Unit Seven - Challenging Ways of Teaching and Learning

Whoa, last blog entry: the semester has flown by :).  When thinking about what is the biggest roadblock or challenge in implementing ...well, all of the things we have learned about/used this semester; I think I echo everyone when saying, teacher resistant - without a doubt.  I've mentioned in previous posts about teachers' fear of the unknown and complacency in their current routine or practice.  This is not an issue to be undercut, but proves continually to be a huge obstacle in implementing any type of technological change in the classroom or curriculum.   Students aren't the problem.  This group of millennials and beyond are hardwired for change.  The rate of change our world is seeing in technological advancement is all they know, its what they expect.  They see a new innovation or invention, and reflex response of "when will the new and improved version come out?"  So for the most part, we've got them.  As long as we can implement and introduce tools to them that they can find applicable and relevant to their own lives, or at least see as valuable on their educational path, then they will always try new things.   But what do you do about those teachers that can't or won't adapt, experiment, change?  I don't know.  I think,  obviously, change has to start from the top and work its way down.  I know this proves unhealthily true at my district - that administration runs the show; what they decree is the law of the land.  Conversely, if they are not attuned to a new idea, technology, advancement, then that staff-wide push to get on board will not come from them; and subsequently those resistant teachers have little incentive to change.  I hate that, but I think its true.  The leadership, aka admin, has a lot of power to make people change - "adapt and learn the new stuff or lose your job" generally gets most people's attention.  Unfortunately, most administrators aren't on that train of thought right now.  Many of them have not taught in a classroom for decades, if ever, and their decisions usually reflect that absence.  

I think the issue of teacher resistance will continually decline, however.  To be blunt, young teachers are not usually the one's resisting; its the teachers who have been in the biz for 30 years and don't want to take the time/energy to learn and change.  As those people begin to retire and/or leave education, those coming in will be a group comprise of the new generation that is accustomed to the tools of the future and equipped with the skills to adapt to future change.