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May 1, 2002
Knowledge Managers for Collaborative Learning Communities
Information literacy is the first step to using today's resources in the curriculum.
By Barbara Bray
With more technology in classrooms, teachers will need creative classroom-management techniques to assure equitable use and more time to design or expand units that integrate technology and align to standards. To understand how to use these new resources as part of the curriculum, a major focus for professional development will be on information literacy skills. This is where the user accesses the information, uses it, evaluates it, and then synthesizes it into his/her own words. Knowledge management goes a step further, not only personalizing the student program, but also increasing understanding.
The Difference Between Information and Knowledge
To become a knowledge manager, one must first know the difference between information and knowledge. The Internet is growing exponentially with every new node and connection and because of this expansion, new users create information more than ever before. This also provides the ability for every user at every connection with Web-page design skills to become a producer of information.
Now, the end user needs literacy skills to determine validity. Information is treated as independent and self-contained. (Brown, 2000.) Think of information as an entity, and information literacy as a process. Information is something the user can pick up, possess, share with someone, put in a database or on a Web site, lose, write about, compare and contrast, and so on. Knowledge is more personal. It is difficult to pick up or pass around. A user can point to certain information but not to the knowledge they have. A user can hold on to information where knowledge takes a degree of commitment and understanding. Information tends to be independent of meaning. "I've read the information, but I don't understand it." Knowledge is where the user owns the information, understands its value, and is able to use it appropriately.
Teaching for Understanding
The challenge for teachers is to make the shift to knowledge management - understanding and production skills. The focus now becomes less on process, more on people and teaching for understanding. This transforms traditional teaching methods by providing clear guidance on choosing curriculum topics, defining explicit goals and learning activities, fostering student understanding, and assessing student performance. (Wiske, 1998.) Collections of links to primary sources may not make a difference in a student's understanding of information unless there is a system in place that supports ongoing learning for teachers. Teachers need a way of assimilating primary and secondary sources, time to discuss what they found with each other and their students, and then provide strategies where students can personalize this information so it is relevant to them.
Coaching Model
The coaching model is one of several sound approaches to professional development. This involves real-world and subject-matter experts who assess the teacher's situation through observations, surveys and interviews, plan with them to design a learning activity involving technology, model strategies with the students, and continue support on an ongoing basis. A coach can also search for information for the teacher. Most teachers have limited time to search for relevant links or the appropriate resources, so they need the support of "information seekers" who have the knowledge. The coach as knowledge manager can be another teacher, an outside consultant, the library media specialist, an online expert, a student, other teachers, or as part of a team a combination of any of these. It is important to make sure a coach is not relegated to the role of "teacher aide" and that they have the knowledge and expertise or are part of a team that works collaboratively to support the student program. It is frustrating for a teacher with limited technology skills or time to add searching for information to their busy schedule. The coach or knowledge manager has to be trusted and understand the teacher's situation, and building this trust takes time.
Staff Development Models
Examples of collaborative learning communities where professional development includes ongoing support are listed below:
L'Ouverture Elementary in Wichita, Kansas was created as a Technology Magnet. The Principal, Craig Bright, was eager to share information about this exciting learning community and their staff-development program. After school and inservice days were devoted to increasing technology proficiency levels. A full-time support person (coach) was hired to assist classroom teachers. The technology committee reviews staff-development needs and support is available on an as-needed basis. Peer mentors are assigned to new staff to work closely with them in the classroom. The technology committee and mentors developed an extensive framework and established resources to support learning activities. Through an ongoing assessment, any staff needs are identified and matched with the coach or a mentor. A scope and sequence was developed to better meet and challenge the needs of their students. Teachers utilize a sequential checksheet for assessment of student progress that is aligned with their standards. The parent association and other partners work closely in providing support through fundraising efforts so teachers have the resources necessary to do the learning activities. With support from an entire learning community, students meet their learning goals. Information is available at the school's Web site.
Emily Craft, staff development coordinator at Randolph School in Huntsville, Alabama, spends most of her time assisting teachers with technology integration. Her position, full-time teacher turned full-time coach, evolved from a faculty request for ongoing technology support for a student-laptop program and support for 80 faculty members. The technology team consists of her position, a technology coordinator, a system administrator, a laptop technician, and a student help desk. Craft helps teachers design instructional units that infuse technology into the existing curriculum. The focus is on letting the curriculum drive the technology rather than forcing a technology lesson into the curriculum.
Janice Friesen, area instructional specialist, eMINTS (enhancing Missouri's Instructional Networked Teaching Strategies) shared how a pilot project in 12 classrooms around the state proved that technology increases learning. The program now has 200 classrooms out of around 5000 in the state. Each classroom has a Smart Board, projector, one computer for every two students, a teacher workstation, scanner, digital camera, and a laptop for the teacher along with 10MB connection to the Internet. Teachers receive a stipend for the hours they participate in training - up to 100 hours the first year and 75 hours the second year. The state is divided into 10 "clusters" of teachers who meet regularly and has an Instructional Specialist, (CIS) that travels the schools to provide support and training. Support includes not only separate workshops but also time coaching individual teachers. The EMints Web site has evaluation reports and classroom Web pages.
Conclusion
These examples provide strategies that include rich resources, a technical support team and coaching. A consensus from members of the staff-development listserv is that teachers cannot do their job alone. Teaching has changed. Students have changed. They need an environment where just-in-time support is available, collaboration is encouraged, and everyone is a knowledge expert about something.
If we provide the resources that Missouri put in their classrooms, we have to support them. Technology does not work all the time and can be frustrating. Teachers cannot be technical wizards, curriculum developers, manage discipline problems, and teach to standards without the help of a support team.
As part of this learning community, knowledge managers can facilitate a team of teachers to participate in collaborative activities where teachers support each other.
Email: Barbara Bray is president of My eCoach. She moderates the CUE techstaffdevelop listerv and writes PDQ for TechLearning.com.
Computer Using Educators
Copyright 2002, CUE, Inc. Reprinted with permission.
Resources
Brown, J. and Duguid, P. The Social Life of Information. Harvard Business
School Press. 2000. ISBN 0-87584-762-5
Downes, L, and Mui, C. Unleashing the Killer App. Harvard Business School
Press. 1998. ISBN 0-87584-801
Wiske, M. Teaching for Understanding. Jossey-Bass Education Series. 1998.
ISBN 0-7879-1002-3
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