Teacher technology adoption: What’s age got to do with it?

Jennifer Williams
A older techer sat with students, in particular looking at a laptop with one of the students
Reading time: 4 minutes

Educators, by design, are innovators. Living and working in a constant state of beta, teachers bring to the classroom a natural desire to explore and better understand new practices and methodologies to support students in their search for knowledge.

Guided by an internal drive to make the world a better place and powered by the rewards of working daily with the youth that can create that positive change, teachers collectively are part of a profession different from any other. Within one classroom on any single day, a teacher can become a scientist, a historian, an inventor, or a scholar. Over time, whether in a one-room schoolhouse a century ago or in a technology enhanced classroom of the digital age, these defining characteristics of “teacher” have seemed to stay constant.

Bridging the generational and digital divide

Today, as citizens of our digital and global world, we are in an extraordinary time where divides are closing and collaboration becomes standard – where differences are truly celebrated and associations are surpassing separations in society.As educators, this change reflects what we have consistently asserted in our classrooms.

Yet, terms like 'generational gap” and “digital divide” suggest a significant separation between us as teachers and our students. In truth, teachers and students are increasingly using asharedlanguage of innovation and exploration. Rather than sticking to notions of a technology-based generational divide, many are transcending the labels of “digital immigrants” and “digital natives”.

This is further reinforced by current research demonstrating that technology adoption in education has less to do with age and instead is based more on exposure and experience (Bennett & Maton, 2010; Bullen, Morgan, & Qayyum, 2011; Guo, Dobson, & Petrina, 2008; Helsper & Eynon, 2010). As opposed to a focus on divides, this new evidence offers supportive pathways of possibilities to bring together older and younger generations in the process of learning in our world through exploration and wonder.

Embracing skill development

Moving attention away from a fixed age factor to emphasizing a continuum of proficiency based on exposure and experience enables teachers of all ages to identify as part of this digital age of education. Though digital technologies are fixtures in the daily lives of many (if not most) of our students, the ways students use technologies are not always consistent.

Students of today – like students of previous generations – continue to need the guidance of teachers in finding ways to take and apply their understanding of technology to effectively convey perspectives with the world, influence the opinions of others, and contextualize and synthesize information in meaningful ways.

Timeless lessons from teachers

Teachers as innovators – young and old, tech-savvy and tech-novice – have extraordinary gifts to bring to their students, who are also navigating through digital environments. Though there are countless lessons teachers bring to students, here are several timeless ones that transcend any generation of teaching. Teachers guide students to use advanced technologies so that they can be...

Critical consumers

Today, students in our classrooms are bombarded with information at nearly every moment in time. With basic searches for information often leading students in multiple directions, research at every level has now become a highly complex and sophisticated process. The result is that we now see learning practices shifting from finding answers to discovering more questions.

Teachers can guide students to evaluate and consume information critically. By promoting transparency and sharing, they help learners consider context and sources, reason with evidence and build knowledge.

Creators of rich content

As classrooms advance as blended learning environments, seamless integration of technologies and innovative teaching practices offers students opportunities to transform from passive learners to active content creators. With countless digital tools available for content creation, students can seek guidance from teachers on matching the best tool to a particular communicative purpose.

Teachers who are skillful in creating synthesized messages can show students ways to comprehend and compose with combinations of digital technologies. Less in the role of directing lessons, the teacher becomes a catalyst for learning, inspiring students to work creatively and collaboratively to solve problems and respond to instructional lessons as producers of information.

Centered on relationships

A defining quality of a master teacher is the ability to create a positive learning community built on empathy and understanding. The focus on relationships in these classrooms models the continued importance of valuing alliances and friendships.

Soft skills, such as joy, honesty, trust and respect, become even more essential as our students continue to interact in a highly networked and diverse world. Balance, too, becomes a critical area for discussion as students look to divide attention, time and social-emotional reserves between onscreen and in-person experiences.

Within responsive classrooms and digital learning spaces that keep emphasis on the formation of relationships, teachers can offer opportunities for students to develop through collaboration, teamwork, solidarity and conflict resolution.

Resilient in endeavors

Our students are looking out onto a world where anything is possible. Digital age technologies are empowering students to believe: “if you can dream it, you can do it”. The impossible is within reach, and a mindset of grit and determination moves sparked ideas to a place of accomplishment and excellence.

Through the creation of learner-driven classrooms centered on the student, teachers can help guide students to narrow their interests and ultimately find their passions. With relevance and authentic purpose, teachers can connect students in the process of learning through design thinking and trial and error – shifting the outlook from fear of failure to resilience and 'stick-to-itiveness' to advance learning to a place of discovery and invention.

And it is this mindset – a position of inquiry and exploration – held by students and teachers, young and old, that can show that great will come from risk. We all just need to be ready to try.

Learn about professional development for teachers

Read our blog posts 'The importance of teachers professional development' and 'The impact of AI on language learning'.

References

Bennett, S. J. & Maton, K. (2010). s.Journal of Computer Assisted Learning, 26(5), 321-331

Bullen, M., Morgan, T. & Qayyum, A. (2011). Canadian Journal of Learning & Technology, 37(1)

Guo, R. X., Dobson, T. & Petrina, S. (2008). Journal of Educational Computing Research, 38(3), 235–254

Helsper, E. J., & Eynon, R. (2010). British Educational Research Journal,36(3), 503-520

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    The new academic year is here and we're getting ready to head back to the English classroom. Yet, after a long and relaxing summer holiday, some students may feel unmotivated to return to the same class routine, especially if they have been learning English for several years. So, how can we reinspire students to keep learning and reconnect with English? By bringing in new resources, learning approaches and targets, we are sure you'll be able to rekindle their love of learning.

    So let's look at five ways to reinspire your English students in the coming academic year.

    1. Set new goals

    Students may lose interest in classes or feel discouraged when they don't have a clear target to work towards. If this is the case with your class, have them write up a list of five new goals they'd like to achieve.

    These goals must be SMART: Specific, Measurable, Achievable, Relevant and Timely. So rather than just saying "I'd like to learn more vocabulary", have students make it SMART.

    For example:

    Specific: "I'd like to learn new advanced vocabulary to use in my writing."

    Measurable: "I'll test myself to see if I can define and use 20 new words in sentences."

    Achievable: "I will dedicate 2 hours a week to studying the definitions and writing example sentences in context."

    Relevant: "This will help me get a good score in myas I struggle with formal academic language."

    Timely: "I will learn 20 new words by the end of September."

    If learners find it difficult to think of goals, ask them to write one for each language skill: listening, reading, writing and speaking. You can also refer to the GSE Teacher Toolkit, which has hundreds of learning objectives organized by age, level, skill type and more.

    The idea is to encourage them to set clear objectives, giving them an exciting new challenge to work towards for the year ahead.

    2. Encourage students to find conversation partners

    Students may lose interest in improving their English if they've only been studying in a classroom. They may see it as something boring and unrelated to their real lives.

    A great way to tackle this is by encouraging them to talk with English speakers outside of class. By doing this, they'll pick up new vocabulary and expressions, giving them more confidencein their language abilities.

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    In this case, the appmay be a suitable alternative. Similar to a language exchange, learners can connect with people from around the world. They can choose people with a similar level as them and either write messages, send short audios, or do video calls, depending on their ability and confidence.

    Communicating with real people is a fun and encouraging reason for your learners to want to improve.

    3. Introduce interesting new vocabulary

    Students may become disheartened if they've been learning for years but aren't seeing much progress. A simple and effective way to help them improve their level is by encouraging them toexpand their vocabulary.

    They already have to study a lot of vocabulary from their textbooks, so why not give it a more personal twist and ask for suggestions of topics that interest them?

    Maybe they are gamers and want to learn how to communicate better with other players around the world. Select vocabulary about styles of games, turn-taking, and strategizing that they could use – they can practice in class and be thrilled to be given homework.

    Perhaps some of your students want to study or work abroad. This may be a common topic, but one thing that is not frequently discussed is how to deal with the paperwork of living in another country. For example, getting into more specific language about banking, housing rentals, or setting up wifi will help them feel more confident about their move. Though these things differ between countries, there is a lot of overlapping vocabulary and roleplaying will do wonders to reassure and excite them about their upcoming adventures.

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    4. Work on specific problem areas

    Language learners may become frustrated and lose motivation if they continue to make the same mistakes. It may cause them to feel disheartened in their abilities and want to give up, especially for those who aim to sit exams. You can help them level up by identifying specific problem areas and tailoring your classes to work on these.

    Tests can help your learners discover their weaknesses and avoid the frustration of sitting and not passing an exam. They'll be able to pinpoint what they need to work on, and you can dedicate your classes to exactly what they need, rather than cover areas they may not have problems with.

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    Hold class debates

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    Throw in some unexpected activities to bring students' attention back to class and spark their interest in learning again.

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    By Donatella Fitzgerald MBE

    As we start thinking about returning to school, the big question for teachers and parents is: How can we help our children get off to a smooth start?

    After the long break, students might be keen to see their friends again. But it's not always easy to get back into the class routine. It's especially difficult when students are moving into a newclass orare facing important exams.

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    1. Be organized and create routines

    Organizing is what you do before you do something, so that when you do it, it's not all mixed up. – A. A. Milne

    Have a "family meeting" to brainstorm the routines for the school year,e.g., tidying room, getting school clothes/uniform/bag ready the evening before, homework routines, familymeal times and exercise. Ensure each member of the family has input into the routine too. Create a chart with the routines so everyone can see what has been agreed upon and how they are being adhered to.

    2. Start bedtime routines early

    Early to bed and early to rise, makes a man healthy, wealthy, and wise. – Benjamin Franklin

    Agreeing on firm bedtimes during the school week is very important for everyone in the family.

    If children and teenagers do not get enough sleep, it can negatively impact their healthand academic achievement. It's important that they are aware of this too.

    In an ideal world, we should ensure that adults and children are not exposed to any form of screen time for at least 30 minutes to one hour before bedtime. This will help everyone sleep better.

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