Tech2Go

I’ve been convinced for quite some time that it’s our underlying beliefs that drive our classroom practices. Dennis Sparks, National Staff Development Council, spent the last few years of his tenure promoting just how important reflection on our beliefs is. In addition to many other researchers I know this is true from my own experiences, and my interactions with professional staff and graduate students.

My observed outcomes of “belief transformation” means I’ve been willing to engage in the challenging work of examining and shaping beliefs - even though it tends to move at a pace that is frustrating and maddening for those of us seeking reform. But I’m committed to classrooms, and teachers, that demonstrate a belief in student-centered learning.

A recent article in the Journal of Research on Technology in Education, an ISTE publication, helped me step back and consider the way beliefs are shaped and changed. It presents evidence that raises a sort of “chicken or egg” question. 

Authors Sung Park and Peggy Ertmer conclude that, “Changes in intended teaching practices may be an important first step in changing teachers’ beliefs regarding technology use and future teaching practices” (p. 259). This is an encouraging finding for anyone working with classroom teachers. Their finding aligns with conclusions from my own research that suggest the context (institutional expectation, opportunity for reflection, shared stories, etc) is perhaps the most critical element of technology integration in learning systems.

I know this is a rather “intellectual post”, but maybe that’s the contrast I’m trying to illustrate. We can engage in the intellectual work, examine beliefs and analyze research without waiting to engage in solid classroom practices. And perhaps doing them hand-in-hand will actually result in the faster adoption and authentic use of meaningful integration practices? This dual approach has short-term and long-term implications for the learning environments our teachers design for students.