Poll Number Two

On Monday, I posted a poll, partly as a test of ProProf’s Free Poll generator, and partly to generate some conversation.  The question was: “Can a teacher be a good teacher without using technology?”

Poll Results 69% yes & 31% NoYou can see the results to the right.  Of course it is a complicated question and it is a complicated environment that the question is about.  Kelly Wilson put it well in her comment…

The challenge for me in answering this is that “teacher” encompasses such a wide range of ages and subject matters. In addition, there are so many types and sizes of classrooms from one to one schooling to lecture halls. I do think that certain ages and ways of thinking can be taught without technology in the right situation. But those situations seem to now be the exception and not the rule for many of today’s students. I also agree with Lisa and Rachel’s comments that in preparing students for today’s environment technology and its inherent collaborative features are critical.

For me, and I understood the intent of the question, I’d go with a “yes!” A teacher can be a good teacher without using technology.  I had several of them, long before personal computer existed — long before calculators existed.

But the more interesting question that addresses Kelly’s comments — “Is a teacher who is not using technology doing his or her job?”  What do you think, and please comment…

23 thoughts on “Poll Number Two”

  1. This is such an interesting question. So many unknowns. I guess my question is why is the teacher not using tech–if it is because the school doesn’t have much, blocks access, etc. that is different from a teacher who is not using tech because they like the way they’ve always done things and don’t want to rethink. To me, the teachers who are jumping into tech are the ones who are learners and who take risks. Not that others don’t but that is one piece. My answer to this would be yes–and, on the other hand, I think that just because you use tech doesn’t mean you are a good teacher. There is just so much to teaching…. Definitely, a lot to this question:-) A lot to think about as teachers. Very interesting conversation.

    1. I get your point here, and it is part of a much larger conversation. But responsibility is not part of this equation. Regardless of whether it is because of a short sighted teacher, administration, or school board or trusties, over zealice filter managers, or and over-reliance on standardized tests — regardless of whose fault it might be…

      Is a teacher who is not using contemporary information and communication technology (computers & such) doing his or her job? Are the students in that classroom receiving the service that they need?

  2. “Is a teacher who is not using technology doing his or her job?” That depends a great deal on what your definition of “technology is, right? I’m not trying to start a ‘definition’ argument here, but from my perspective the “technology” you are talking about, David, is probably referencing 21st century tools: wikis, netbooks, iPod touches, blogs, Geometer’s Sketchpad, etc. Couldn’t pencils, books and white boards be considered “technology,” too? I see quality instruction as being designed through a careful look at the learning target(s) and then matching up a pedagogical approach based on this concept and the learning preferences of the student. (For example, a math relationship might better be presented through an inquiry or constructivist model whereas a math algorithm is more geared towards direct instruction and repetition) Finally, a technology “tool” should be selected that best matches the content and pedagogical approach. Is an available “21st century tool” always the best choice to teach a particular concept? I would argue that good teachers would say, “no.” However, if the definition of “technology” is stretched to include more than just 21st century tools, then the answer is a resounding YES! Tools such as pencils, books and whiteboard were the best available tools many years ago and may continue to be in some schools for some lessons. Does that make sense?

    1. I’m talking about technology in the sense of what you go to technology conferences for. It’s about computer, the Internet, wikis, blog, software, — “computers” and what we put in them or connect them to.

  3. I think a good way to look at it would be what are the current practitioners of the discipline using. Are historians using technology in their work? Are artists and designers using technology in their work? Writers and mathematicians? If they are–and they are!–then the students need to be exposed to that and learn to use it, at least in some capacity. If it isn’t available, then the teacher really isn’t doing everything he or she could. It may not be the teacher’s fault, but the students aren’t getting what the should be. Yes, you can write with a pen: I do and love my fountain pen; yes, you can do some research without using a computer, but as someone said in a blog recently (and I forget who), “You can play basketball without shoes, but why would you want to?” Would a basketball coach be doing his job if he or she didn’t tell the team about shoes?

  4. I was among those who responded “no” to yesterday’s poll and also “no” to that of today. I was not thinking about my past experiences as I like David had some very good teachers a number of years ago. However, there have been a multitude of changes since my early education thus I responded based on the current situation in education. I think today’s students need to be using technology to its fullest under the guidance of a well-prepared teacher to take advantage of the multitude of learning opportunities which are available now that were not available to my generation of students. Those teachers who choose to ignore those technologies and opportunities are shortchanging their students.

  5. In the age of information and in a time when our students need to be equipped with knowledge of how to leverage technology to accomplish their work, it is a teacher’s responsibility to model this and provide access to technolgies as one of the strategies that the students are using-not at all times, but when it is appropriate and adds to the curricular/learning experience. Otherwise teachers are not preparing students as they should for their futures. Technology use is only one aspect, however, of good teaching-knowledge of the content area, enthusiasm for conveying it, good pedagogy such as engaged learning…knowledge of appropriate assessment…these are equally important.

  6. No, I don’t think a teacher (I’ll stick with middle and high school teachers on this)is doing his or her job by not using technology. Most states today have End of Course, high stakes tests like Virginia which any teacher can become successful with without an ounce of technology. However, those are minimum stakes tests and don’t prepare students for their future. If a teacher wants to go beyond the End of Course tests and state standards (which all teachers should want to do), then they must incorporate more 21st century skills and content into their lessons. To do this, teachers need to use the appropriate tools of today which are technology tools. How do you have a real conversation today if it’s not global? How do you do real collaboration if you’re not collaborating across borders? Shouldn’t kids be publishing, instead of turning in?

    If you want to go beyong the minimum, you must use technology.

  7. No, I don’t think a teacher who doesn’t use technology is doing his/her job. Back in the day our teachers used the resources that were available to them to prepare us for our futures. If we don’t use the resources that are available to us we aren’t preparing students to meet the challenges of their futures. Aren’t good teachers lifelong learners who are consistently seeking resources to prepare themselves and their students to meet 21st century challenges?

  8. I think a lot of the newer technologies are focused on one thing: communication. Everything from email, twitter, facebook, podcasts, etc empowers communication between students and teachers, and allows them to stay connected in ways not possible before. If a teacher’s job is to provide a resource for their students, then it certainly is their job to utilize these tools, both in and away from the classroom. Instead of getting hung up on using tech for tech’s sake, teachers should use whatever tools are out there to stay connected with their students.

  9. I’m a reluctant ‘no’ on this, just because of the many unknowns. I’m not sure, for example, that technology is necessary for very early grades, although I’ve seen some great blogs and wikis for grades 2 and 3. Also there is an issue of what kind and how much technology constitutes ‘using’ technology. Is a class blog enough? But I have to agree with the general idea behind the question. Technology and Web access are where the kids are at, and we need to be there too to help them use it wisely, or risk becoming less relevant to their lives.

  10. There are many ways to classify using technology. A teacher can have students research, present, and create with technology without ever using the technology themselves, although I wonder about the quality of all that if the teacher doesn’t use technology. A teacher can use technology to present, but never allow students to use the technology, which I believe happens in many classrooms. Teachers can use technology for their own professional development by participating in personal learning networks on Twitter or Plurk. Many are forced to use computerized grade books and post lesson plans on the network whether they want to or not.

    The yes or no of whether they use technology doesn’t define whether the teacher is doing their job or not. That said, a doctor isn’t doing their job if they don’t keep up with the latest medical information, a lawyer isn’t doing their job if they aren’t keeping up with the latest decisions and legislative updates, and a teacher isn’t doing their job if they aren’t keeping up with the latest educational practices and research. Technology is the key to access for much of that information and I doubt that a teacher could keep up with that through a few magazine subscriptions and staff meetings, although many I know would prefer to. There is so much in our profession that is technology based now that a teacher couldn’t possibly do their job without using technology.

    Another question would be, “Is a teacher doing their job if they aren’t requiring their students to use technology to research, create, or present?”

  11. I agree with Kelly that one has to assume that K12 teachers with access to technology should be using it–at the bare minimum teachers should be using email to connect with other school personnel, parents, and students (assuming the kids are old enough to be emailing a teacher 🙂 and comfortable using word processing software, use the internet to do professional research etc. As Bob Esty notes, a teacher’s technological skills need not necessarily extend to teaching methods, imo, particularly in the lower grades. Again, the context an the content of the teaching is the essential variable here. But the idea that a teachers who have access to the resources not using them for professional purposes is pretty depressing.

  12. I would love to see this question posed to a group of teachers and see the results. Those of us who subscribe to this blog and others like it already see things from a certain perspective. I had a conversation with a principal of a school with great technology resources not long ago. He was frustrated that his teachers were not using the technology they had available to them. I asked him if that was part of their performance evaluation. I suggested that if he didn’t make it part of his expections then why should they. Leadership is part of the equation here. (I know I’m preaching to the choir:)

    1. You make an incredibly important point, that the people who respond to this poll are a fairly skewed subset of the teaching profession. I knew this up front and if I were to publish or talk about this poll outside of this blog, which I probably won’t, then I’d have to qualify it that way.

      As for you principal friend, I would take it a little further. Rather than making technology part of the evaluation, I would come to expect regular evidence of learning and how students are using what they are learning, and I would expect that evidence to be something that I can pull up on a web browser your you could hand to me on a PenDrive.

  13. I believe that teaching is a “talent”, a native ability to explain or demonstrate to others so that learning takes place. Therefore, I think a person can be a good teacher without technology: a teacher can still do a one-to-one in person conversation with a student and learning takes place. However, I do not think a teacher is doing his/her job if they do not use technology. A certified teacher is charged with the responsibility to teach the children of the 21st Century, not the children from the time we grew up. If we truly want to pass on our passion for life-long learning how could we ignore technology? If our legitimate goal is to prepare people to be responsible and contributing members of our society, we must use technology. Technology is the world we live in, those teachers that refuse to use it, either because they are stubborn or because they are scared, are probably teaching for the wrong reasons and not because they have the “talent.” I feel sorry for their students.

  14. There are lots of teachers who are incredible teachers that do not use technology because it is not available in their classrooms. Availability is the first step. I read this blog. I am amazed at the resources that many have. Truly this is not the situation is numerous cases. If it is avaiable then of course teachers need to have proper training and support and the expectation that technology will be implemented with their students. One cannot use technology if it is not available in the classroom, or the school.

    1. I know that it is hard to use technology without support – and the most painful lack of support is having no technology. But I would extend the idea of “teacher responsibility” to “proaction.” I think that teachers who do not have classroom computers with internet connections and (minimally) digital cameras need to write grant proposals and seek out community and corporate support – the same way they might seek out support for a trip, speaker, journal publication or dramatic production. This falls into responsibility for making the community aware of the need for change. There are few experienced teachers who can not point to successful teacher-driven changes. This is something that should not be left up to – or fully blamed on – administrators.

  15. On the subject of technology, I’d like to use it to share with you and all your readers who are teachers something that will make you feel good about the work you do; check out this short video — ahamoment.com/pg/moments/view/4654 — about one teacher’s “aha moment” experienced when the impact of her work was recognized in a very special way. I think you’ll enjoy it a lot.

    Thanks,

    jack@ahamoment.com

  16. A teacher can absolutely do his or her job without the aid of technology. English class for instance, I remember going to school and learning Shakespeare with a book, a notepad and a few pencils (as well as chalk getting thrown at me for disruptive in class…but that’s another story). As for if teachers are doing a disservice to the student by not implementing technology in the teachings, I think certain classes can require it (i.e. computer courses, typewriting, maybe math?, etc..), but others can be done without. I think the real disservice to the student would be having them to rely too much on one type of tool (be it laptop, pencil and paper, etc..).

    1. To a large degree, I agree with you, Sam. And it’s the problem with the term technology, that it conjures up different conotations for different people. The constant, I feel, is that information is becoming increasingly networked, digital, and abundant. As you imply, much of the work of mathematicians is done with digital networked content. But the same is true for scientists and even historians and those in the literary world. If you are looking for a review of a Shakespeare play, as it was performed recently in New York, then the first place you’ll likely go is the Internet — which requires a kinds of new skills in finding the information, validating its authenticity, making judgements about its appropriateness to the task at hand. And the task, in order to be compelling today, must include more than just text. I might include photos, graphs, or even video, animation, and audio. All of this requires new information skills, and if that literature teach is only use the text book and note pad, then he is not helping his students develop those new and critical skills.

      He can teach literature just fine without the tech. But if our job is to prepare our children for their future, then I don’t thing that teacher is doing his job.

      2¢ Worth…

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