Educators as a group face a long and steep learning curve before they are able to incorporate computing technology in their classrooms effectively and optimally. The steep curve is because of such factors as:

• A general lack of computer experience;
• The difficulty of translating basic computer use into methods of using computers to teach;
• The lack of broad understanding of available software tools in order to identify teaching opportunities and appropriate supporting software; and
• A requirement for a modest level of technical understanding, if educators are to be able to do basic troubleshooting.

Learning to use computers and software is different from learning to teach with the same tools. Everyone agrees that this challenge is critical: But what does adequate support mean?

Two types of support for educators are needed:

• Professional Development support and
• Technical support

Support is needed at different times, in different forms, such as:

• Implementation support and
• Ongoing support.

All of these components are crucial. However, plans to develop staff at schools tend to place the most emphasis on implementation and basic technical skills training, while ongoing support and technical support training which allows educators to troubleshoot get less consideration.

To understand the critical nature of staff support, consider the following quote:

“There is a long history of trying to reform education through the use of technologies such as radio, motion pictures, and television (These reforms were generally unsuccessful due to failure of) proper implementation… In particular, educators were provided with inadequate assistance in using the technology, and the technology itself was often unreliable. As a consequence, the technology was not used by educators or became very marginal to the schools’ instructional activities.”

THE LEARNING CURVE AND EXISTING EDUCATOR SKILL LEVELS

Most educators face a relatively steep learning curve as they progress toward the elusive goal of “full integration” of computers into the curriculum, when many have not begun the climb. The critical step in implementing computers in the classroom is not the speed of hardware and infrastructure acquisition and installation. It is the speed with which educators move up that learning curve, get comfortable with computers and determine how best to use them. If educators are not comfortable with computers and cannot see them as helpful aids in the teaching and learning process, they will not use them.

The in-depth understanding required to teach effectively with software is very different from just being able to use it. Some software lends itself to teaching models, others do not. Educators need to be able to distinguish between the two. It is not always possible to turn learners loose with a program and let them “run”. Instead, the educator might be nearby, directing the learner to specific tasks in the program, asking provocative questions to tie into the course content, suggesting that learners try various options and look for others, and assessing whether learners are understanding the content being taught.

It has been quoted that doctors and educators have markedly low levels of computer knowledge. However, this does not mean that educators are incapable. It means simply that educators have been too immersed in the pressures of their jobs to `experiment’ with anything that does not address their immediate needs and that initially consumes time rather than frees it up, before making them more productive. Librarians, on the other hand, tend to embrace computers because the technology is uniquely fitted to maintaining and accessing databases of information that are at the core of library organization.

When considering educators and technology, one sees educators dividing into various types.

“Educators, like others who use technology, fall along a bell curve in which there is a small percentage of innovators and visionaries eager to try new things, a larger number of those who follow the lead of others, and a small group who are sceptical of change.”

The innovative educators who have successfully used computers in their classroom tend to be technically adept. They tend to be the “super users” to begin with, according to some. They already know how to use the tools. So where does this leave other educators and you? Hopefully, determined to master ICT techniques for the benefit of your colleagues and learners at the school. In this section of the module, we look at what you, as the school leader and/or ICT champion, can do to support your staff in mastering ICT tools.

Where do you need to take your staff?

• First, educators must understand the concepts and the basics of how to use hardware and key software. Training addresses this first step.
• Second, educators must practise until they become fluent in the use of computers. Here, they need to focus on fluency with core software, such as word processing, Internet engines, and educator productivity software.
• Third, once the previous two steps are complete and the educator has developed an understanding, feel and vision necessary to begin the classroom implementation process, much of the work involves developing a broader understanding of educational software in more detail (What is out there? How it works and what it can do?). This involves fitting choices into curriculum and tailoring the software options to individual learner needs. Every choice has its own learning curve.