As part of the “Ideate” mode this week, I was required to take a brief time out of my day in order to develop some ideas relating to my problem of practice. Initially, when I sat down, I had already taken time throughout the previous weeks to brainstorm and incubate ideas that related to my problem of practice. For this lab in particular, the beginning brainstorming session came pretty easy. I was able to freely think about and develop a great deal of information for my problem. I spent about 20 minutes reflecting on ideas and I had and organized them onto a Google Doc. You can see these initial ideas in my “Problem of Practice: Idea Notes” below in black text. Once I generated my initial thought, it was then time to take a break to let these ideas “incubate” for a bit.
For this incubation time, I decided to complete a little painting project. I needed to prime a nightstand for my future son’s nursery and I figured that was a perfect task which would require a minimal mental load, allowing my mind a break as well. However, the painting then turned into bath time for my two year old, and a few other odd tasks. So, I would say that the initial 30 minute light break turned into at least an hour, and I didn’t think much about my problem of practice throughout this time.
When I sat back down to begin the final part of the lab and reflect on my previous ideas I hadn’t really thought much about my problem of practice. However, as I began to read through my previous thoughts, I was able to generate more ideas than I had initially thought. You can find these additional ideas in my “Problem of Practice: Idea Notes” below in blue text. Even though I didn’t feel like I had anything extraordinary to contribute after my incubation time, I this activity helped me to recognize the benefits of having this quiet time to sit and reflect. I feel like I often get some of my best ideas when I am falling asleep, in the shower or driving on my way to work. I come up with new lessons or add things to my lesson that day to make it better. Even though I don’t always mindfully participate in taking a break from a problem, I feel that I generally have a time of “incubation” with my thoughts everyday. I now recognize how that time, and the resulting ideas, can powerfully impact my day, my lessons plans, and even bring about possible solutions to my current problems.
Please take a look below at my initial idea session and my ideas once I revisited my problem after the incubation period. The black text represents the initial ideas, while the blue text represents ideas generated after the incubation period.
Problem of Practice
Idea Notes
Questions I am struggling with
- How do I change the culture at my school to encourage appropriate technology use?
- Needs to start with administration
- Reflect technology teaching techniques in P.D sessions or offer suggestions to teachers
- Note: Our districts tech guys are great, but they do not have the manpower or teaching experiences to be the only ones to offer teachers advice. They will do what they can and offer suggestions or try to troubleshoot if it is asked, but curriculum is not in their job description.
- Needs to start with administration
Issues or variables that present a problem for me
- Student engagement when using technology in the classroom
- Lack of engagement usually leads to students being distracted by the many opportunities their technology allows them.
- Increase rigor = Decreased distractions
- How can we as teachers heighten engagement? What does this look like?
- How can we create 21st century lessons?
- Lack of District supplied technology training,
- Chromebooks were given out without any guidance to appropriate methodology for teachers
- They were given help with basic setup and use, but nothing on using the technology to transform their classrooms.
- Chromebooks were given out without any guidance to appropriate methodology for teachers
- Low teacher technology literacy
- Teachers understand the basics of common tools; Google Docs, Google Classroom, YouTube, etc. However, many are not aware of, or do not have time to explore, various web 2.0 applications
- Teachers often use the technology to replace paper pencil tasks.
- Survey given at beginning of P.O.P suggests that teachers are willing to learn more about appropriate tech use
- Are they willing to dedicate time to do so?
Thoughts I have been kicking around in my head on my problem
- I’d like to be able to implement some of my solutions on campus. I’m a new employee this year and still figuring out how the campus operates (my last school was much different).
- How do I approach my principal without sounding arrogant or pushy? I’m not sure that he, or other teachers see a problem with how technology is being used.
Possibilities, ideas, or solutions that have entered my mind
- Create teacher teams by content area (or grade level) to explore tools and share with others in their content area.
- Could these people share a technology a week (1 per month per person) with other staff members? We don’t have faculty meetings, so all sharing would need to be electronic.
- Too much to ask of teachers?
- Offer campus led P.D. sessions.
- However, few Administrators have tech experience.
- Again, this might be why a tech team would be more practical.
- Offer flipped P.D. sessions?
- Encourage more teachers to attend off campus workshops and P.D. opportunities
- Hire a technology integration specialist for the district.
- ME!
- Create more opportunities for teacher collaboration
- Possibly allow time in staff development for sharing of how other teachers are using technology.
- Google Doc with links to tools
- Other spaces to easily share technology tools
- Allow for teachers to observe other teachers
- Tech experts
- Admin support for all of above
Image Credits: “Ideas” – http://www.dalerodgers.co.uk/come-new-blog-post-ideas/
Brittany Schroeder 
