As a deputy principal and long-time educator, I’ve witnessed many technological advancements and ‘game changers’ in our classrooms. As I reflect on some of these I’m not so sure how impactful these really have been after the ‘dust has settled’. As my career has progressed, and maybe as I have matured, I’ve learned the importance of pausing to consider the pedagogical substance of new tools before jumping in.
I’m reminded of action research I conducted many years ago as part of a master’s in ICT in education at the revealed a key insight from participants: students appreciate a balanced approach to learning. They enjoyed a mix of traditional and modern methods in the classroom, including:
1. Chalkboards (at the time) and whiteboards for visual explanations that compliment the lesson
2. Projectors (now evolved to visualizers, interactive whiteboards or digital displays)
3. The physical presence of the teacher )Relationships, Relationships, Relationships)
4. A classroom setup promoting interaction & engagement (e.g., horseshoe arrangement, groupwork etc)
5. Real-life examples connecting lessons to their everyday experiences
Are these as relevant today as they were when this research was conducted?,
In today’s technology-saturated world, we must be mindful of what we introduce to our students and colleagues. They already navigate a claustrophobic landscape of technology at home, in society and often at school. Sometimes, stepping back from technology can be beneficial.
To navigate this complex landscape, I’ve found the PIEW model, used by the Irish Primary Principals’ Network (IPPN), to be incredibly useful. PIEW stands for:
– PrioritiseP-I-E-W Capacoty Planning Framework
– Implement
– Evaluate
– Wait
This model provides a structured approach to introducing new technologies or methodologies in education. Here’s how it works:
1. Prioritise: Before adopting any new technology, carefully consider its purpose and potential impact or pitfalls.
2. Implement: Introduce the technology in a controlled manner, starting small.
3. Evaluate: Gather feedback from colleagues and, most importantly, students.
4. Wait: Take time to reflect on the outcomes before deciding whether to expand the use of the technology to other classes or introduce something new.
As we continue to explore technology’s potential in education, we must remember that it is a tool to augment, not replace, the irreplaceable human element in teaching. The art of teaching lies in balancing these tools with our human touch, creating a varied and effective learning environment that prepares our students for their futures.
By using frameworks like the PIEW model, we can ensure that our use of technology in education is deliberate, purposeful and impactful. Our role as educators extends beyond imparting knowledge. We are facilitators of learning, emotional support systems, and guides preparing students for their futures. Technology, when thoughtfully integrated, enhances our ability to fulfill these crucial roles but will never , and can never, replace the human interaction that we as educators do so well.