Comments on: “You can’t go back now, can you?” http://pairadimes.davidtruss.com/you-cant-go-back-now/ Reflections on Education, Technology and Learning Mon, 15 Mar 2010 15:42:50 +0000 http://wordpress.org/?v=2.9.2 hourly 1 By: Dave Truss http://pairadimes.davidtruss.com/you-cant-go-back-now/comment-page-1/#comment-778 Dave Truss Thu, 19 Jun 2008 04:03:54 +0000 http://pairadimes.davidtruss.com/?p=91#comment-778 Jan, It has been almost 2 weeks and I've actually written a response to you twice and then not published it. I feel your frustration. You have made me realize that I must change one of my presentations in Boston to talk about scaffolding with teachers as well as the scaffolding with students that I was already planning to do. Thank You! Jan, I have two things to say: 1. Mentorship 2. Collaboration We are still at a stage where in many schools these are not fully supported, but you have a network of people at <a href="http://www.classroom20.com/profile/JanSmith" rel="nofollow">Classroom2.0</a>, and right here with me, that will offer help and support in any way that we can... no driver's permit required! :-) Dave. Jan,

It has been almost 2 weeks and I’ve actually written a response to you twice and then not published it.

I feel your frustration.
You have made me realize that I must change one of my presentations in Boston to talk about scaffolding with teachers as well as the scaffolding with students that I was already planning to do. Thank You!

Jan, I have two things to say:
1. Mentorship
2. Collaboration

We are still at a stage where in many schools these are not fully supported, but you have a network of people at Classroom2.0, and right here with me, that will offer help and support in any way that we can… no driver’s permit required! :-)

Dave.

]]> By: Jan Smith http://pairadimes.davidtruss.com/you-cant-go-back-now/comment-page-1/#comment-737 Jan Smith Thu, 05 Jun 2008 13:15:56 +0000 http://pairadimes.davidtruss.com/?p=91#comment-737 David, I followed your evangelist link and read Liz's post and the follow-up comments. I too find it hard to curb my enthusiasm about the benefits of using tech tools and experiences to deepen kid's learning. But in my context (an elementary school where teachers have yet to have a computer in their classrooms, with one lab for 450 kids, and no integration support save occasional after school one-off pro-d) I can't help put a fair portion of the responsibility for lack of growth at the feet of a system that isn't responsive to learner needs. The gradual release model (I do, we do, you do) has had the essential middle piece cut out. Imagine teaching a group of students to hold a pencil, then walking away, hoping they will figure out how to write a sentence. There are so many invisible skills in tech use in an educational context. The needs of each teacher learner are unique and complex; the missing pieces of their comprehension net cause any casual pro d to fall through. Another metaphor: the scaffolding isn't there, so this constructivist process hasn't got a brick to stand on. As I move along the tech road, cheering all the way, I try to remind myself to look over my shoulder and see who is laying in the ditch. There's a reason why our kids have their learner's permit for a whole year before they get their drivers licenses: so we can be right there in the car with them, teaching, guiding, building their competence, encouraging, and gradually releasing to them the wheel, so they can drive away with a strong guarantee of success. If the Department of Motor Vehicles has figured this out, why haven't we? David,

I followed your evangelist link and read Liz’s post and the follow-up comments. I too find it hard to curb my enthusiasm about the benefits of using tech tools and experiences to deepen kid’s learning.

But in my context (an elementary school where teachers have yet to have a computer in their classrooms, with one lab for 450 kids, and no integration support save occasional after school one-off pro-d) I can’t help put a fair portion of the responsibility for lack of growth at the feet of a system that isn’t responsive to learner needs.

The gradual release model (I do, we do, you do) has had the essential middle piece cut out. Imagine teaching a group of students to hold a pencil, then walking away, hoping they will figure out how to write a sentence. There are so many invisible skills in tech use in an educational context. The needs of each teacher learner are unique and complex; the missing pieces of their comprehension net cause any casual pro d to fall through. Another metaphor: the scaffolding isn’t there, so this constructivist process hasn’t got a brick to stand on.

As I move along the tech road, cheering all the way, I try to remind myself to look over my shoulder and see who is laying in the ditch. There’s a reason why our kids have their learner’s permit for a whole year before they get their drivers licenses: so we can be right there in the car with them, teaching, guiding, building their competence, encouraging, and gradually releasing to them the wheel, so they can drive away with a strong guarantee of success.

If the Department of Motor Vehicles has figured this out, why haven’t we?

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