WEEK 2 (class discussion)

Ready for technology?

Back home, at the university I used to work I had seen faculty who feared technology as well as faculty (seniors) who were eager to use new software (PowerPoint, later Prezi) for giving a “nice touch” to their classes. I used to give workshops on the use of technology for faculty. However, the different levels of expertise my colleagues had made it difficult to tailor the workshops adequately. We did not have the sufficient support from administrators to provide more skill-oriented workshops either. It was a one workshop per semester plan.

Moreover, I used to teach my parents (sort of mentoring them) how to use powerpoint and email, how to troubleshoot computer difficulties (some), how to add word processing features, how to printer and scan the class material.  They were very motivated and it made a huge difference in their attitude towards technology. They even called me home to tell me in a very exciting way that they had accomplished a certain goal. They even taught me something new they had discovered!

I believe that as language learners do not speak up because they are afraid of making mistakes, some faculty are afraid of messing things up with technology. I strongly believe that the first step in the adoption of technology is to feel the desire to use it. Once we have that intrinsic motivation, fear can be little by little overcome.

One important aspect is that the technology adoption is a process and not a product. As a process it takes time, it may be longer for some as it may be shorter for others.  I consider that having to struggle with technology until we reach our objectives is more satisfactory and enriching than, let’s say, having someone else do it for us.

I liked Thompson idea of letting people feel that “call” for using technology. I think that people need first to be mentally ready if they want to adopt some technology for their work. We can not rush people into doing something WE want them to do, specially faculty who may not have been in contact with the technological world as often as kids are now. Faculty will decide when the time to adopt technology has come for them.

Patience, guidance, accompaniment, mutual support, and “we”-like* actions seem to be the key elements of a mentoring program.

*“we”-like actions: we struggle, we did this, we need to find a solution, we look at it together, we design, etc.