I’m a technology coach. Well, I’m not sure what my official title is. When I started at my school almost four years ago, my official title was Digital Learning Facilitator, DLF (almost an ELF but not quite). Apparently, the title of IT Coach had been considered and discarded.
Fourteen years ago, I started out as a computer teacher at an international school in Bangalore, India. This involved me teaching high school and middle school Computer Science courses in the Ontario curriculum, IB Computer Science, and a weekly class to students at every elementary grade level. I was the department head for Math and Computer Science, and taught one semester of Data Management, MDM4U. In addition, I was the computer support person. We had a network manager, but teachers saw me for all their problems from logging on, to printing. During my two years in that job, there was no concept of co-planning or technology integration.
In Khartoum, Sudan, I was the technology coordinator. My first year, my responsibilities were similar to those in Bangalore. Every child had a computer class with me once a week. I campaigned to change this process and developed an IT curriculum with two prongs: technology integration at every grade level, as well as dedicated computer science course offerings. This was a substantial shift for me, and for the school, but grounded in educational research as well as my beliefs. Elementary teachers started co-planning and co-teaching classes with me. Those classes happened in the computer lab, but the content and activities were governed by classroom goals. We also did some computer science activities with the children, particularly from CS Unplugged. In middle school, I taught programming classes, mostly using Logo, and some technology infused financial math courses. In high school, I taught photo editing with GIMP, web design, and programming. I later taught Adobe InDesign and Photoshop Elements for creating the yearbook. I was employed as a teacher, but did the job of a Tech Director. We redesigned the computer lab during my third year, and I led the research and decision-making about the new equipment. I worked in Khartoum for four years.
In Nagoya, Japan, I was once again the technology coordinator. I led the curriculum through the same process of redesign and change as in Khartoum, from weekly classes to trimester-long or semester-long classes in Middle School and High School. I worked much more closely with elementary teachers in curriculum planning and co-teaching. I consulted with middle school and high school teachers about using technology to augment, modify, and redefine their teaching. In addition, I lead the technology committee and the technology planning for the school, and managed the WordPress server. In my third year, I learned about TIM, and TPACK, and improved my approach to working with teachers. Before this, I used to focus on the technology, but then I started to focus on the curriculum, and how technology works within particular contexts and curriculum areas. I started looking into the affordances of different technology tools. We diversified our technology tools beyond desktops, and added some Macbooks, iPads, and Netbooks. We also invited high school students to bring their technology devices from home, and gradually implemented a BYOT program. I worked in Nagoya for four years.
I’m now in Prague, Czech Republic. One of my intentions in moving to this school was to be in a bigger school where I could grow with colleagues. It was my first opportunity to be in a school with more than one person in my position. Over my four years here, I’ve seen a shift in my job responsibilities, and the expectation of the job. I solve problems for teachers regarding the use of iPads and laptops (tech coach as expert), do some professional development, and am involved in planning meetings. This is the first job where I haven’t had my own classes, and that sometimes feels strange to me, but I still get to work with students through co-teaching, mentoring groups of students, and leading lessons in various grades. I have more time for leading professional development, and for preparing professional learning material than I did in any of my other jobs. That has been great because we’ve more than doubled the number of devices at the school, and I’ve been able to work with individuals and teams to decide how best to use iPads and laptops for learning in different units, and with different children. The major shift for me in this job, is that the job of tech coach seems to be morphing to include being the expert/guide for STEAM, Robotics, design thinking, and for using laser cutters, and 3D printers. I’ve been involved with teachers in design challenges such as Scribblebots, Makey Makey projects, copper tape projects, etc. I also coach a middle school FLL robotics team, host after school robotics activities for elementary school students, and work with teachers to integrate robotics into the curriculum. There is a Tech Director, who I report directly to. I’m not sure what my official title is, maybe Tech Coach, maybe DLF, but the job looks very different than it did 14 years ago. Part of this change is due to location and context, but some of the change is due to changes in education.
After 14 years, I’m aiming for a (bigger) change. I don’t know what I’ll be doing next year. I feel, in some ways, like I did in those days when I just finished receiving my certification from the Ontario College of Teachers, and I had no job and wasn’t sure what I would be doing next. Yet, it’s nothing like those days because I have a wealth of experience, a growth mindset, and an attitude of adventure.
This post was inspired by the Edublogs Challenge prompt to write a post related to the constant changes and the pendulum effect in education.