Authentic Transformation of Teaching Practices

In my EC&I 832 class, I’ve been asked to reflect on the ways in which ” …schools could implement computer-supported learning in ways that authentically transform teaching and learning.” So I did a little bit of general searching around the internet to see what other folks might have had to say about what they believed to be “authentically transforming practices.”

I found a really interesting website really that has some neat things to say on the subject, and sparked some ideas of my own as I was reading through the information there. Click here to access the webpage I found.

I really like the schematic diagrams they have throughout the site. Everything is interconnected, from learner needs to purposes, policies and practices. The role of the school administration is to support the learner’s needs and facilitate the interaction of the various elements. A critical thing to remember is that Instructors ARE learners just as much as the students are. Whatever the supports the school would be willing and able to provide to the student body should also be available to support their instructors, in my opinion. I strongly believe in the power and possibilities of mentoring, particularly when it comes to technological integration practices. Group learning is ideal for technological enhancement of instructional practices. Schools could support the professional development of their teachers by allowing for TIME and to facilitate the interaction of teachers with one another.

I know for myself, I learn better when I’m able to bounce ideas off of other professionals, if I’m able to compare practices with someone else, to brainstorm ideas and so on. It’s infinitely harder to think of the things one could or should do on one’s own.

What I also really love about this website I’ve found is that the principles of constructivism are prevalent throughout the school’s stated policies on learning, teaching and technological instruction. That aligns well with my own beliefs about learning too. I believe we do construct meaning and that this construction is a socially mediated event, that it builds upon prior learning and only continues when we are pushed to the outer limits of our comfort zones and knowledge.

Reflection is another key element to authentic transformation of practices. If we don’t take the time to think about what we are doing and the reasons for it, then we risk losing sight of our purpose and we risk losing future opportunities for growth. Everything we ask our students to do, to absorb, take in, reflect and iterate what is important about what they are learning, are all things we as professionals need to do ourselves with regard to our teaching. Schools can assist their professionals by paying for professional development opportunities, by giving teachers leave time to experiment with and reflect upon the various educational technologies they are implementing or trying to implement in their classrooms. Instructors should have a chance to showcase what they are learning and experimenting with to others too. There are many things schools can do that will support the learning and instructional practices of the instructors.