I was thinking about the fact that many teachers find using ICT in the classroom quite difficult and looking for reasons as to why this might be. In previous discussions at conferences, etc, it has been suggested that part of the problem lies with the “locus of control”.
We have gone from a situation where a student’s knowledge was a subset of the teacher’s knowledge. The teacher “taught” this and the students (sometimes) “learned” it. In this model the teacher’s knowledge is static, and the student’s knowledge grows.

    becomes

       
But when we introduce ICT, the model has to change. In many cases we see the teacher’s skillset as being less than and different to the student’s.


 
The bit that is shared between the 2 tends to be mundane, applications-based material – using office products, internet “research”, etc – not the stuff that many students find interesting and engaging. Because of the prevalence of the first model, many teachers are reluctant to move into the realm of the unknown. They restrict the use of ICT to the things that they know and understand.

To think of it in terms of Papert’s Jet-Powered Stagecoach, they turn down the power of the engines until it stops shaking the stagecoach. No wonder many kids hate using ICT at school but love using it outside. (As an aside – thanks to Paul Reid for the analogy of the QANTAS model of education – we sit in rows, face the front, strap ourselves in so we can’t move and turn off all our technology).

Upon trying to rationalise this, I was put in mind of the image of the teacher as the one-man band. I have to know how to play the accordion, the drum, the harmonica and guitar in order to make my music. I am in control of everything and the music is only created using instruments I know how to play.
 


I propose that teachers try to move away from that model and think of themselves as orchestral conductors. The conductor doesn’t have to be able to play all of the instruments to create beautiful music, but she knows how the music is made, she knows about tempo, dynamics, pitch. She can tell when the piccolo player isn’t paying attention or when the bassoon player is out of time. The skills of the conductor are different to the skills of the musicians. Teachers should concentrate on where their skills are – curriculum, pedagogy, engagement, learning and let the students make their beautiful music.



DrJim

Image credits:
http://www.flickr.com/photos/rwr/296388301/
http://www.flickr.com/photos/larigan/2207115811/