“The purpose of teaching a child is to enable the child to get along without the teacher.”
In elementary school, we have a lot of structure. We line up a lot. We go to the restroom and to art and to the cafeteria as a group. Academically, we do a lot of things together. Even in centers, most students move through the whole rotation, so everyone does the same thing more-or-less within the same time period.
A big part of this approach is practical. We need to keep track of the students and make sure everyone is safe. We have to make sure all students have a basic foundation of literacy and general knowledge. Schools can be cultures of anxiety for young students who may have never been away from home for so long, so often. So routine and predictability are key components of school that put them at ease.
As students get older, they gain autonomy. They may have different teachers for reading and math. They use hall passes to independently use the restroom when necessary. They do more work at home. In middle school, they start to have choices about the classes they take, adding instrumental music or a world language. Once they get to high school, they’re largely on their own. We still have bell schedules and keep students accountable, but it’s a far cry from the “line up to visit the drinking fountain” days.
As a school district, we’ve had a lot of conversations over the last few years about what our student technology model should look like. As technology has become more powerful, less expensive, and more mobile, the conventional wisdom about school technology has become less conventional. For more than a decade, our model was to have a computer in every classroom, and (roughly) a computer lab for every 200-300 students. A few years ago, this changed as we started adding classroom sets of laptops to support new curriculum adoptions. The computers were suddenly in the classroom, where the learning was happening. They were more flexible and more mobile. Since 2012, we’ve nearly tripled the number of computers in the district, and moved from a model that was 20% mobile to one that’s 80% mobile.
We knew when we started that we would eventually reach the point where the number of computers exceeded the number of students, and have long debated about what to do at that point. Do we embrace a 1:1 model and issue a device to each student? Do we move to a BYOD approach, where each student is responsible for bringing his or her own technology? Do we keep classroom sets of devices in every classroom? It wasn’t until this year that we finally figured it out.
At the elementary level, school is very structured. The technology should reflect that. Computers are maintained in every classroom. Everyone has the same device, configured the same way. The standardized, predictable approach reduces the teachers’ and students’ anxiety about using the technology. It helps them move on quickly to the learning without spending so much time focusing on the tech.
As students get older, they gain greater autonomy. Now, instead of having a set of computers in every classroom, the computer is issued to the student. As they enter middle school, they take responsibility for the device. It’s still a computer purchased and supported by the school. There’s still a consistency in the hardware and software platform that allows us to reasonably support it. Teachers know what their students’ devices can and cannot do. But now the student can take the device home. They can work on school projects and pursue personal interests with it. They have some control over their computing environment, but the much of the structure is still in place.
As the students move into high school, they gain even more independence. They’re more aware of their learning and technology needs. They have a better idea of which technologies work for them, and they’ve developed their own preferences and tastes. This is the point at which they bring their technology to their learning. They take responsibility for the tech, and the school simply provides the necessary infrastructure to help them use it for learning. At this point, their technology use has become fully independent.
So that’s the plan. We’re doing classroom sets of computers at the elementary level. The computers stay in the classroom. Media specialists address information literacy and technology skills with the students, and they work with the teachers on technology integration and professional development. As the students move into middle school, they’re issued a device through our 1:1 program, which they keep as long as they’re in middle school. The technology integration coach works with the teachers, and technology skills are embedded in classroom instruction. Classes increasingly use blended methodologies that extend learning and foster collaboration. When students move to high school, they bring their own technology to their learning. Their technology use is independent, and they’re comfortable moving between online and face to face environments. They’ve become independent learners and independent technology users.
And they don’t need their teachers anymore.
Photo credit: Lucélia Ribeiro on Flickr.
One thought on “Fostering Independence”
Are teachers setting good examples for how to use technology? E.g. Protecting their online identity and using social media responsibly? What is important for children is positive role models. They need to see that teachers (especially female teachers) are not only adept at using various technologies but embracing it. If teachers find the basics hard, the students will find it difficult too…
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