January
12
2019

Stop Celebrating Low-Level Learning

By Tom 7

In the spring of 2002, I was teaching 4th grade in Bucks County, Pennsylvania. As a teacher in my second year, my classroom had a 1:1 student-to-device ratio.

That’s right, in 2002, 17 years ago, we were 1:1.

Palm Pilots. Yes, Palm Pilots. Remember those things?

Image Credit: The Morning Call, 2002

“I’d love to see these units become standard equipment for all students in five to ten years.” – Thomas C. Murray, 2002 (HAHA!!)

These devices were really the beginning to mobility in the classroom. For the first time, these students had access to a device that could take pictures, create digital stories, “beam” information back and forth, both at school and while at home. In 2002, these devices were new. They were shiny. They were the gold standard of edtech in the classroom. (Especially when the color ones came out! Ha!)

A few weeks into the pilot project, I had a planned, formal observation. Like any teacher, I wanted to impress my principal. In knowing he was coming, my lesson plan was well thought out. Student engagement was planned throughout. I was going to be using technology the entire time. I just knew he’d be impressed.

To premise the observation, my principal was an incredible leader. He created a culture of innovation and pushed us to take risks and to try new things. He encouraged us to think outside-the-box and do things differently for kids as he modeled the way in the process. But, he didn’t get caught up in the fluff. He remained focused on high quality instruction throughout.

The following week came, and my lesson was ready to go. It was a 30 minute spelling lesson. (Don’t judge….but, yes, really!) After reviewing the Palm Pilot expectations and the software we’d be using, we dove in. For the majority of the lesson, students practiced their individualized spelling lists with partners. One partner would read another’s spelling word. He/She would then write their spelling word using the new Graffity program on the Palm Pilot, and beam it back to their partner to verify their answer.

For the entire lesson…
– Every student was engaged.
– When questions were asked, virtually every student had their hand up.
– Every student was on task and followed all of my directions.
– My lesson plan was followed perfectly; seamingly to the minute.
– Technology was used the entire time.

After 30 minutes, as a confident, 23-year old teacher, I wrapped up the lesson and sent my students out to recess. I remember feeling like I had just crushed it.

The following day, all fired up, I walked down to my principal’s office for the post observation. I was excited to hear how great he thought my lesson was the day before.

I can remember the conversation like it was yesterday. It’d be one that would fundamentally change my mindset on using technology and its role in teaching and learning.

I sat down, and as he always would, my principal made me feel welcome. Again, he created a culture where people wanted to be. A culture where people could take risks.

He looked at me and started like every principal has… “So Tom, how do YOU, think the lesson went?”

I remember being excited to share… “Well, I think it went really well. Kids were 100% engaged. Technology was used the entire time. My lesson plan was followed almost to the minute. Kids were on-task. Honestly, I think it went really well.”

He smiled, looked at me, and said, “So Tom, what were your learning objectives?”

“We wanted to use the Palm Pilots to be able to…” I began.

He cut me off. “No, Tom, what were your learning objectives?”

Hmmm… Maybe he misunderstood. “We wanted to use the Palm Pilots to…” and he cut me off again.

“Tom, let me push you on this. Every time I ask you about learning, you start talking about technology.”

Gulp. He was right. I was. I had. I did.

“Tom, were your kids engaged? Yes. 100% of the time? Pretty much. But, engaged on very low-level learning tasks. Were great management things in place? Absolutely. But what is it that kids actually learned?”

I remember instant humility coming over me. I was ready to celebrate what was 30 minutes of very low level, if any, learning.

He went on. “I really think you created that lesson because the technology could do something, not because it was the best way to learn something. Could you have done the exact same thing, with no technology, sitting side by side, pencil and paper, in only 6 or 7 minutes?”

Wow. He was right.

I had become hyper-focused on using the technology. Using the technology was my main goal. Not the learning.

Now don’t get me wrong. I didn’t leave that supervision conversation demoralized. I didn’t leave that conversation feeling like a failure. I left challenged to try it again, but to lead with learning, not the technology. It’s one of those supervision conversations that would do what it was supposed to do… it helped me look at things differently, and ultimately change my practice. It reinforced things I had done well (management), but pushed me where I needed to grow (mindset, vision, remaining focused on learning).

Fast forward 17 years. Chromebooks, iPads, PCs, millions of them in fact, are found in classrooms. During this time, the technology has evolved tremendously to the point where my devices from 2002 look like kiddy toys. Yet, the lesson I learned all those years ago, one that would alter my mindset and help me understand, is just as relevant, and just as needed now.

Today on social media, “being paperless” will be celebrated. Today on social media “a game-changing tool” will be glorified. Today on social media “an amazing new app that has to be used” will be highlighted.

We can never lose sight, like I did those years ago, about what technology is. It’s a tool. It’s an amplifier. It is not the learning goal. The app, the tool, the device, is not the “game-changer.” What the students do with it for learning is. 
It’s exactly why Eric Sheninger and I wrote about ensuring a “Return on Instruction” in Learning Transformed.

Simply put, as I share in the video, You can be 100% digital and 100% low-level learning. 

Principals – when your five minute walkthrough form checks off “Using technology,” and you hand it back to your teacher to show them that it was in place, I ask you this question…

So what?

We need to stop celebrating low-level learning, and put technology in its place. It’s a tool. It’s a support. It’s an amplifier. Checking off and sending feedback that “they were using technology” can inadvertently celebrate, and reinforce, low-level instructional practices, just as I did while sitting in the principal’s office back in 2002.

Together, we can do this.

All for the kids we serve,

Related posts
Comment
7
Anonymius

Can you add links so we can learn what low level learning is? Thanks

Tammy

Look up Depth of Knowledge or (DOK). It will explain current levels of learning we use in the classroom. In 2002, it was Blooms Taxonomy.

Tom

Thanks for sharing, Tammy. Yes, agreed. DOK was an excellent tool both as a teacher and as an administrator. Thanks for the recommendation.

Tom

Eric Sheninger and I address a lot of that in Learning Transformed: 8 Keys to Designing Tomorrow’s Schools, Today, specifically when we talk about “Return on Instruction.” There are also a variety of frameworks that help educators understand a learning continuums. Depth of Knowledge as referenced in another comment is one example. To sum it up simply, it’s valuing creation, exploration, design, over consumption and regurgitation.

Karen Corbell

Tom, I recently moved from my Hawaii 1:1 multiple devise classroom to my Alaska class where we go to the library to work on outdated desktops(NO CAMERAS) & 12 old i-pads in my room. It has been a huge perspective check for me to evaluate how I have used technology over the last 6 years! I always strived to not replace the pencil with a digital pencil in the past. My current focus is learning how to incorporate true PL- personalized learning- since it is our districts big initiative. I miss my up-to-date tech devices but have seen first hand they are only one tool that enhances Habits of Mind which ultimately in the end produces the higher level learning. That said… I am looking forward to updated tech tools when they eventually replace the old. 😉
@CorbellHiAk

Nelann Taylor

Awesome reminder! Very well-written and personable. Technology is great but it is not the learning target! Whoa!
Is this WordPress for your blog? I’m starting one soon, but the not sure if I should use this site. The pop-up should come after the user has read through instead of immediately.

Tom

Thanks, Nelann, for the feedback. …and yes, I use WordPress. 🙂

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