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Teacher training for the technophobic   A computer teacher at Packer Collegiate Institute in Brooklyn, New York gives advice and tips for teaching computer literacy to teachers who may feel that technology is not exactly their area of expertise.   By Arthur Raisfeld

lthough the emergence of computer programs in schools has generated a great deal of excitement and enthusiasm on the part of students, teachers, and administrators, no one claims that it is without its headaches. One of the most difficult and pervasive of these problems lies not in the training of students, but in the training of teachers.        Even the students who don't have computers at home are usually comfortable with technology. They've grown up with VCRs, microwaves, and of course, video games. Many teachers have not. Faculty members at my school range in age from the early 20s to the late 60s. The level of computer skills among them varies greatly. This is not solely due to age but there is a correlation. Older teachers need to be approached with care. Not because they are any less competent or capable of learning, but because they didn't grow up immersed in computer technology, so it is less of a reflex.

Arthur Raisfeld

tudents expect to be told that they need to take computer classes. They are given time for it in their schedules and they see a direct need for it. They expect that they will put these skills to work in college or in the workforce. Teachers are different. Many have taught effective, engaging lessons for years and never learned to touch type, use clip art, or surf the Net. As one teacher so wryly put it to me, "I have a word processor. It's called a pencil."        This is not to say that they can't become fans of technology. Once some of these teachers make some progress they begin to approach technology with a born-again zeal, demanding time in the computer lab and of course, several computers in their classroom. Although this is fulfilling, this also has its dangers. The trick then, is twofold. How do we get our teachers to become technologically proficient? And how do we get them to take a balanced approach to technology?

he balanced approach is the easier of the two. At a recent workshop, leaders stressed many times that there are three types of lessons: those that are best taught on computers, those that are best taught with the aid of computers, and those that are best taught without computers. It is easy to be seduced by the glamour of computers and it is important to remind ourselves that not all great lessons involve technology.         Training teachers toward proficiency is a tougher nut to crack. Although it is never easy, here are some tips that will make it easier: All new hires should be computer literate. This will reduce your need for in-house training. Computer literate should be defined as the ability to use a word processor, save and recover files from multiple locations, and conduct Internet searches. Trainers sometimes debate over whether teachers should be taught to use the computer as a tool or whether it should be taught in a context and given a clear pedagogical function. Don't you learn better when taught in a context?

"Some teachers will learn better when taught outside of the school setting. One reason for this is that they may be uncomfortable at having to do something so unfamiliar in front of their peers."

t a recent workshop for Technology Directors, Lauren Allen, a consultant with Vision Education of New York City, offered the following suggestions:   The administrators must decide if training will be mandatory and if teachers will be paid for it. If training is mandatory then follow-up support must be as well. Training should take place in multiple sessions but should not be spread out over too much time. Having multiple sessions will allow you to use the first session to become more familiar with the needs of the people you are training. Keeping the sessions close together will aid retention. Some teachers will learn better when taught outside of the school setting. One reason for this is that they may be uncomfortable having to do something so unfamiliar in front of their peers. Purchase several laptops to give to teachers on a rotating basis. They will use these over the summer or during vacations in order to improve their computer skills and explore possibilities for their classroom. Staff must have the means to meet and communicate regularly regarding the integration of technology and computer problems. Administrators must be included in training. The ultimate goal of the school is not to need separate staff to integrate technology into the curriculum. A computer savvy group of teachers will be able to do this on their own.        Risa Sackman of Thomson Educational Consulting adds this final suggestion, "Lesson goals should not be stated in terms of what students should learn but in terms of what they will be able to do. "

Arthur Raisfeld is a computer teacher in New York. Teacher Testimony authors are nominated by people like you. Send nominations to the editor. © 1997, 1998, 1999, 2000 SCR*TEC.   This page is Bobby Approved.