The Jolaus Lifestream

Este EQUIPO estaba integrado por cuatro personajes: el Sr. TODOS, el Sr. CUALQUIERA, el Sr. ALGUIEN y el Sr. NADIE.

Resulta que un día había que hacer un trabajo muy importante y TODOS sabía que ALGUIEN lo haría, CUALQUIERA podría hacerlo, pero NADIE lo hizo.

Entonces, ALGUIEN se enojó cuando se enteró; porque le hubiera correspondido a TODOS hacerlo.

El resultado fue que TODOS creía que lo haría CUALQUIERA, y NADIE se dio cuenta de que ALGUIEN no lo haría.

¿Cómo terminó la historia?

ALGUIEN reprochó a TODOS porque en realidad NADIE hizo lo que hubiera podido hacer CUALQUIERA.

Technology facilitation and collaboration, like technology itself, is anything but static. There is not one solution for all schools and all teachers that works all of the time. I have found it most useful to think of collaboration as a cycle that teachers enter and exit based on their individual needs. There is no beginning or end to this cycle, only differing levels of support. Position on the continuum isn’t necessarily the same for all situations – the same teacher could be at different stages for different projects, simply based on his/her experience with the varying tools being used.

Full Collaboration: During this stage of the cycle it’s hard to say where the teacher’s responsibilities end and the facilitator’s begin. They work together as full partners, co-planning, co-teaching, and co-assessing to develop an authentic, technology-rich learning experience for the students. This level of collaboration doesn’t necessarily indicate that a teacher is a novice with technology in general, but rather that they would benefit from the partnership of another colleague throughout the process of planning, teaching and assessing. However, full collaboration is fantastic for teachers that are new to technology and appreciate the feeling of support throughout the process. Full collaboration continues as long as the teacher and facilitator feel the support is necessary.

Partial Collaboration: During this stage of the cycle, the teacher is feeling more confident with the tools being used in the classroom and requests assistance when necessary. Often the focus is on co-planning an entire unit, and co-teaching for specific lessons within that unit. Partial collaboration is a great way to build teacher confidence, while also modeling effective use of technology in the classroom. Partial collaboration is often useful when the teacher is comfortable with most aspects of a certain technology tool or unit of inquiry, but needs specific help in certain areas.

Coaching: During this stage of the cycle, the facilitator takes more of a “backstage” approach, supporting the teacher mostly outside of class time on co-planning or brainstorming ideas for projects or lessons. Usually, this is when a teacher is comfortable planning and teaching a unit, but may need some advice or guidance on how to best approach the unit, or in-class support on occasion. Coaching works well when the classroom teacher feels confident about what they’re doing but appreciates some collaborative brainstorming or problem solving.

Mentoring: During this stage of the cycle, the teacher is almost entirely independent in their own classroom, and working towards helping other teachers effectively utilize technology in their classrooms. S/he may still work with the facilitator for advice, but is being increasingly looked upon as an expert by their peers. This is where the cycle begins to create a sustainable model for professional development, because now the facilitator is not the only source of educational technology support within the school.

Bottom line: activities that students work on that require collaboration should be rigorous and be aided by the questioning and prodding of the teacher that is in the room. That individual should be up, moving around, asking questions, and contributing to the development of the knowledge base via content or skills. Otherwise, you aren’t teaching; you’re babysitting.