Education is a field characterized by gaps: Teachers and school administrators view scholars with suspicion as they believe scholars are disconnected from the realities of the classroom. Scholars are suspicious of teachers and school administrators as they believe educators are unsystematic in their work. Educational theorists advocate for reform of schooling so that students are prepared for the complex problems of the modern world, but the policy makers insist on using tests to measure learning.
Education is a field characterized by gaps: Teachers and school administrators view scholars with suspicion as they believe scholars are disconnected from the realities of the classroom. Scholars are suspicious of teachers and school administrators as they believe educators are unsystematic in their work. Educational theorists advocate for reform of schooling so that students are prepared for the complex problems of the modern world, but the policy makers insist on using tests to measure learning.
In reality, lesson planning is one of the least certain tasks an educator undertakes. The lesson planner can be sure of what they intend to teach; it may even be articulated in measurable learning outcomes (the value of which is dubious). The teacher also believes they know how to present the material so that students achieve those outcomes. Further, they believe they know how students can best demonstrate what they learn. Other than the intended outcomes, planning is grounded in predicting (I think “guessing” is a more accurate verb) how students will be learning from the intended lessons and the degree to which the assessments will capture the intended learning.
Educators’ technology needs tend to be different from those encountered in other businesses and industries. Educators generally value flexible systems that allow them to assess the usefulness of software, sites, and services; and to respond to new discoveries and changing expectations quickly. Students who are just learning to read and write often find complicated systems difficult to use. Technicians experienced in designing secure systems that provide predictable and stable access can find these needs of educational populations to be contrary to their expertise.
Director of Teaching and Learning Innovation at a community college in New England
Retired k-12 science/ math/ technology teacher/ technology integration specialist/ coordinator