What K-12 Teachers Need to Adapt to the Rapidly Changing Technology Landscape

Scott Key, Director, Professional Learning, University of Alberta

Teacher preparation programs focus on subject matter content, related pedagogy and assessment practices, classroom management strategies, and navigating an increasingly diverse classroom environment. With the rapid advancements in Artificial Intelligence (AI) and the need to integrate computer science into school curricula, current and future teachers require further preparation to better utilize technology to support teaching and learning.

While most teacher education programs squeeze one Technology course into a jam-packed program, more is needed to better equip pre-service teachers with the knowledge and skills to integrate technology into the school curriculum effectively. Unfortunately, much of what they learned is often forgotten as pre-service teachers take up their first teaching position and face the complexities of full-time teaching. Instead of utilizing technology to enhance teaching and learning, many teachers only use it as a substitute for traditional teaching tools, for example, Smart Boards are used as high-tech blackboards or large screen monitors. Essentially, teachers use old methods in a new form. During the pandemic, teachers were required to use a broader range of technology tools, such as Google Classroom and subject-specific applications, often with little or no support or guidance to integrate these technologies effectively. Teachers need to continue to improve their knowledge and skills to better utilize technology in their classrooms.

What should this professional learning look like? The majority of professional learning opportunities are short professional development workshops, typically lasting 60-90 minutes. While these types of sessions are useful for learning discreet skills such as how to better use a Smart Board, learning how to integrate technology into teaching requires longer, sustained learning. As teachers engage in longer, sustained professional learning, they better understand the connection between theory and practice, enabling them to integrate emerging technologies into their teaching seamlessly. Professional learning is more than just acquiring new skills. It requires teachers to explore new pedagogical frameworks and instructional design approaches in order for them to make informed decisions on how to integrate technology into their teaching. For example, teachers need to learn the core elements of computational thinking (e.g., abstraction, pattern recognition, decomposition, algorithms) and how to integrate computational thinking into teaching practice. Building on this foundational knowledge, teachers can explore the relationship between computational thinking, computer science, coding, and problem-solving in order to enhance their teaching. Instead of the “one and done” workshop experience, ongoing professional learning allows teachers to deepen their knowledge, implement changes to their teaching, and share their experiences with colleagues.

"As school jurisdictions incorporate technology to support the delivery of instruction, address the impact of AI on education, and add computer science (coding/programming) to the school curriculum, teachers require further preparation."

As school jurisdictions incorporate technology to support the delivery of instruction, address the impact of AI on education, and add computer science (coding/programming) to the school curriculum, teachers require further preparation. No short workshop will prepare teachers. Many universities have graduate programs which meet this need. Take, for instance, the University of Alberta, which has a four-course graduate certificate in Technology in Education. The program is designed to enhance teachers’ ability to leverage technology to support their teaching and increase their self-efficacy. As new technologies emerge, teachers must adapt, and universities must support them in this journey.