image by Schiwago from commons.wikipedia.org
Digital technology used effectively should not only impact on how children learn, it should also affect teacher pedagogy overall; whether or not digital resources are being used in a particular lesson.
Over the past 4 or 5 years, I have definitely become more of “teacher as guide”, working amongst children, “elbow to elbow, knee to knee” (Anne Keneally) rather than “sage on the stage”. I have found myself using Sugata Mitra’s philosophy that underpins SOLE – “I don’t know” – more often than I have in the past, to encourage children to make use of resources other than me for their learning. It is quite common for people to come into my current workspace (the CLiC) and struggle to find me. During lessons, I will often situate myself somewhere in the CLiC so children know where I am if they need me, rather than wander around too much. The learning space therefore has multiple focal points, with me being one of them only.
During the “working” part of each CLiC lesson, I now tend to sit back more, rather than wandering around “checking up” on children as they work. Because children tend to be very engaged in their learning tasks in the CLiC, little of my time needs to be spent on behaviour management. We have been making good use of time management scaffolds to help “tip projects towards completion” (turn of phrase from Gever Tulley as he talks about his Tinkering School) rather than delivering learning experiences – children “check in” with their class teacher or me at different stages of their learning journeys, and cumulatively fill in a “progress bar” to indicate to themselves and us how far they are along with the task: