If Somekh (2008) was correct when she wrote “radical structural changes to education systems are needed if schooling is to be transformed by ICT” then school leadership are the only ones that can do this (Ertmer & Ottenbreit-Leftwich, 2010). They must use PD to generate the change in our schools that is so much needed (Somekh, 2008). That change should not be focused on technology, but to change the pedagogical approach of teachers (Bain & Weston, 2012; Matzen & Edmunds, 2007). As a result of change in pedagogy, teachers and students will have to use more technology for exceedingly more transformative tasks (Matzen & Edmunds, 2007). Armfield (2011) and Matzen & Edmunds (2007) both suggest that to put this into practise and to make technology integration a success, school leadership must create a clear vision for all stakeholders. If you think about it, Antoine de Saint-Exupery expressed it perfectly:
“If you want to build a ship, don’t drum up people to collect wood and don’t assign them tasks and work, but rather teach them to long for the endless immensity of the sea.”
When we take all of this into consideration, we are approaching a much larger elephant in the room. School leadership, management, educational philosophy, vision and direction are much more important than professional development for staff. One way to successful communicate an educational philosophy and vision is through PD, but it is just one means to do so. The philosophy and vision must first be developed collaboratively between leadership, teachers, parents and students. Everyone must be on the same page before anyone can move forward. One way to articulate this vision, is through professional develop programs for teachers to help them meet the vision that was developed. So what do you think? Is it time we all developed a shared vision? Do we all need to believe in the same approaches to education before PD can be successful? Can the same be said for educational technology?
Bain, A., & Weston, M. E. (2012). In the learning edge: what technology can do to educate
all children. New York, NY: Teachers College Press.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal Of Research On Technology In Education, 42(3), 255 – 284.
Matzen, N. J., & Edmunds, J. A. (2007). Technology as a Catalyst for Change: The Role of Professional Development. Journal Of Research On Technology In Education, 39(4), 417-430.
Somekh, B. (2008) Factors Affecting Teachers’ Pedagogical Adoption of ICT. In J. Voogt and G. Knezek (Ed.), International Handbook of Information Technology in Primary and Secondary Education: 449-460. New York: Springer.