From Gatekeepers to Crossing Guards

Technology has been available for the masses, there has been an unofficial gatekeeper who limits who can receive the information and at what level. The gatekeeper identifies what the learner will see, do, and to some respect, learn. The gatekeeper mentality limits what information is obtained within certain constraints. “…cited barriers to technology integration were- 1. Poor administrative support 2. Problems with time,… 3. Poor software 4. Curriculum integration difficulties 5. Teacher’s attitudes and knowledge towards computers 6. Computer limitations and inadequate numbers of computers 7. Lack of technical support.” (Schoepp)

The thought tends to be one of conservative repetition-based philosophies of previous hang-ups and ideological practices based upon a collection of student incidents and teacher frustrations to provide for changes in the future. Students are punished for figuring out a process not a part of the curriculum instead of embracing their ingenuity and building pathways to their future. 

In each generation, there will always be those who will test the boundaries to explore our educational gaps to be ahead of the curve for student engagement, to be informed of what is needed in the job market, or jaded by the normal teaching with the lack of student participation and state requirements. 

“Handing teachers materials outside their expertise or interest leads to materials that won’t be used. Teachers need a sense of ownership in the choice of project, content area and skills to be developed. “(Dockstader, 1999)

Teachers, for the longest, have adopted this approach becoming creatures of habit with the absence of student involvement into the learning process. The greatest aspect to knowledge is the unknown. As we journey into the next decade, education needs to be more of a partnership with students and releasing our fears of controlling the informational be transformed into a gateway for building instruction. “…educators might do well to focus efforts on helping youth transitioning to adulthood learn to use their technology responsibly (Aakash et al., 2015) as they will likely have unlimited access to it in their future post-secondary and employment settings.” (Hedges, 2017)

We cannot have an instructional path that only educators are comfortable with for the past five years; we need to embrace a crossing guard mentality. “…implemented professional development activities to help teachers create problem-based learning environments that promote meaningful uses of technology within the learner-centered context. “Yun-Jo (2011) The crossing guard is used to provide transition from one location to another. The teacher can support students in guiding from what is acceptable in technological walkway to learning. “Additionally, such an approach often results in students and teachers working with the same digital devices, which addresses concerns of equality, security, and access.” (Delgado, 2015)

We are capable of now directing our students of where to go and providing safe lanes to build knowledge. Let us not be hindered by when our students will journey off and do; however, encourage their growth through direction and education.   

Bibliography

Delgado, A. J., Wardlow, L., McKnight, K., & O’Malley, K. (2015). Educational technology: A review of the integration, resources, and effectiveness of technology in K-12 classrooms. Journal of Information Technology Educa- tion: Research, 14, 397-416. Retrieved from http://www.jite.org/documents/Vol14/JITEv14ResearchP397- 416Delgado1829.pdf 

Dockstader, J. (1999, Jan). Teachers of the 21st century know the what, why, and how of technology integration. THEJournal, 26(6), p73,2p.

Hedges, S. H. (2017, September 22). Technology use as a support tool by secondary students with autism. Retrieved from https://doi.org/10.1177/1362361317717976

Schoepp, K. (2005). Barriers to Technology Integration in a Technology-Rich Environment. Learning and Teaching in Higher Education: Gulf Perspectives, 2.

 Yun-Jo An & Charles Reigeluth (2011) Creating Technology-Enhanced, Learner-Centered Classrooms,Journal of Digital Learning in Teacher Education, 28:2, 54-62, DOI: 10.1080/21532974.2011.10784681