In a recent article for The Atlantic, Alexandra Samuel suggests that when it comes to parents, there are three clear types: limiters, enablers and mentors. Limiters keep their children away from the internet meaning that they are kept out of
In a recent article for The Atlantic, Alexandra Samuel suggests that when it comes to parents, there are three clear types: limiters, enablers and mentors. Limiters keep their children away from the internet meaning that they are kept out of the digital world. Enablers trust their kids online, but leave them to their own accord. Mentors on the other hand, walk hand in hand guiding producing. After reading the article, I was left wondering whether the same categories could be applied to teachers?
I know that technology is required in every classroom and many schools are full of devices, but it seems that one of the greatest variables to success is the teacher willing to embrace it. Dr. Jane Hunter has published a book about ‘high possibility classrooms’. What seems to come out of this investigation is that success is often based on the strength of the teacher. If we were to consider Samuel’s three types, many of the teachers who created high possibility classrooms could be described as mentors, teachers who stood side-by-side with students. Although on the one hand they make possible certain opportunities, they also supported students with these being wary of the challenges and consequences. An example of this is Lee Hewes’ work with Mindcraft. For without his support, the opportunities for students to be in a virtual world simply would not exist.
In contrast, the limiter grudgingly allows technology into the classroom, only to be secretly plotting its downfall the whole time. For some this is a fear that technology will leave them obsolete, while for others it is a belief that learning face-to-face should always take precedences.
On the flipside of this, there are those teachers that enable their students. They allow them to use technology, but having little idea as to what they are doing and how they are doing it. This leaves the students experimenting with little support or feedback.
Maybe this is not useful, maybe it is not the same or maybe it is just wrong? How do we support teachers with different mindsets? At different points on the innovation curve? Like Knud Illeries’ perspectives of learning, can we really change people’s ingrained beliefs about anything? And what does it mean to ‘teach’ technology, especially in a BYOD environment? Maybe we need to start with how we use it ourselves and go from there? Should every teacher be a mentor? Are there times when we simply need to enable possibilities or limit others?
I feel that I have more questions than answers, but maybe that is a part of the conversation that we need to have around any aspect of change. Like Sherry Turkle’s discussion about the place of technology, the more discussions we have the better. If you have anything to add, I would love to hear it. Feel free to comment below.
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