Running head: AN EVOLVING PROFESSION 1

An Evolving Profession: Veteran Teachers in the Digital Age

Katy Andersen

EDUC 631

Liberty University
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Abstract

While much has changed in high school classrooms in the last several decades, the inclusion of

technology is one trend that will likely not go away. Once exclusively respected for their content

knowledge and additionally respected for their ability to convey it to others, many veteran

teachers are experiencing a profession evolving before their very eyes. Classrooms that used to

be filled with paper, pencils, books, and chalkboards, are now filled with iPads, laptops,

interactive white boards, and the Internet. Teachers are finding it necessary to adopt new

methodologies to meet the revised expectations of students, administrators, and society in

general. Additionally, teachers may find the ever-growing burden of learning new technology

overwhelming. Teaching ones content area now occurs in tandem with teaching computer

literacy, and it spans the curriculum. Quite simply, it is becoming necessary for teachers to

master technology to achieve success in their classrooms, and this is a new paradigm for many

veteran teachers. Some educators are enthusiastic about conquering the new technology-infused

pedagogies, and some are apprehensive. Relevant professional development experiences should

assist teachers in reaching their students confidently in the digital age.

Keywords: computer literacy, professional development, veteran teachers, ELA

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An Evolving Profession: Veteran Teachers in the Digital Age

Since the beginning of time some of the greatest educators have demonstrated their

ability to transfer knowledge and skill to others. Their philosophies still impact educational

programs today. Yet, even Confucius or Plato or Socrates may have hesitated if asked to

incorporate modern technology, a digital format, or the Internet into their teaching. Such is the

case with many experienced and veteran teachers in American schools today. It is a topic worth

exploring.

Revised Expectations

L.S. Shulman juxtaposed American societys expectations of teachers in 1875 with those

a century later to find that a great movement had occurred over time. Knowledge of content used

to be the defining characteristic of teachers, yet today there is not nearly the established emphasis

on subject matter (Shulman, 2013, p. 2-3). The modern focus spans pedagogical processes such

as how a teacher manages the classroom, organizes materials and activities, ascribes praise and

blame, plans lessons and assesses student understanding (Shulman, 2013, p. 5). It seems likely

that today an additional characteristic might be included, one specifically addressing the

teachers ability to utilize technology for educational purposes.

In the past ten years, the number of high school students participating in online courses

increased dramatically, and researchers at Harvard University believe that by 2019 nearly half of

all high school students will take courses online (Morgan, 2015, p. 72). These are numbers that

cannot be ignored. Some states are so serious about recognizing technologys impact on

education that they have established requirements for students to take online courses before

graduating from high school (Morgan, 2015, p. 73). Technology clearly plays an important role

in American society, and if schools are to remain relevant, teachers must adapt. If teachers are to
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remain relevant, they must learn to incorporate technology into their methodology and not be

controlled by the technology itself.

One important classroom technological transformation involves reading. In every subject

area and in every academic class reading is a regular practice. Many student textbooks are now

available exclusively online rather than in print form. According to one study about reading by

Jiun Yu Wu and Ya-Chun Peng, students performed better in the print condition than in the

electronic reading condition, and this has important implications for intervention as well as

teaching and learning practices (2016, p. 11). Although students are more adept at and

experienced in paper-based reading, reading electronic text has become an indispensable part of

daily life (Wu & Peng, 2016, p. 11). This is does not imply that all students prefer or perform

better with print copies; Wu & Pengs findings are clear. However, teachers cannot simply

assume that online textbooks, a foundation for many classes, will be received equally in a digital

format. When using online or digital materials, teachers must be prepared to supplement the

reading and to guide students development of higher order thinking skills related to reading

comprehension. There must be a clear connection between the use of technology and learning.

Reading is a critical element to ones education, but teachers cannot simply incorporate

digital text and call it a successful effort to infuse technology. William Sewell notes that

contemporary society demands a high degree of reading ability (2008, p. 87). Unfortunately,

most adults are incapable of performing to that level, and because of that, American businesses

are looking overseas for qualified workers (Sewell, 2008, p. 87). If the goal of education is to

prepare students for a productive future, Americas schools cannot miss the proverbial boat here,

the one steered by technology.

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Restructured Pedagogy

For some veteran teachers, making a transition from daily face to face instruction with

synchronous feedback and interaction to one involving asynchronous communication and

technology to convey learning is a daunting task. The challenge is not exclusive to teachers who

move completely to teaching in virtual classrooms. More frequently, infusing technology into a

traditional course and creating blended and distributed learning experiences are becoming

expectations in many brick and mortar schools. Newer teachers may be quite comfortable

achieving this, having just gone through their pre-service training, but experienced teachers may

feel anxiety (Orlando, 2014, p. 436). Veteran teachers are ones who have been respected for

knowing their subject areas expertly and for providing learning experiences to students,

sometimes spanning a period of several decades. For these teachers, integrating technology with

their content lessons may remove them from their familiar places at the top of their departmental

hierarchy and place them at the tail end of a learning curve. No longer is it enough to simply

know ones discipline; additionally, teachers must master technology and use it effectively to

guide both themselves and their students toward multiple literacies.

Years ago, the term literacy was a one used almost exclusively in English Language Arts

(ELA) and reading classrooms. As students advanced through their acquisition of the alphabet

and subsequent new vocabulary, teachers could observe students advancements in their mastery

and note when they became fluent in their use of language. Today, literacy is not exclusive to the

ELA classroom, nor is it exclusively the responsibility of the English teacher.

Literacy has become a term widely used, and it is often ambiguously defined. One

explanation proposes that in education, at least, the term is being more broadly defined than the

ability to read and write (Price, 2013). This, as Price intended to point out, does not truly define
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the term or the original concept of literacy; instead, it muddies the waters. Some experts insist

that students must achieve all sorts of literacies such as: computer literacy, digital literacy,

information literacy social literacy, entertainment literacy, etc. (Price, 2013). The

original definition of the word has been expanded exponentially. The root of the word literacy

itself stems from the Latin literatus/litteratus, meaning one who knows the letters and implies

a relationship among language, communication, reading, and writing (Literate). The dictionary

definition of literacy states that it is a persons knowledge of a particular subject or field

(Literacy). Therefore, literacy in the digital age has come to suggest that one possesses the

ability to utilize digital resources effectively and appropriately, demonstrating fluency in the use

of technology.

Fluency is most known as a term used in reading instruction, but it can also be applied

to other complex skills (Renwick, 2014). Once used to define emerging young readers in their

language acquisition, today, like literacy, this term has also expanded. Fluency is established

when a person can do something in a way that seems very easy (Fluency). Renwick (2014)

also implies that a teachers fluency in using technology is necessary to effectively integrate

technology with content. What used to be an exclusive domain: computer education, today has

become embedded within the curriculum of all content areas. Teachers must be not only literate

in technology but also fluent it its use.

The responsibility to utilize technology to accomplish content-related objectives and to

achieve computer literacy spans the curriculum. In all subject areas, the purpose of practice is to

achieve effective communication and application of content knowledge. Students generally

expect that they will read and write in English class more so than in all others. While that may

prove to be true, the practice of reading and writing is one that transcends all education. Today
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that achievement includes electronic communication in many forms, but online interactions

often center on the written word (Rakes & Dunn, 2015, p. 236). Students are using written and

verbal forms of communication in a variety of ways via the Internet, and ELA instructors

specifically have to figure out how to apply reading and writing strategies to students who

already have entrenched beliefs about their own learning (Sewell, 2008, p. 95). ELA teachers

specifically are having to adapt traditional teaching methods and curricular content to meet the

changing expectations of society regarding not only students language mastery but also their

computer literacy. This puts a great burden on teachers to seek relevant learning experiences

involving technology for themselves that are applicable to their teaching. Often, students are way

ahead of them.

Todays students also have firm personal opinions about their own skills in using the

Internet and other forms of technology. They are Digital Natives who have been surrounded by

technology since they were born. Therefore, they have a natural tendency and ability to speak the

language of computer technology (Oh & Reeves, 2014, p. 822). And, while this generation

possess a sophisticated knowledge and skills with information technologies (Oh & Reeves,

2014, p. 822), that does not mean unequivocally that they know the best ways to use technology

to accomplish academic tasks. For secondary students, in particular, tactful and productive

communication can often be a struggle. These communication complexities often transfer to

students online communications, and often they do not recognize this deficiency in themselves.

They are communicating in informal ways that are not appropriate or applicable to an academic

setting. Therefore, this becomes another form of literacy that teachers must engage.

In fact, students communicate with Siri on a regular basis, and they love to Google.

These are their go-to sources for information, but in the way of research strategies, these are not
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proven best practices. It remains true, however, that the proliferation of information and the

easy access to online materials encourage students to use the most convenient sources for their

research (Yi, 2005, p. 51). These sources provide immediate results, but they are not necessarily

academically-appropriate. These habits are difficult for students to break, so it becomes the

teachers responsibility to retrain students technology habits, especially in the field of academic

research and communication. Preparing students not only in academic content areas but also in

relevant methods of technology management, taps into all dimensions of computer literacy,

including social media and communication, science, history, current events, and even

entertainment.

Guiding students toward information literacy has become an additional responsibility for

many educators. Problems arise in every subject area as teachers assign projects and reports.

Students begin their research with a default search engine and are quickly directed to Wikipedia.

They generally do not realize that search engines are not sources for their research but are the

means to those sources. Also, they frequently misconstrue the position of Wikipedia at the top of

their results list and assume that it is their best source of information simply because it is at the

top of the list, which may exceed millions. Although research assignments occur across the

curriculum, it often becomes the ELA teachers responsibility to teach research skills. After all,

writing is part of the established ELA curriculum. Therefore, the ELA teachers must not only

provide guidance on research topics to cover their content, but they must also direct students

process of gathering information on the Internet, evaluating reliable sources, narrowing the

abundance of sources, and organizing the results to best demonstrate their learning, all while

teaching about direct quotes, primary sources, paraphrasing and plagiarizing, formatting, and
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writing a cohesive, grammatically-correct report; the snowball effect is clearly established, all in

an effort to integrate technology.

Rethinking Professional Development

One university apparently has recognized the void in teachers confidence and

competence in technology integration and has committed to a framework for educating pre-

service teachers. Teaching Technology-Infused Pedagogical and Content Knowledge (TPACK)

was adopted by Arizona State Universitys teachers college to better prepare new teachers for

the infusion of technology into their content areas (Foulger et al., 2015, p. 134). While the

program has been successful overall, one of the participating instructors expressed a concern that

her students, future educators, were not writing as much as they should. While she was using

technology for most writing assignments, she felt it necessary that they still practice the art of

writing by hand (Foulger et al., 2015, p. 139). Apparently, this instructor recognized the

continued need to ensure that young teachers themselves remain literate. In other words, teachers

must continue to read and to write to remain thoroughly literate for their students. It would seem

difficult to attempt to teach the process of writing a report if one has not done so oneself. Just as

it might be difficult to use a computer program or an application if one is not doing so regularly.

In order to understand the level of effectiveness of technology in their teaching, teachers

should be experiencing and using the same technology as their students. To fully understand and

to address the situation, veteran teachers, specifically, should be participating in blended and

online courses. Rakes and Dunn state the need for better and more effective technology training

and experiences for future and present teachers that include information about online learning

strategies and management systems (2015, p. 238). Teachers mostly use technology in the

classroom for administrative purposes and for communicating with staff and parents (Davies &
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West, 2014, p. 843). Teachers also use popular resources such as Microsoft Office and interactive

white boards. Some are integrating YouTube videos and flipped learning lessons as well. Not all

of it works perfectly, but that how teachers find out: by experiencing the technology themselves.

Whether incorporating technology into lessons in the brick and mortar classrooms or

moving completely into virtual classrooms, many teachers, including veterans, are aware of

discrepancies between available technology and appropriate educational technology. These

teachers are willing to learn best practices and effective methods for integrating technology into

their classes. Unfortunately, opportunities for teacher professional development are not always

appropriate or available, and not much research has been completed regarding professional

development for current classroom teachers, although it is becoming more common (Davies &

West, 2014, p. 844).

Advancements in technology during the past 20 years have influenced the field of

teaching greatly, often to the point of prompting feelings of inadequacy in experienced teachers

who are usually masters in their academic fields. For some veteran teachers, the technology they

learned about in college included overhead projectors and mimeograph machines. Later,

evolution introduced the copier that printed data on both the front and the back of paper and

then miraculously collated and stapled everything together. With the evolution of the ubiquitous

personal computer and smart phone, many veteran teachers along with the rest of the population

have become quite proficient online, enjoying the sense of community and communication that

the technology provides via Facebook, Snapchat, Instagram, Twitter, and texting. Also, many

teachers have adapted easily to the use of electronic gradebooks, lesson plans, and e-mail for

communication; yet, they have not truly integrated modern technology into their teaching. Often,

this is due to their trepidation that their post-millennial generation students will know more than
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they ever will about technology, so they avoid it altogether (Orlando, 2014, p. 428). Simply

avoiding the inevitable will not cause it to go away. Teachers must stay current in the field of

educational technology if they are to teach their students effectively.

Veteran teachers span several generations including Baby Boomers, Generations X, and

Generation Y, and they have seen many educational trends come and go. Often these teachers

have been required to complete significant amounts of professional development to meet district

or state requirements concerning those trends that have long since disappeared (Orlando, 2014,

p. 432). While younger teachers are more comfortable using technology in their work, many

veteran teachers are not. This is problematic for schools whose most experienced veteran teacher

populations may rest around 40 percent of the faculty (Orlando, 2014, p. 427). If technology is

here to stay, all teachers must be comfortable and confident marrying it with content.

For teachers to feel confident in this area, quality professional development is not

optional; it is imperative. Whether incorporating emerging technology into the traditional

classroom or making the transition to online instruction, teachers must be knowledgeable about

incorporating technology in content lessons. One way to build that confidence is for a teacher to

take an online course and to revisit life as a student. Fein and Logan state that hands-on learning

will help instructors learn the technology they will be required to use for the class (2003, p. 48),

and the higher their degree of comfort, the more they will be able to solely focus on the

learners (Fein and Logan, 2003, p. 49). Doing so before developing an online course or

attempting to incorporate distance learning elements into a course will help familiarize

instructors with the very resources and technology that their students may use. Well-equipped

teachers are a schools best resource; sometimes the necessary equipment is simply confidence.

Reviewing the Results

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Teachers have always taught more than the basic reading, writing, and arithmetic in their

classrooms. There is an underlying life lesson to be addressed in nearly every lesson plan, and

veteran teachers know this well. In todays digital world, educators are tasked with more

responsibilities than ever before. If they are to succeed, professional development in educational

technology seems to be non-negotiable. One of the major results of technology in schools is that

is has redefined what valued knowledge is and has, therefore, disrupted the professional

esteem of many veteran teachers (Orlando, 2014, p. 436). Teachers, especially the veterans, who

are often the content-area experts, the department chairs, and those who serve as leaders in many

areas in their schools, require support and training to establish their confidence in reaching

students. Additional research in the area of appropriate and relevant professional development is

necessary to fully engage and equip veteran teachers to utilize technology at the same skill levels

as their younger, more digitally-fluent peers. Todays schools require computer-literate educators

to cultivate students into productive and computer-literate citizens.

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