Who Is the Teacher of Tomorrow?
In my last post, I asked people to “Imagine a School without Teachers” in order to examine some of the current challenges to the profession. Some interesting conversation came out of that post, with people actually speculating a school without teachers, or some variation of that theme. It’s safe to say that with the ever evolving technology, there are great opportunities for technology-assisted learning to support both classroom instruction and personalized learning in any environment (traditional school, home school, etc.). But removing teachers from the equation is not the answer. Evolving the role is a large part of the answer, as is ensuring the curriculum addresses the real needs of today’s students.
Early Voices of Discontent in Higher Ed
Since I left the classroom over a decade ago to participate in the development of some of the first online learning programs in higher ed, I’ve been keenly aware as to how the teaching profession is evolving. I saw the great potential for those whose passion is teaching and learning.
Throughout those years, I also saw how many people felt threatened by the changes that were occurring, first with the introduction of new technology and then with the introduction of new business models, particularly within the realm of higher ed. The first step was simply posting course materials online, starting online discussions, and allowing homework submissions online: in essence, using online platforms as an extension of the classroom learning environment.
As universities started to extend their footprint via the world of online learning, many faculty began to feel they would be replaced by either the technology itself or by those more willing than themselves to engage with it in this newer form of teaching. Sure, there were those that embraced and even spearheaded the changes, but that there was discontent is no great secret.
MOOCs shook things up entirely and to a great extent ensured that online learning would never be ignored again. Higher ed is still learning how to incorporate online options into their overall business model, but it will be a while before we see massive closings of brick and mortar institutions of higher learning.
Embracing Technology within PK-12
Today, as I continue to explore the ongoing changes in PK-12, I see an overwhelming amount of effort being exerted by teachers, schools, districts, and private entities to bring technology into the classroom. According to PBS Learning Media, 74% of teachers say technology enables them to reinforce and expand on content, to motivate students to learn, and to respond to a variety of learning styles (73%). Seven in ten teachers surveyed said educational technology allows them to “do much more than ever before” for their students.” And more than two-thirds expressed a desire for more technology in the classroom.
So, what type of support is there? Let’s look at a couple of examples that differ in their offerings.
Edmodo, the online community for teachers and learners (or “the social network for schools” as it is referred to) has over 47 million users. Teachers share lesson plans and support each other through online forums. Students keep track of their learning and become content creators through blogging features. Parents keep track of learning (including homework, quizzes, grades, projects, etc.) through the platform’s notifications, calendar, and tracking tools.
ISTE, the International Society for Technology in Education, has a membership of 100,000 users worldwide who collaborate to implement technology into the classroom. ISTE has online resources and Professional Learning Communities, hosts an annual conference on educational technology, has an advocacy network to share information on federal and state policies, and provides a framework (the ISTE Standards) for implementing technology in the classroom.
Teachers’ Perspectives on their Role
Teachers will continue to play a vital role in the educational process even as, and especially as that process evolves. But we have to ask if we are providing enough support to enable the change in the role.
According to a 2013 Scholastic poll, 82% of teachers felt that constantly changing demands on teachers and students was the most significant challenge to their profession. The second most significant challenge was not having enough time to collaborate with colleagues. Additionally, all teachers reported having two or more populations within their one classroom, with 23% having seven different populations (including special education, gifted, and those working below grade level).
So, from an academic perspective, providing the time, resources and classroom conditions becomes ever more vital as we seek to retain the quality of teaching we seek for our children. From a broader perspective, it is important to note that 99% of teachers surveyed agree that “teaching is about more than academics, it is about reinforcing good citizenship, resilience and social skills, and they believe great teaching demands a mastery of many skills.”
The Ongoing Role of Teacher
What will be the role of the teacher as we incorporate more technology into the classroom, and as more and more information becomes accessible outside of a traditional classroom environment?
Many teachers in the PK-12 environment have already started the process of evolving as they:
Bring more technology into their lesson plans, having students research topics further and complete in-class assignments using desktop computers, laptops, tablets and, yes, cellphones.
Use blended learning strategies to differentiate and personalize instruction.
Flip their classrooms to make classroom time more valuable.
Communicate with students and parents outside the classroom via online platforms accessed on a variety of devices.
As access to information expands, the concept of the flipped classroom may also expand, and the role of teachers will evolve further into those who support learning rather than deliver it directly, as:
Curators who help students navigate and select from the vast array of available learning material.
Facilitators who provide feedback and guidance within specific learning programs.
Mentors who offer practical guidance on real-world tasks associated with more project-based learning programs throughout their educational journey.
More change? Yes, it’s inevitable. I can see some eye-rolling right now. As the Scholastic report noted:
In conversation, teachers identify various issues within “constantly changing demands,” including changes in leadership, policies, curriculum, administrative systems and more. Many note that a large part of the challenge is the pressure these changes place on existing time and resources. As one teacher said, “Too many changes at one time waters down everything and doesn’t give teachers the time to effectively implement all of the changes.”
We need to manage change effectively, give teachers time, and broaden the support system. In an earlier piece, I wrote about Meet Johnny’s Teachers, a community of experts, inside and outside of the school who all contributed to a child’s learning. This proposed network depends to a certain extent on a more experiential curriculum. I agree with those teachers who said that a large part of teaching “is not about academics,” and I do believe the classroom teacher does not need to do it all on his or her own.
The role of teacher is changing greatly, but I don’t see it disappearing any time soon.
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