A small group of ITRTs gathered at the DOE this week to learn how to use data gathered from standardized tests to support teaching and learning.  Not necessarily a setting where you’d expect a discussion about Blogging to begin.
The workshop was informative. We spent a good deal of time analyzing test data and learning to identify strengths and weaknesses within demographic and program areas. We strategized about how to best work with teachers and building administrators to use this information to improve instruction.  The magic didn’t happen, though, until the discussion turned to how technology could facilitate instructional changes.
With a group comprised of Instructional Technology Resource Teachers there was no need to worry about technology “buy in”.  We all understand how technology can improve instruction. What was interesting to me was the way information was generated.  Enthusiasm electrified was what I witnessed.  It started gently, just a few polite suggestions about technologies that might support certain curriculum areas. Soon, though, a group of curious educators were exploring how technologies were being used in different districts and with each inquiry, the energy level grew. Blog, wiki, De.icio.us and twitter accounts were shared and the learning grew exponentially. Soon, we were sharing, exploring, teaching, learning, and creating simultaneously. The room took on a life of it’s own.
It occurred to me that this was exactly the type of learning that today’s students should be experiencing in school.  If we can help teachers use technology to generate this type of energy for learning, there might be less need for data analysis.