A response to ‘A Principal’s Reflection on Embedding New Technologies into Practice’.
Dear Anne,
Thank you for you post. I found it very thought provoking, particularly in the sense that it was helpful to hear the perspective of an educational leader. You mention that from the perspective of a Principal, the implementation is driven by an ‘idealistic stance, rather than an immersed one’, and so my question with the implementation of technology such as VR, revolves around that of the teacher in the classroom, who ultimately will be the one who decides whether the implementation is a success, and whether you think it foreseeable that teachers, who endure change as a regular occurrence (and can be fatigued by and cynical toward change) will be on board implementation of new technology like VR?
I guess my question is more about promoting effective change in the school context in general, but particularly in relation to technology, I think teachers see a great deal of work to make the change happen, rather than the possibilities for learning (that you have outlined).
My feeling is that this type of change will not occur until teachers feel like they are supported in a time and financial way, so that they understand that, they, and their work is valuable. Until, this support is evident, whether institutional or governmental, I think teachers will generally be cautious about any significant change in this area, particularly if it asks for a significant chunk of time to be invested, and therefore the technology will struggle to be effectively implemented.
Thanks,
David
Hi Stephanie,
Thank you for your post. I am really interested in the idea of connecting students across cultures using Web 2.0 tools like web-based video-conferencing. I, too, believe that there can be great learning gains made through ‘encounter[ing] intercultural differences or similarities’. Coming from a Prep – Year 12 private school in the outer suburbs of Sydney, our students can sometimes be perceived as narrow minded when it comes to understanding and accepting other cultures, and so connecting across cultures (and countries) would be of great benefit to them!
I was wondering how this might work in a logistical sense, and whether or not you would need to extend the possible connection outside of the classroom? It seems that the process and the 2.0 platform would lend itself to being implemented at times that were not locked in, thus allowing for the students to ‘undertake the learning activities whether or not they are in the classroom’ (Bower, 2017 p. 175).
This indeed would be a rich learning experience for all parties involved. Certainly worth looking into. Though I think that there would need to be further thought given to how the connection might work in a logistical sense. I would be interested in trying to connect you to staff in our Junior School if you were interested in trying to build a connection.
Cheers,
Dave
EDCN865 - David Hall 