That's fine for K-12...but what about college students, particularly adults returning to college after several years out of school? Do they need technology skills to "live productively in an increasingly digital society"? If so, what are those skills? Do these technology success skills differ for returning adults in undergraduate, graduate, and doctoral programs?
A case in point:
One of my courses required that I consider an instructor have had in the past or a colleague who I had observed, either face-to-face or online....then rate that instructor according to the ISTE Standards for Teachers.
I am 61, and this has been a difficult assignment for me as it has been 14 years or more since I last took a course, and I have not really done much observation of colleagues.
I finally decided to choose a hybrid class taught by a colleague at another institution, using a combination of satellite broadcast/video-streaming and videoconferencing...
...bring me to ponder the use of technology....and its importance in teaching adult learners...and the technology adult learners need to be successful in their lives - both home and work.
I LOVE technology. I love experimenting with the software and thinking up ways to integrate it into class. I also enjoy teaching F2F and try to find ways to provide some of the same activities I do F2F for my students at a distance.
In reviewing the ISTE Standards for Teahers I immediately thought about a good friend of mine who has always received excellent student evaluations and comments from former students....and they constantly refer other students to him for courses as well.
This good friend, while able and willing to use Learning Management Systems, video-conferencing, and email, does not really integrate technology into his assignments or into his classroom...despite teaching at a distance.
Does this lack of technology make him a poor or ineffective teacher? Are his students graduating lacking some sort of technology skills needed for success?
Is it possible his use of technology is appropriate for course content and his student population (primarily doctoral students between the ages of 40 and 70 with full-time jobs)?
Does one really have to take full advantage of technology to be an effective teacher?
My friend crafts thoughtful assignments with clear rubrics.
He videoconferences with students as a group 4 times throughout the semester, giving them a choice of 2-3 dates to "attend" each class session. For those who cannot attend those sessions, he holds individual sessions.
He videoconferences with students individually throughout the semester as questions arise and/or to make sure students are on track.
He provides a one-page reflective writing assignment for each course module.
He posts a non-narrated ppt of the chapter reading in addition to supplemental readings.
He assigns students to groups for oral presentations that are performed "live" through video-conferencing.
He does not post forums, nor does he ask students to create videos or audio posts. Students are, however, required to come to campus for two weeks each summer for an immersion. This Summer Institute provides bonding opportunities and course work requiring students to work collaboratively...perhaps this is enough to keep them bonded throughout the year..... without videos and audios?
Yet, when I rate his course based on the ISTE Standards for Teaching, his courses fall woefully short of meeting these standards... How,, then, do the adult students learn in his classes? Why do they enjoy his classes? Why is it that when I run into his former students at conferences, they "sing his praises". . . despite his not integrating much technology into his courses.
Perhaps the age of the student and student roles outside of class can answer this...
These students are ALL adult learners, all have full-time mid-level management jobs requiring they work at least 40 hours a week. Many already have families although some add to their families while working toward their degrees.
They use cell phones and computers in their work, and often use spreadsheets, documents, and presentation software daily. Those with children may have more exposure to technology just to "keep up" with their children.
The standards proposed by ISTE are still useful for adult learners, but I question the amount of technology exposure they need to meet those standards.
For example....
The second standard requires faculty to design and develop digital age learning experiences and assessments. I know he uses LMS-posted quizzes and a tests...and project-based learning, probably more valuable than the quizzes and tests.
In the third standard faculty models digital age work and learning...and this is my what colleague does well. He models the same skills that his students need in their workplaces, helping them to hone those skills, be it decision-making skills, critical thinking skills, research skills, or digital skills.
The fourth standard addresses the importance of promoting and modeling digital citizenship and responsibility. My colleague helps his students explore global societal issues and responsibilities while exhibiting legal and ethical behavior. He uses discussion and reflective writing to do so..... allowing students to ponder the topic then "get it to paper."
The final standard for teachers is to engage in professional growth and leadership. He encourages his students to present at conferences, co-presenting with them as needed. they present in class using videoconferencing technology.
Do adult learners in graduate programs need to know how to perform the same tasks that those in K-12 do? Will K-12 students who enter college and the work world be better prepared to enter these worlds due to their technology preparation?
What are the technology skills necessary to succeed in UG programs? grad programs? doctoral programs? the work world?
I am not sure that we know the answer at this point. Perhaps it is time to find out. . . . and adjust graduate learning accordingly....
References
International society for Technology in Education. (2008). ISTE Standards: Teachers. http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf
I sooo enjoyed reading your post! You raised some excellent questions, and you're helping me begin to understand how to better reach diverse learners in this program. I think one interesting thing about the ISTE Standards is that they do not always include the word "technology." And when they do, it is not in a prescriptive way. For instance, in Standard 1 (Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.) teachers are encouraged to use what they know about content, pedagogy, and technology to facilitate student learning. But perhaps what we know about content, pedagogy, and technology leads us to purposefully exclude technology from some teaching and learning tasks. With each standard, I believe there exists this flexibility. I love the examples you shared in your post about the instructor. You clearly make a case for sound and purposeful decision-making when it comes to pedagogy and technology. Part of that decision making is knowing when not to use technology.
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