Teachers want tech, but need training

“It seems a waste,” writes Hechinger’s Meghan Murphy. Despite “millions of educational apps, millions of lesson plans available online, millions of laptops in the hands of students,” few teachers “find ways to infuse technology into their lessons.”

Teachers say they need more and better training, she writes. In a 2015 survey, 90 percent of teachers said technology was important for classroom success; almost two-thirds wanted to integrate it into their lessons, but said they needed more training.

Paul Andersen, a Bozeman High School science teacher and Montana Teacher of the Year, showed other teachers how to create YouTube tutorials to "flip" the classroom.

Paul Andersen, a Bozeman High science teacher, showed how to create YouTube tutorials to “flip” the classroom.

A nonprofit and several teacher-founded companies are developing interactive training methods to help teachers use digital tools effectively.

Jessica Anderson has “blended” her ninth-grade earth science class in Deer Lodge, Montana. She’s is the state’s Teacher of the Year for 2016.

On a day in December, a girl worked on her laptop to illustrate the cycle of water through the atmosphere, while a boy used Google 3-D glasses to take “a virtual field trip, researching various ways that communities across the globe use minerals.” Each student was on a self-directed path, writes Murphy.

BetterLesson, founded by former teachers from Atlanta and Boston,  provides “master teachers” who help someone like Anderson “create a strategic plan for doing blended learning” and a way to measure effectiveness, writes Murphy. “The team then meets along the way for coaching, feedback and accountability.”

When Jessica Lura taught a lesson on mood in writing, she used a PBS Kids video as a hook for her eighth-graders at Bullis Charter School in Los Altos, California, writes Murphy.

By the end of the lesson, they’ll have written sentences in various moods, written and recorded a monologue, and made that monologue come to life with an animation app.

Lura’s teaching is captured in the “Lesson Flow in Action” video on Graphite, which is Common Sense Media’s portal for teacher resources. Common Sense featured Lura because she’s one of their certified educators who integrates technology comfortably into her classroom. Her lesson plans are hosted with about 2,200 other lessons on the site, which also has almost 12,000 app reviews accessible to its more than 310,000 teacher members.

Another sites, Teachers Pay Teachers, provides free and paid resources. Teachers have earned $175 million for their lessons.

Teachers: Technology cuts attention spans

Diverted and distracted by technology, students can’t focus or persevere, say teachers in two new surveys.

In a Pew Internet Project survey, nearly 90 percent of teachers said digital technologies are creating “an easily distracted generation with short attention spans.”  Although the Internet helps students develop better research skills, teachers said, 64 felt technologies “do more to distract students than to help them academically.”

Seventy-three percent of teachers said entertainment media has cut students’ attention spans, according to Common Sense Media, a San Francisco nonprofit. A majority said it hurt students’ writing and speaking skills.

“Distraction” could be seen as a judgment call, Pew’s Kristen Purcell told the New York Times. Some teachers think education “must adjust to better accommodate the way students learn.”

But teachers worry about that too, the Times reports.

“I’m an entertainer. I have to do a song and dance to capture their attention,” said Hope Molina-Porter, 37, an English teacher at Troy High School in Fullerton, Calif., who has taught for 14 years. She teaches accelerated students, but has noted a marked decline in the depth and analysis of their written work.

She said she did not want to shrink from the challenge of engaging them, nor did other teachers interviewed, but she also worried that technology was causing a deeper shift in how students learned. She also wondered if teachers were adding to the problem by adjusting their lessons to accommodate shorter attention spans.

“Are we contributing to this?” Ms. Molina-Porter said. “What’s going to happen when they don’t have constant entertainment?”

Both younger and older teachers worried about technology’s impact on their students’ learning.

It’s not likely students have lost the ability to focus, responds cognitive scientist Daniel Willingham. But flashy technology with immediate rewards may have eroded students’ willingness to focus on mundane tasks.

Kids learn early that very little effort can bring a big payoff, he writes.

When a toddler is given a toy that puts on a dazzling display of light and sound when a button is pushed, we might be teaching him this lesson.

In contrast, the toddler who gets a set of blocks has to put a heck of a lot more effort (and sustained attention) into getting the toy to do something interesting–build a tower, for example, that she can send crashing down.

“It’s hard for me to believe that something as fundamental to cognition as the ability to pay attention can moved around a whole lot,” Willingham writes. “It’s much easier for me to accept that one’s beliefs–beliefs about what is worthy of my attention, beliefs about how much effort I should dispense to tasks–can be moved around, because beliefs are a product of experience.”

High-tech cheating

One third of teens admitted using a cell phone to cheat during tests in a Common Sense Media poll.  Two thirds said other kids use a cell phone to cheat.  Yet 23 percent say it’s not cheating to use notes stored on a cell phone during  a test; 20 percent think it’s OK to text answers to test questions to their friends.

Seventy-six percent of parents say that cell phone cheating happens at their teens’ schools, but only 3% believe their own teen has ever used a cell phone to cheat.

More than half of teens surveyed admitted using the internet to plagiarize.

Common Sense Medis is releasing a white paper on Digital Literacy and Citizenship in the 21st Century.