a teacher who wants to receive professional guidance on technology before using it. The subtext is that we should all be able to use technology without help, and that if we say we won’t, then we’re just whining. We’re not willing to do what we ask students to do.
First, students who are unfamiliar with tools do often balk at using them. I have found that younger students seem to be willing to play around with a tool until they figure it out, but there is a fear of failure that we tend to develop, as well as a notion that we should learn how to do things effortlessly or quickly, as we get older, and I have frequently encountered high school students who shut down in the face of using unfamiliar technology. A case in point: several years ago, I asked my students to do a poetry project on VoiceThread. The tool was unfamiliar to them, and they really fought learning how to use it. When they finished their final projects, I have to admit that only one of the groups really produced work that met the standard I had in mind. It was a technology fail on my part because I didn’t do much training in how to use the tool with the class. I expected them to be willing to dive in, explore, and figure it out. That my students didn’t produce the work I was hoping for was partly my fault. No, none of the students complained to me that I hadn’t showed them how to use VoiceThread. I don’t think it occurred to them.
One of the common refrains I hear about integrating technology is how important professional development is. While it’s fairly common for technology to be mandated with little or no professional development, I think most thoughtful educators feel professional development is a critical piece of technology adoption. I do believe that exploring a new tool, trying out new things, playing around, is the only way to really learn how to use new tools. But we also have to remember that not everyone is comfortable taking that initial step alone. A professional development session that introduces the tool and offers participants an opportunity to try out the tool when a technology “spotter” is nearby can be comforting and helpful. Also, not all tools are easy to learn without professional development. I happen to think my school’s content management system, Edline, is well nigh impossible to learn without some help, especially for teachers who have never experimented with their own websites before.
We shouldn’t criticize teachers for asking for professional development. We should celebrate it. It’s not the same thing as being resistant, which is how I think this tweet characterizes teachers. Yes, some teachers are resistant, but those teachers are resistant even after the professional development, and in those cases, it’s not really the technology that is the issue: it’s more about change. Teachers asking for professional development want to learn to use the technology in the most effective way so they don’t waste their time and their students’ time floundering around with tools before integrating them in their teaching. There’s nothing wrong with that.