Blog # 6: Mastery Perspectives

Perspective

Building expertise or mastery has many definitions, all of which are dependent on the evaluation and evaluator. Chapters 5 and 8 in Kallick’s Information Technology for Schools demonstrate well the varying perspectives of what determines expertise. Short term and long term goals for students and teachers, administrative focus, classroom and lesson structure, and expected student performances all gauge what personal and administrative lenses show us to be a level of expertise.

Ultimately it is the understanding acquired by learners through each level of development and training that the goal is to gain new skills, knowledge and proficiency which in turn reveals we only have more to learn at the next level. Once this understanding is embraced one has finally reached the temporary level of expertise. In this new age of learning with technology Holvig and Crisci look in two directions to explain “The Changing Pursuit of Knowledge” Teachers must now become a coach, demanding synthesis, analysis and critical thinking to solve problems and investigate issues. The mind set of regurgitation must be eliminated; development of new ways to learn and understand must rise to the front.

Many tools are available to assist students in their quest for knowledge. Proficiency in assessment of these tools and resources must be modeled by the teachers, but at the same time the teachers must realize that the amorphous masses known as the internet and education are constantly expanding, connecting and refiguring. Use of the basic critical analysis tools must too remain ever fluid. Teachers and trainers must learn to understand there will never be the ultimate eureka experience; instead they should look to expect a series of epiphanies serving as an indicator of a level of proficiency. Being able to roll along and continue to ask appropriate questions, look for new learning opportunities and resources, search for new twists and interdisciplinary ways to facilitate learning are goals semi-technology literate teachers should be aspiring to reach.

Attempting to understand how to use the software, websites, and technology tools to support student investigations reveals that there is more to learn and someone always knows more and presents a sinuous path to mastery for all involved. Students, innovative industry, new pedagogical research, and in-school resource availability can present teachers with the discouraging feeling of floating in Dante’s new version of technological purgatory and can inhibit teachers’ creative attempts to aid their students. Just as understanding of how and why is within reach we are often thrown back 3 steps after having taken two.

These images and emotions can be overwhelming to teachers and students in even the best mindset. To those who thought the learning was through when their classes were over it can be so intimidating that they begin to avoid the technology and look at it as a hindrance, something extra that distracts from what they can “make kids learn.” It is this “the teacher teaches students” philosophy which must be creatively transformed to one of coaching or transparent guidance. Through support and ongoing spiraling evaluation our school systems can develop into communities that facilitate understanding.

Rising to the level of expertise in any discipline should allow for new development and understanding must be modeled from all quarters of the support corps. Districts, teachers, and the community must understand there is no stopping point, the support and training must be ongoing reaching expectations. By demonstrating that learning is expected to continue educators can avoid the equation of expertise equaling end of new roads to travel.

References
Bloom, B. S. (1968). Learning For Mastery. Instruction and Curriculum, 1(2), 12.
Holvig, K. C., & Crisci, G. (2001). Using Technology to Promote Classroom Innovation. In B. Kallick & J. M. W. III (Eds.), Information Technology for Schools (1 ed., pp. 121). San Francisco: Jossey-Bass.
Kallick, B., & III, J. M. W. (Eds.). (2001). Information Technology for Schools: Creating Practical Knowledge to Improve Student Performance (1 ed. Vol. 2001). San Francisco: Jossey-Bass.