The Educational Leader's Role in Student Engagement: Technology Revolution
May 16, 2010
The school administrator's role in student engagement must undergo drastic reform based on the technology revolution. The learning organization, defined as "an organization that learns on its own, quite apart from the many individual learnings that will also take place within it"(Kline, P. & Saunders, B., 1998, p15). The technology revolution will affect how the learning organization learns and has the ability to unleash student engagement as educators have never seen before. The school administrator's role in student engagement is to prepare students to be 21st Century Learners. "If educators cannot successfully integrate new technologies into what it means to be a school, then the long identification of schooling with education, developed over the past 150 years, will dissolve into a world where the students with the means and ability will pursue their learning outside of the public school" (Richardson, W., 2010, p60 quoting Richard Halverson and Allan Collins' Rethinking Education in the Age of Technology, 2009). As a result, educators must provide a technology rich learning environment for students.
Technology Rich Environment
A technology rich learning environment is the vision for today's students. This type of classroom, according to Manzo, is one "that offers a flexible and dynamic working environment with a range of computer based and face to face learning options customized for each student" (Manzo, K.K., 2010, p.16). Arguably, the computer based learning is actually learning that occurs with the use of any technology device including cell phones, smart phones, mp3 players, ipods, ipads, etc. The purpose of this technology immersed classroom is to remain student centered, thus increasing student ownership, motivation, and engagement. Technology rich learning environments are necessary to engage the minds of 21st century learners. These learners can develop 21st century skills "in the context of rich, authentic academic learning opportunities that closely mirror the work done by professionals" (Coughlin, E., 2010, p.51). Technology rich environments expose students to learning resources they did not have access to years or even minutes ago. Technology rich learning environments allow for continuous learning, rather than learning which only occurs within the frameworks of a school building and an 8am to 3pm daily schedule. In the wake of a technology revolution, students should not stop learning because they are not in the school building or because it is not "normal business hours." Today's students want to be exposed to new knowledge at all times.
The Minds of 21st Century Learners
Traditionally, it was thought that the brain was not able to change unless it was deteriorating (Tapscott, D., 2009). However, researchers now know this is simply not true. The brain changes and develops throughout one's life. In addition, researchers have discovered it does not take long to change the brain or to retrain the brain (Tapscott, D., 2009). Tapscott defines 21st century learners as "screenagers" who are the first generation of learners to grow up using computers and interacting with the images on a computer screen or other technology device. As a result of this environment, it has been discovered that the brain is adaptable and malleable as brains reorganize based on input of experiences as well as the duration of the experiences (Tapscott, D., 2009). In essence, Tapscott (2009) maintains the brain's malleability equates to changing memory capacity and re-growing neurons in the brain. Therefore, intelligence is not fixed. Tapscott (2009) describes the work of Norman Droige, a Canadian researcher, who maintains "neuroplasticity" is the restructuring, rearranging, reconnecting, and pruning of neurons based on input of stimuli and duration of stimuli.
In the eyes of educators, this knowledge means the brain is able to create new thinking patterns. In addition, this information provides evidence for the fact that students who are engaged in activities relying on digital technologies have brains that are wired differently than the traditional learners teachers have taught for many years. As a result, teachers need to step back and develop new ways for students to become engaged in learning in the classroom. It is the educational leader's responsibility to hold teachers accountable for meeting the needs of our newly wired digital learners.
21st Century Learners are Digital Learners
The term 21st century learner is interchangeable with digital learner. Twenty-first century learners are learners who are self-directed and inquiry and passion based (Richardson, W., 2010, p60). Twenty-first century skills include skills such as "critical thinking, innovative thinking, and self-directed behavior" (Coughlin, E., 2010, p51). These learners expect to access knowledge anytime and anyplace, as well as to learn for themselves. Digital learners want to have access to "We All Learn" opportunities (Bonk, C.J., 2010, p62). Bonk (2010) uses We All Learn as a mnemonic device. This acronym stands for having access to "Web-searching in the world of e-books, E-learning and blended learning, Availability of open source and free software, Leveraged resources and open courseware, Learning object repositories and portals, Learner participation in open information communities, Electronic collaboration, Alternate reality learning, Real-time mobility and portability, and Networks of personalized learning" (Bonk, C.J., 2010, p62).
There is a disconnect between what digital learners prefer and what educators prefer based on how teachers were taught to teach. Teachers were taught to teach based on how they remember their own teachers teaching including lectures and assigned readings. However, due to the neuroplasticity of brains, as well as student engagement in technology, educators must first understand the differences between digital learner preference and their own preferences and then must begin to make changes to their practices or students will seek learning from other opportunities.
Jukes (2008) summarizes the work of Steven Johnson, Marc Prensky, Daniel Pink, and others by defining digital learning preferences and educator preferences. Digital learners prefer to "receive info[rmation] quickly from multiple multimedia sources" whereas educators prefer "slow and controlled release of info[rmation] from limited sources" (p2). Digital learners prefer to multitask by having exposure to internet, instant messaging, texting, and visual stimuli where as teachers prefer to process by single tasking (Jukes, 2008). Digital learners "process pictures, sounds, color, and video before text" whereas teachers traditionally "provide text before pictures, sounds, and video" (Jukes, 2008, p2). Digital learners prefer to "network simultaneously with many others" while teachers expect "students to work independently before they network and interact" with others (Jukes, 2008, p2). Digital learners prefer to "learn just in time" whereas teachers prefer to teach "just in case" (Jukes, 2008, p2). Digital learners need "instant gratification and immediate rewards" as well as crave "learning that is relevant, active, instantly useful and fun" whereas teachers provide feedback on their own time and "feel compelled to teach to the curriculum guide and tests" (Jukes, 2008, p2). Clearly, there is a disconnect between learner preferences and educator preferences.
It is the educational leader's responsibility to ascertain that educators begin to teach to the digital learner preferences because not doing so will produced disengaged students; thus limiting student achievement. In addition, educational leaders must find a way to move educators forward in using technology to enhance instruction because technology is not going away. "Our kids are going to choose technology whether we prepare them for it or not. Wouldn't they be better served if we provided them with the skills and literacies they need to succeed?" (Richardson, W., 2010, p60). More importantly, educators need to provide students a voice in deciding which skills are necessary for individual needs.
Twenty-first century learners want their voices to be heard in the decision making arena. It is important to consider student perspectives when making decisions about technology integration into schools. According to Ash and Davis (2010), students do not want to "power down" in classes, but would like to use their technology devices in class. In addition, Ash and Davis quoted the Speak Up national survey which concluded "mobile learning devices-such as Ipods, smartphones, cellphones, and laptop computers-can increase student engagement" (2010, p30). However, there is a rising concern about equal access to such devices for all students. Often times, this concern is referred to as the digital divide.
Digital Divide
According to Don Knezek, Chief Executive Officer of the International Society for Technology in Education (ISTE), the digital divide can be defined as "the gap between people with and without effective access to digital technology" (Dessoff, A., 2010, p37). Often times the digital divide is defined by community members and parents as the socio economic divide because some families are not able to provide technology devices for students. However, it is important to emphasize the digital divide focuses on access to technology devices, rather than physically owning technology devices. Don Knezek has also extended the knowledge and possession of digital access to include the impact on education and learning. Knezek defines the impact as the "learning divide" where lack of access to digital technologies will have an impact on learning and earning potential for students (Dessoff, A., 2010, p37). The learning divide can be avoided by making sure students are engaged in learning where maximum achievement is gained.
Student Engagement and Increased Student Achievement
The correlation between student engagement and increased student achievement is quite clear. If students are more engaged in their learning, they will increase their knowledge. According to Schlechty (2002), schools need "teachers who know how to create a matter of routine practice, school work that engages students" (pxxiv). Williamson and Blackburn (2010), claim students are more engaged in learning if they can see value in what they do, if they experience success, if lessons are linked to their own lives, and if expectations are high and manageable (p66). In addition to seeing value and connections to real life, students want to participate in flexible learning environments. For example, the Texas Virtual School Network was created to provided such learning environments where students can access online learning. The administrators found their graduation rates increased due to having a flexible learning environment for students (Smith, B., 2010, p72). Student engagement also is increased due to personalization. Personalization is defined as "students designing their own curriculums, which usually emphasize real world learning" and as "teachers [who] become advisors who guide students in educating themselves" (Wolk, R., 2010, p18). Essentially, personalization equates to a flexible learning environment. Student engagement can also be defined as "activities [which] introduce children to experiences that spark their interest and expand their goals for what they hope to accomplish in school and beyond" (Neuman, S.B., 2010, p35). Student engagement equates to more time on task for students, which in turn, increases student achievement.
21st Century Learning as a Cultural Paradigm Shift
President Obama recently stated that the reauthorization of the Elementary Secondary Education Act (ESEA) will include "ensuring all students graduate from high school prepared for college and a career in the 21st century" (Dessoff, A., 2010, p37). Because students ages 8 to 18 spend an average of 7 hours and 38 minutes using entertainment media including television, mp3 players, computers, video games, and ipods, educational leaders must begin to take this knowledge into consideration when developing school systems to meet the needs of today's learners (Dessoff, A., 2010).
President Obama also began a program called Educate to Innovate in November of 2009. This initiative focuses on improving student achievement through the use of technology in science, technology, engineering, and math (STEM) (Dessoff, A., 2010, p38). The use of technology in this initiative includes gaming, social networks, and other mobile technology devices. In addition, the federal government is funding the National Center for Research in Advanced Information and Digital Technologies (Dessoff, A., 2010, p38). As a result, educators will be directly responsible for ascertaining all students are prepared to use technology in the real world. However, not all educators are "game" for incorporating technology into the curriculum.
According to Alan Dessoff, "Teachers teach the way they were taught themselves, and the biggest problem I have seen in classrooms is that while teachers know how to use a computer, they still don't know how to integrate that computer into their teaching" (2010, p38). In addition, teachers who are in the work force today came out of universities with tenured professors who teach instructional methods from when they themselves were taught including lectures and assigned readings (Dessoff, A., 2010). According to Dessoff, the most difficult task is to change teachers' mindsets about how technology can be used to enhance instruction and prepare students for "an ever-increasing technological and global society through an anytime, anywhere learning environment" (2010, p38). In order to begin to address a cultural paradigm shift, the present status of technology integration must be analyzed in order to make determinations regarding next steps.
Teacher Technology Survey
According to a survey called "Teacher Technology Survey" administered by Jennifer Ganske, Director of Instruction for the Campbellsport School District, in Campbellsport, Wisconsin, there are many teachers who do not believe technology is essential for student engagement. In the survey developed by Bruckenheimer through the University of Toledo, 118 teachers in grades kindergarten through twelfth grade were given a voluntary survey through the use of Survey Monkey. Likert scaled questions revolved around the topics of current practices, training needed on technology, self rated levels of technology proficiency, evaluation of staff development around technology, demographic information, technologies used in the classroom to enhance instruction, and technologies used to enhance student achievement.
Current Practices
Approximately 56 percent of staff completed the "Teacher Technology Survey." Questions under current practices included such questions as "I can find my way around computers (using menus, windows, the mouse, and basic functions) with confidence)," "I can design student learning activities that will integrate new technologies into the daily life of my classroom," "I can identify the connection between information literacy (making sense of information) and my curriculum goals," and "I can develop an expanded bank of strategies to promote student learning with different technologies, including problem-based learning." According to the self-reporting on these questions, just over half of the staff are able to use computers, to connect information literacy to curriculum goals, and to design student learning activities using new technologies in the classroom. However, 60 percent of the respondents were not confident in their own abilities to demonstrate how to use networks for problem solving, research, communication, persuasion, presentations, and decision making. This number is concerning due to the fact these are the exact skills we expect students to leave our school buildings with and enter post secondary education or work. It is difficult to expect our students to have such 21st century learning skills if our teachers are not confident of their own skills within these areas.
Teachers were also given the opportunity to make comments at the end of each question set. One of the open responses stated, "I need the time to learn and explore technology and programs to create learner based activities." Another response stated, "Sometimes it's not a question of CAN I do these things. What about the questions about can education be effective with a more limited use of technology? There's a blatant assumption that he/she who uses technology the most is the best teacher. It's a laughable assumption. I hear it from students ALL THE TIME. They're pretty honest about what goes on when they get on the computers. They know more about what makes a teacher good than we do!" Unfortunately, this last statement reiterates the fact that not all teachers agree incorporating technology into the curriculum is necessary or effective. However, the administration needs to be concerned about this teacher's ability to be an effective teacher because clearly the teacher is not concerned with meeting students' needs based on student learning styles and interests, thus depleting student engagement and possibilities for increasing student achievement. Although some teachers do not believe in the move toward technology development, many teachers understand the need for professional development surrounding technology for their own amelioration.
Training
According to the survey questions revolving around the need for training, teachers indicated a need to have more training on the use of SMART boards to enhance instruction, website development, the use of social networking sites for the classroom, creating webquests, using cell-phones in the classroom, and podcasting. During informal conversations with staff, some staff have difficulty using email, spreadsheets, word processing, and presentation software. These deficiencies have been recognized by the administrators in this school district who realize there are efficiency problems when staff are not well versed in the basic uses of technology. In addition, the administrators have recently incorporated the National Education Technology Standards (NETS) for Teachers into the supervision and evaluation tool. As a result, administrators are beginning to hold teachers accountable for their own technology skills as it is recognized that is teachers do not have basic technology skills they will not be able to teach their students about advanced used of technology or incorporate technology into the curriculum. As a result, students would not be developing their 21st century learning skills.
Self Rated Technology Proficiency
The survey also asked teachers to rate their own perceived levels of technology proficiency including not proficient, slightly proficient, average/moderate proficiency, above average proficiency, and highly skilled/proficient. Teachers were not given definitions of these proficiency indicators. Approximately 70 percent of teachers rated themselves as not being proficient in creating spreadsheets or databases. Approximately 80 percent of staff reported they were unable to login to a network to subscribe to a listserv or to design a simple research internet activity using Boolean logic. Approximately three-fourths of the staff reported they were proficient in using word processing software and approximately two-thirds reported they were able to use email to send and reply to messages. However, according to the Help Desk Tickets for Technology used in the district, approximately one half of all help desk tickets require assistance attaching and opening documents in email. These results are disturbing because the 21st century learning skills will require students to use technology for research, as well as use technology to analyze and synthesize information gathered through the internet. As a result, administrators will need to provide additional professional development for teachers in order to make teachers competent educators. In addition, the use of a supervision and evaluation tool which monitors teacher technology skills will begin to hold teachers accountable for developing technology skills to meet student needs.
Staff Development
Teachers were asked to indicate their evaluation of staff development opportunities as they relate to computers and technology in the classroom using strongly disagree, disagree, not sure/don't know, agree, and strongly agree indicators. Questions asked covered information regarding teachers' willingness to attend courses for technology integration and willingness to enroll in courses if the district did or did not pay for the courses. Over half of the respondents agreed they would like to take courses which teach technology integration and almost 50 percent of the staff would enroll in courses if the district paid for it. However, this statistic means that 50 percent of staff are not willing to enroll in technology courses if the district does not pay for the course. Unfortunately, this is a disservice to students because districts are simply not able to pay for every course teachers would be willing to engage in. As federal and state funding decreases, the opportunity to pay for professional staff development does not take precedence over curriculum and programs.
As a result of decreased federal and state funding, teachers are expected to use a trial and error approach to determine if technology is a useful tool to enhance instruction in the classroom. Not all teachers are willing to participate in trial and error efforts, as they believe these efforts are time-consuming with no evidence of success. In addition, lack of funding correlates to teachers needing to dig into research to learn about the applications of technology and integration into the curriculum. However, according to the survey, 54 percent of teachers do not believe such methods have increased their knowledge of use on computers. This information could indicate teachers have done research and have found the information to be useless; however, it could also indicate they have not done the research, but do not believe it would be a useful method. This information does not indicate teachers are not willing to use the computers to enhance their practice.
Teachers use computers to enhance their practice, but are using technology in what is thought of as a traditional means of using technology. The traditional use of using technology is using technology for email and internet access. Teachers indicated websites on the internet have helped construct lesson plans for integrating the computer into classroom practice and websites have also helped design teaching strategies. This question set also allowed teachers to add free form comments regarding staff development. The comments indicated a need for time in order to effectively incorporate technology into the curriculum. One respondent stated, "Any training we receive on ANYTHING is promptly lost if there is no time to implement into regular practice. Too many initiatives can be a detriment to all of them."
Teachers often believe new initiatives are in addition to what is already being done. However, administrators need to communicate new initiatives should be instead of what is already being done. New initiatives usually mean we are changing to work with best practice. It does not mean add technology to each lesson. Teachers must be willing to take time to substitute a lesson that incorporates technology for one that does not in order to implement into regular practice. Unfortunately, in this district, teachers who are not given time within the structure of a day running from 8am until 4pm to research ways to integrate technology or develop new lessons plans, simply believe because they were not given the time, they will not do it. As a result, students are not engaged and may not be prepared for our quickly changing, technologically advanced society.
Demographics
The survey included questions regarding basic demographic information where respondents were able to choose either yes or no to the statements. Statements included whether or not respondents had computers at home and computers with internet at home. Six percent of the respondents did not have a computer at home that is used for personal email, for internet, or for other activities. Other questions asked the respondents to provide information about having a computer at home used for school related email or school related internet. Approximately 87 percent of the respondents indicated they do have a computer at home that is used for work related activities. The survey asked staff if they lacked confidence in using computers and 16 percent of them responded yes, indicating they lack confidence in using computers. Thirty percent of the respondents stated they did not understand the process of using technology and cannot think of specific tasks in which it can be educationally useful.
The teachers were able to add free form comments relating to these questions. One of the respondents commented, "It would be nice to have a laptop to do school related tasks on at home." Another respondent claimed, "I feel that I have a pretty decent grasp of what applications work well to enhance my content area, but am not convinced that they are essential, necessary, and/or worth the expense when dealing with this subject area…Technology becomes in some cases a tool to help with management, but in many cases it is unmanageable, time-consuming, and a time-wasting obstruction." This is evidence of teachers not having the knowledge of how technology can enhance instruction and is also evidence teachers do not value technology, perhaps because of a lack of exposure to it, as indicated in the amount of teachers who do not even own a home computer.
Technologies used to enhance instruction
Teachers were asked to list current technologies they use in the classroom to enhance instruction. Teachers listed such things as Microsoft office, LCD projectors, teacher websites, Safari Montage, SMART boards, internet, wireless mouse/keyboard, calculators, tapes, youtube, surveying tools, SMART response systems, excel, web-quests, email, MyCaert, video editing, digital cameras, robotic vehicles, CNC mill, screen printing, alpha smarts, DVDs, CDs, Ipod Touch, Webpath Express, Ultimate Writing, and microscopes.
Technologies used to motivate student learning
Teachers were asked to list current technologies they use in the classroom to motivate student learning. Teachers listed such things as computers, laptops, SMART boards, Tablet PCs, internet, LCD projectors, Safari Montage, online textbooks, internet activities, Geometers Sketchpad, tapes, calculators, online tests, laser printer, digitizing board, digital cameras, projectors, CNC mill, small gas engines, screen printing, synthesizers, audio mixing board, robotic vehicles, document cameras, video making, and CDs/DVDs. In addition to surveying the teachers about technology integration, students in this same district were also surveyed.
Student Technology Survey
According to a survey called "Student Technology Survey" administered by Jennifer Ganske, Director of Instruction for the Campbellsport School District, in Campbellsport, Wisconsin, there are many students who would like to see more technology used in the classrooms. Students in grades seven through twelve were surveyed. Thirty percent of students voluntarily completed the survey. In the survey developed by the Learning and Performance Support Laboratory at the University of Georgia, Likert scaled questions revolved around the topics of rating how useful educational technologies have been in class, the role of educational technology in learning experiences, self perceived comfort levels of using different technologies, and student ownership of technology devices.
Usefulness of Educational Technologies in Classes
Approximately 28 percent of students reported web based discussion threads, chat tools, instant messaging tools, and student response systems (in class voting systems, polling, or clickers) have never been used in their classes. Most students reported email, web based discussion tools, instant messaging tools, student response systems, electronic presentations, online self tests, visualization tools, digital audio files, digital video files, and online instructor's notes are very useful educational technologies that have been used in the classroom. Students were able to add free form comments to this question set. One student commented, "I'm not comfortable with certain blockings on the computer because they might actually be blocking useful information." Another student stated, "photoshop, inventor, and autodesk awesome."
Role of Educational Technology in Learning Experiences
Students were asked to rate the role of educational technology in their learning experiences. Fifty-eight percent of students agreed that educational technology has been easy to learn and 45 percent strongly agreed they prefer to use computers to make schoolwork easier to do. In addition, approximately 43 percent of student respondents strongly agreed using computers makes schoolwork more fun/interesting. Thirteen percent of students disagreed or strongly disagreed with the statement "I want to learn more about educational technology" leading to the conclusion most students would like to learn more about educational technology. Over half of the students who participated in the survey agreed or strongly agreed with the statements "Educational technology has helped me to interact with my teachers (chats, blogs, email, etc.)," "Educational technology has resulted in prompt feedback from my teachers," "Educational technology has helped me to ask for clarification when information did not make sense to me," "Educational technology has made it easier to work with other students," "The educational technology I have used in my classes will be useful in my future career," "Educational technology has made it easier for me to see how the ideas I learn in class apply to real life," "Educational technology has helped me to complete assignments on time," "I am more engaged in classes that use educational technology," "Educational technology has made me feel like I have control over my learning experiences." "Because of educational technology the teaching in my classes was more student centered," and "Because of educational technology my teachers demanded higher quality work from students." These are important inidicators because these directly relate to the characteristics of digital learners who want access to information now, rather than later.
Self Perceived Comfort levels of Using Different Technologies
Students were asked to report their comfort levels with using different technologies using indicators of never used/don't know, very uncomfortable, uncomfortable, comfortable, and very comfortable. Less than five percent of students claimed they were very uncomfortable using online libraries, web-based discussion threads, instant messaging tools, chat tools, online quizzes, desktop publishing programs, presentation programs, multi-media editors, word processing programs, spreadsheet applications, pictures and graphs, and email applications.
Student Ownership of Technology Devices
Students were asked to report on which devices they own and which they would like to own. Over half of the respondents were not interested in owning a personal digital assistant (PDA). Approximately 61 percent of student would like to own a smart phone that has a data plan or internet access. Eighty-six percent of students own a cell phone and an Ipod or mp3 player. Approximately 56 percent of students surveyed would like to own a laptop and approximately 40 percent of students already own a laptop. Approximately 35 percent of students own a netbook and 6 percent would like to own a netbook. Seventy-one percent of students own a desktop computer and 17 percent would like to own a desktop computer.
Conclusions
The results of the teacher and student surveys clearly indicate students are more accepting of the use of technology to engage them in their learning. Teachers, on the other hand, are behind students in their technological skills, as well as their skills in envisioning the needs of the future. Clearly, technology will continue to infiltrate society; therefore, technology needs to infiltrate education in order to prepare students to live and work in such a society. Educational leaders must begin to look at how the limited amounts of funding they receive are spent in a manner to address the technology needs of all students. In addition, educational leaders must hold teachers accountable for their own skills because without these skills, teachers are unable to effective engage students in learning. It is important to make sure technology is actually used to enhance instruction and increase achievement, rather than as a traditional means to record information. Technology devices must be used to gauge critical thinking skills, problem solve, and analyze information. In addition, technology is the new tool for effective communication where knowledge is learned across a global society which is decreasing in size due to technology.
Halverson and Collins "suggest that despite the growth of access to technology in classrooms over the last 10 years, schools rarely allow technology's transformative potential out of the box" and often focus on "risks rather than rewards…using it in ways that leave fundamental curriculum and pedagogy unchanged" (Richardson, W., 2010, p60). If educational leaders do not begin to take an active role in changing curriculum and pedagogy to meet the needs of 21st century digital learners, students will not be engaged in learning; therefore, not maximize the potential for student achievement.
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