"Why do teachers avoid using technology tools in a math class?" I ask a group of 21st Century Classroom teachers.
I expect to hear about education paradigms, kill-and-drill instruction or a lack of motivation. I wonder if the issue is a lack of technological knowledge or a confusion about theory and content. However, none of the teachers mention these ideas.
"Teachers are scared that a slower, tech-integrated pace will get them into trouble with principals."
"I was scared that the balanced math wouldn't transfer to the standardized tests."
Finally, I bring up my own story, "Fear was a big barrier for me. I took the plunge and wondered if creativity, critical thinking and technology would work in math. But I knew I'd be crushed if I crashed. I knew it would cut to the core of what I believe about teaching. It would be an attack on who I am. Crazy, huh?"
Teachers begin sharing their own internal conflict, with the concept of fear as a common theme. The hard part is that the villain wasn't a person. It was an ideology. It was a political structure. It was the culture of fear created by standardized education.
Why aren't teachers being more innovative?
Why aren't they using project-based learning?
Why aren't they integrating technology?
Why aren't they making critical paradigm shifts?
The issue isn't motivation. Teachers aren't looking for reasons why they should use technology. Often they aren't even looking for new strategies or killer apps (though I personally don't think apps should be killing people). Instead, they are looking for permission. Permission to be. Permission to do. Permission to collaborate and innovate and advocate meaningful learning.
When you tell a teacher, "here's a great technology tool that you can use for this project" and then you say, "you need to pay close attention to the data and pass the test," there is a reasonable fear that the authentic way won't transfer to the kill-and-drill tests.
If we want professional development to be meaningful, we need to think about how this transfers to an education system shaped by fear. We need to think about self-efficacy and the affective nature of learning.
