Texas LRP and the Instructional Leader

The Texas Long Range Plan for Technology (LRP) has some very lofty goals. While I agree with the vision and need for change, instituting those changes are posing great problems for the classroom teacher. As campus, district and political leaders mandate change, here are some things they should consider.



First, provide the time and money for professional development that will assist the educator (whether the classroom teacher or the building principal) to become knowledgeable and proficient with the use of various forms of technology. I beleive that I'm a fairly young teacher, but I am a digital immigrant. That is, I didn't grow up with a computer, cell phone or Ipod. This technology doesn't intimidate me, but using it and navigating the software is a challenge. There must be funds allocated specifically for professional development in technology to bring teachers who are digital immigrants up to speed. Otherwise, there will always be some more pressing need that supercedes the use of funds. In addition, teachers must be made aware that these funds and training opportunities are available.



Second, recognize the different levels of abilities that exsist among educators. All too often, we emphasize that it is best practice to differentiate for students, but fail to recognize that differentiation is also necessary for the adult learner. While some educators may have used computers since grade school, others used typewriters in college.



Third, end the expectation that educators will be experts after only one training session. Frequently, principals and building leaders seem to expect immediate implementation and results. This is unrealistic. Professional learners need the same courtesy we require them to extend to their students. This means allowing the educator think time and wait time. One must have time to process the new information and and apply it to his or her duties. In the ideal situation, there woulod be some uninterupted time allocated as professional development for the educator to have some hands on time with the technology. This could be used by the classroom teacher to determine the best way to implement or use the technology in the classroom. For example, it might be time to develop the website, create sample of the final product students are to create, create a podcast or create the online review game. This time is especially important for those of us who are digital immigrants.