Talkin' 'bout my cerebration.

Further to my last post where I was challenged on my focus and beliefs in regards to the interplay and interdependence of digital pedagogy and digital tools, I have spent some time this last week deliberately focusing on functional use of technology.  I have concentrated on not asking the questions about learning intent, instead listening to teachers openly and then assisting them to work around the hardware or software problems they perceive they have.  Through this I have discovered 2 remarkable things.

Firstly, I can see and hear genuine excitement from teachers when their problems (perceived or real) are solved.  An example occurred with interactive whiteboards that are installed at my school.  We have 3 Teamboards and 3 Starboards at my school.  Since the managed operating environment was installed last year the IWB software has not been activated on the relevant computers.  This has not occurred for a number of reasons.  One board is owned by Maths, and they have seen a number of acting HODs since that time.  Three boards are owned by Academic Excellence, whose HOD believes they are inferior boards to Smartboard and therefore has not bothered with them.  I’ve spent considerable time over the last week working with my techie and the board manufacturers to establish a plan of action that would allow me to install the software on teacher laptops and have the boards usable.

To gain access to the boards, I’ve had to enter the classrooms while classes are running.  Its amazing how this brings interested teachers out of the woodwork.  There is a substantial number now asking questions like “Do you think you can get them to work?” and “How can I get access?”  There is genuine excitement as digital tools are made accessible and available.  Now that I have successfully trialled an install on my laptop, my lunches next week are already booked as teachers queue to have their laptops prepared.

The second amazing occurrence I have witnessed is that teachers are much more willing to talk to me about digital pedagogy if my initial approach is about digital tools.  I believe I have experienced much more conversation and engagement by a focused approach on improving access to technology and listening to their perceptions without judgement (a skill that I should be well and truly aware of as a HOD – I know).  There is also the off-shoot of them wanting to show me what they can do.

All of this is possible due to two reasons.  Firstly my administration, in particular my upline manager, recognise the efforts I am making within the school in this area and have created a position of eLearning support where I am provided time to assist teachers individually.  Secondly, a good relationship with my techies which has seen significant trouble shooting to enable this process.  One of the great achievements is the creation of an “Local Installation Logon” where I can log onto any computer and a list of installation files is stored on the desktop.  I then have permissions to install on that local machine.  This has included scripts for installation programs that require OC (techie) permissions, such as the teamboard software.

This does not change my beliefs in regards to digital pedagogy, I am simply realising there are alternate ways to achieve my goals.  I now need to trial methods of engaging the ‘advanced’ digital pedagogues within my staff and those in the “preparing for Digital Pedagogy License submission.”  This group is where a more structured approach can be useful.  I am refining some planning templates that I have developed, and I hope to trial these on my license group.  Their intent is to provide evidence of thought and planning in regards to the use of digital tools and digital pedagogy.  A “Risk Management Template” by an inspirational colleague has opened the door to further possibilities for me also, thanks to @mobbsey for sharing.

So, a slight shift in my approach reaping results.