DOCUMENT RESUME IR 018 855 ED 421 135 Zhao, Yong; Rop, Sheri; Banghart, Rick; Hou, Kaijun; Topper, AUTHOR Andrew Life on the Margins: Stories of Techguides. TITLE 1998-00-00 PUB DATE 7p.; In: "SITE 98: Society for Information Technology & NOTE Teacher Education International Conference (9th, Washington, DC, March 10-14, 1998). Proceedings"; see IR 018 794. Speeches/Meeting Papers (150) Reports - Research (143) PUB TYPE MF01/PC01 Plus Postage. EDRS PRICE Computer Literacy; Computer Uses in Education; *Cultural DESCRIPTORS Differences; Educational Facilities; *Educational Technology; Higher Education; Instructional Development; Personal Narratives; *Preservice Teacher Education; Role; Teachers; Training Computer Users; *Technologists; *Technology Integration IDENTIFIERS ABSTRACT Traditionally, in the intersection of technology and education, two distinct cultures have existed side by side: the "techies"--technologically sophisticated or enthusiastic experts, and the teachers--elementary through higher education. In an effort to bring the two separated cultures together to engineer a new culture and to support technology integration at a large teacher preparation institution, a group of nine graduate students were recruited to serve as Techguides. One of the primary responsibilities of the Techguides was to partner with teacher educators to help them integrate technology in their courses for preservice teachers. This paper reports on the preliminary results of this effort by looking at the development trajectory of four Techguides over a course of.3 months. Two themes that surface are the role of the room (i.e., the physical space in which the project was housed) in the development of the Techguide culture and the impact of this culture's interaction with the broader teacher education culture of the college. As the stories presented suggest, the four Techguides, with quite different backgrounds in technology and teaching, were able to interact with each other to construct a shared culture of teaching and learning with technology. (AEF) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Life on the Margins: Stories of Techguides By: Yong Zhao Sheri Rop Rick Banghart Kaijun Hou Andrew Topper OF EDUCATION U.S DEPARTMENT Research and Improvement Mice of Educational RESOURCES INFORMATION "PERMISSION TO REPRODUCE THIS EDUCATIONAL CENTE MATERIAL HAS BEEN GRANTED reproduced as BY This document has been or organization received from the person G.H. Marks originating it. have been made to changes production quality. re prove improve 2 opinions stated in this Points of view or nessarily represent document do not TO THE EDUCATIONAL RESOURCES positiocen or policy. official OERI INFORMATION CENTER (ERIC)." LIFE ON THE MARGINS: STORIES OF TECHGUIDES Rick Banghart Sheri Rop Yong Zhao Michigan State Michigan State Michigan State University University University Andrew Topper Kaijun Hou Michigan State Michigan State University University Traditionally in the intersection of technology and education, two distinct cultures have existed side by side. There have been the "techies"the technologically sophisticated or enthusiastic experts on one hand, and the teachers and elementary through higher educationon the other. The two groups have tended not to see each other as resources much collaborators but rather as opponents, competing for the same available resources. The techies are inclined to favor as technology as possible, as soon as possible, for all possible uses. The teachers, although committed in general to the doing just importance of students learning technology, are inclined to feel that within their own realm of operation they are fine, thank you, and really don't need another expensive, time-consuming task added to their already heavy loads. The two "techies" perceive the teachers as "resistant to change", groups have also quite negative perceptions of each other. While the different the teachers see the techies as nerds who do not really understand teaching and learning. The two groups attend conferences, read different journals, and participate in different professional communities. and teaching and have tried to create a physical environ- Neither one of these two cultures is sufficient for ment which is conducive to interactions between "techies" successful technology integration, which requires both deep and "teachers". In short, we are trying to foster a culture that understanding of and caring about teaching and learning enables the two groups to interact with each other, challenge AND sophisticated knowledge of and skills in modern each other, and learn from each other in an explicit fashion. technologies. What we need is a third culture. Members of This paper reports on the preliminary result of such an this new culture are marginal members of the other two effort by looking at the developmental trajectory of four cultures. In other words, they are techies who deeply Techguides over a course of three months, by attending to appreciate the culture of the teachers or teachers who are the ways in which the physical space in which this project is thoughtful and enthusiastic technology users. Traditionally, housed provides a middle ground for the two disparate this third group has developed as a result of accidental groups to interact in and impact the development of a new events occurring to individual members. Many technology- culture for teaching and learning with technology. Two of using teachers, for example, take on technology because of the Techguides are the stereotypical "techies." Both are an unplanned event. Likewise, many technology people who male in their 40's with a strong technological background. become really interested in teaching and learning do so Both are doctoral students in the Educational Technology because a circumstance of their lives necessitates interaction program. One of them had been a computer consultant and with teachers and students. This paper describes a deliber- owner of a computer store. The other works as an engineer ate effort to bring the two traditionally separated cultures at a local broadcast service. The other two Techguides are together to engineer a new culture. female with a teaching background in literacy and language To support technology integration at a large teacher arts. They are both doctoral students in the Teacher preparation institution, a group of nine graduate students Education program. They had little knowledge of technol- were recruited to serve as "Techguides." One of the primary ogy. Two of the themes that surface in the following informal responsibilities of each techguide is to partner with teacher stories are role of the room in the development of the educators to help them integrate technology in their courses Techguide culture and the impact of this culture's interac- for preservice teachers. These Techguides are pioneers in tion with the broader Teacher Education culture of the what we call the "third group." We have deliberately College. recruited students with diverse backgrounds in technology Faculty Development-361 3 tal. We hold classes and workshops; we have social Stories of the Techguides gatherings; we work collaboratively with teachers. Perhaps Andrew Topper, Ph.D. student, Educational most importantly, we engage in a variety of ongoing Psychology scholarly activities that focus on the intersection of I had started my fourth year in the Ph.D. program when I technology and teaching in The Shop. was asked by Dr. Zhao to coordinate and lead the I am thankful for the opportunities I have had to learn, Techguides. I worked closely with Dr. Zhao as he developed laugh, talk, share, and know in The Shop and I hope to the ideas that became what I call "the shop", part of a new continue being an active member of The Shop as a approach to supporting technology adoption in the MSU techguide in the future. I am also interested in knowing more college of education. My own background is in computer about why The Shop has been so successful as a learning science, with over thirteen years of experience as a software community and what we might do to support similar efforts engineer, so I bring substantial technology experience to my in other settings. work as a techguide. Andy's story highlights ways in which the environment I was one of the first people to occupy the room, of Room 130 is a supportive and challenging environment working with a few other Techguides as we moved the desks for a "techie." It also illustrates the way the room provides and chairs into place and installed all the computer equip- Andy with interactions with teachers and teacher educators ment. I feel a sense of belonging there and feel strongly that which most likely would not be available to him without a the room is a powerful and productive environment for place like this. But although the vigorous and varied ways learning about all aspects of educational technology. While I that the room is used provides evidence that it supports a bring a wealth of technical expertise to this learning commu- vital culture, it is not clear the extent to which that culture is nity, I am deeply interested in learning how technology indeed a newly developing culture combining the two shapes and is shaped by the practices of ordinary teachers. I groups introduced earlierthe techies and the teachers. enjoy working with TE instructors, as well as with students Rick Banghart, Ph.D. student, Educational in the college, who bring teaching experiences I don't have Psychology to my attention and help me understand the complexities of I call it "the room." (In an early meeting we decided that classroom life and the challenges of using technology in it was "The Shop" but the name hasn't stuck for me.) The pedagogically appropriate ways. room is the focus of activity for the Techguides. Although I think the thing that strikes me most about the ethos of I'm not an official techguide (i.e., I don't hold a paid the room is the way it supports a spectrum of social and position), I feel like I'm part of the room. Becoming part of intellectual activities. At various times during a single day, this group of people was my explicit goal at the beginning of you might observe or participate in conversations about the semester, and I feel that I have met my goal. I had been how to install specific software or hardware, work pursuing my Ph.D. in Educational Psychology for three collaboratively to locate specific educational resources on years while working full time as an engineer at the the Web, discuss papers and presentations for conferences University's public television station. For the first three or journals, have philosophical or epistemological conversa- years I enjoyed my classes and my colleagues, but I found tions about teaching, learning, and knowing, and engage in that I was unable to find a place for myself as a scholar. humorous story telling about personal experiences with Dropping in for classes and returning to work and home technology. I believe the power of the room is in its' ability resulted in my lacking any sense of connection with the to support all these, and various other, forms of stimulating broader college community. The room has provided me a intellectual conversations that provide students and faculty place in which to become a member of a community of alike with numerous opportunities to engage in meaning scholars. making around, with, and through technology. At its core, I think of the room as an ideal facility for a number of the shop is a social context for thinking, talking, working, reasons. It is a six-minute walk from my office at the televi- and experimenting with various forms of educational sion facility, through a beautiful campus. The room has a technology that is supportive but challenging, critical but high ceiling and windows on the east and west walls that friendly, and at all times helpful to those who assemble there. extend from the ceiling to near the floor with views of trees One measure of how successful the room has been in and sky. The result is a large, airy space filled with natural cultivating an environment for educational technology light. The furniture consists of about a dozen desks with research are number of people who inhabit it at all hours of open shelving units on them. The technology in the room is the day or night. very current. We are connected to a dual Pentium Pro NT The learning r!onununity that meets regularly in formal Server with SQL Server and Internet Information Server. The and informal ways in The Shop includes Techguides, TE workstations consist of a half-dozen Macintosh 7300s and instructors, classroom teachers, faculty members, under- five Pentium machines running Win 95. The college has graduate and graduate students. The learning that occurs in made a commitment to providing software as needed. From The Shop is at times intentional, and at other times inciden- Technology and Teacher Education Annual 1998 362 This space seems to have great creative potential but it my perspective, these factors combine with the people with also erects barriers. Rick's statement that the Techguides whom I am privileged to work to create a work environment have made a deliberate attempt to make the room welcoming that is ideal. to passersby indicates that the room is clearly techguide I see that Andy mentioned the ethos of the room. The territory. Although the Techguides have attempted to make word "ethos" had not entered our discussion of the it a public space there are clear constraints to this. Although environment until we started work on this paper, but its it may be a space that is comfortable under certain circum- introduction to the discourse is appropriate. Unlike the stances to non-techies, and although it may be used by a typical graduate student cubicles, we work in a very open wide range of people for a wide range of purposes connect- space. We intentionally make the room inviting to passers ing technology to education, in fact it is not a public space. by. We regularly seek help from one another in all matters The room is locked for security purposes whenever a from the phrasing of a sentence, to the proper HTML tag techguide is not present and individuals working in the room syntax. The ethos that has evolved encourages us to be must be consciously identified as either insiders or outsiders open with our knowledge and with our lack of knowledge. in order to maintain the security of the room. My involvement in the room as a techguide has affected me in a number of ways. I might say that I've experienced an Kaijun Hou: Ph.D. student, Teacher Education epistemological epiphany. I entered my Ph.D. program after As a student of teacher education majoring in language being out of the academic field for nearly 20 years. When I teaching, I started my role as a techguide without much was last learning about education, Piaget was just being computer technology knowledge, but with strong interests integrated into the curriculum. Over the last three years I've and longing to learn about technology applications in been introduced to a wide range of ideas: post-modernist, language teaching and learning. I saw the promise of socio-cultural, cultural-historical, Vygotsky, constructivism, technology as making teaching and learning more creative, constructionism, and evolutionary epistemology. Reading effective, efficient. But it was a big challenge for me. about such things brought about an intellectual understand- Challenge #1: Entering the room: I entered the room as ing of these ideas, but the room is a place where all of these an outsider. I mean that the room was already occupied by ideas can be experienced. Through the combination of some tech experts. I was hesitant to use some of the learning the very technical processes of creating interactive computers that they owned. Whenever I needed to use Web-based learning environments, and helping others learn some computer, I would ask for permission. But, the answers such technical skills, I've come to have a much deeper I got made me feel welcome; I could use any computer if it understanding of how knowledge is acquired and what was available. This made me feel that I was part of them. But knowledge is. being part of the Techguides was not only that I could use Early in the semester I embarked on a Web development the computers in the room, there was something else. project. My goal was to create a Web-based application that Challenge #2: Entering the conversation: Just being in would allow students to store and graphically display data in the room didn't make me part of the Techguides, even support of a high-school physics class. Although I had though I thought I was. I felt that they were standing on the some programming background, this project required the use mountain talking to me and that I couldn't hear clearly what of a number of technologies I had no experience with. As I they were saying. I had to make the effort in order to hear began, I sought information and assistance from my and understand what they were talking. Therefore, I stayed colleagues, as well as from technical experts employed by in the room more often and tried to join their conversations. I the College. I quickly learned that the information I got in figured out that I came from a different discourse group. In answer to my questions was very often wrong. At the same order to be familiar with the discourse in the room, I needed time, others regularly consulted me for technical assistance. I to become familiar with the language and the knowledge became acutely aware that I needed to be as skeptical about base that they all used in the conversation. The conversa- the "knowledge" I was giving others as I was about the tions that I had with other experienced Techguides provided knowledge I received from others. In a field where what was opportunities to construct knowledge together. Our talk true yesterday is not true today, knowledge claims have to ranged from basic software use to higher level discussions be qualified. about technology and pedagogy, virtual communities, It is clear from Rick's story that the kinds of learning learning communities, technology and schools, and what about technology afforded by the culture of this room are at teachers need with educational technologies. Like Andy, I least potentially transformative. In addition to the learning am deeply interested in learning how technology shapes and which Andy mentions as coming from interactions with is shaped by the practices of ordinary teachers. teachers and teacher educators who bring a completely new It seems there were three stages to the process of set of perspectives, understandings and skills, the kinds of becoming an insider: interactions among the residents of the room in themselves 1. Beginning techguide ( a language teacher): During this contribute to reflections about teaching and learning with period as a techguide, my conversations with other technology. experienced Techguides was very basic, such as " How Faculty Development 363 5 this might facilitate or impede the new culture which the can I find ...?" " How can I open...?" " What is ...?" At program is designed to engineer. Examining how those this moment, technology to me was still thought of as a insider/outsider distinctions are broken down may provide tool. If I knew how to use the tool, that would be enough insights into ways to help break down barriers that make forme. teachers and teacher educators perceive themselves to be Intermediate techguide ( a language teacher): During this 2. outsiders to a technology culture. Three important features period as a techguide, I grew a lot. I could join the emerge in Kaijun's journey from outsider to insider. First is conversation and begin to ask some more in depth her determination. She set herself a challenge to overcome questions, such as " How could I make it work this the bathers to full participation in this culture. Second is way?" " What could I do that I can make it better?" " Is Kaijun's identification of those barriers as her lack of there any other way to represent this idea?" " What are technology skills and her lack of a common language for the possible ways that I could do to reach what I want?" discourse with this group. So she set herself the task of Now, I could make connections with what I knew and learning the skills and the language. The third feature is the what I would like to have happened in my work as a time and the authentic tasks that made it possible for her to techguide. function as a member of the culture. She had the time Experienced techguide ( a language teacher): Now, I 3. available to her to immerse herself in this culture, and she could discuss with other Techguides how we could had work to do in common with the other members of the combine technology with teaching and learning. I culture. It is difficult to imagine how she might have made worked with some TE instructors and interns. I could the transition with any one of those pieces missing. offer ideas on how and what technology could do in teaching and learning. These ongoing conversations Sheri Rop, Ph.D. student, Teacher Education stimulated my thinking about technology applications in I became a techguide this fall with very little technology education, broadening my knowledge base of educa- experience. I was interested in the ways that technology tional technology. could be thoughtfully used in classroom teaching, but e-mail and word processing were the extent of my experience. Like The room and the conversation: Being in this room and Kaijun, I experienced severe cultural discongruity, primarily being part of the conversation is challenging, exciting and focused on the room itself and the language of technology. I stimulating. There is always something new evolving in this find this discussion interesting because I feel that issues of environment. Incidental and mediated learning always the constraints and affordances of physical space and happens in here. I enjoy this community and the dialogue materials are an important part of helping people become with all the people. It's really a learning environment. It's comfortable, competent, and thoughtful users of technol- challenging in a sense that the new knowledge occurs any ogy. I was happy to know that officially I "belonged" to time and knowing the new knowledge is exciting and Room 130 but I was definitely an outsider. As we began to stimulating. This social matrix weaves diverse cultural set up the room, I noticed that the six spots by the windows backgrounds and knowledge together. This reminds me of were immediately occupied by the "experts." It took quite a Burbules' " Dialogue in Teaching." He believes that: while for the rest of the room to "gel"it wasn't immediately "Dialogue is an activity directed toward discovery and new clear who all the grad students were who were assigned to understanding, which stands to improve the knowledge, the room and all the furniture didn't arrive immediatelyso a insight, or sensitivity of its participants. The pursuit of number of us were sort of "floating." Like Kaijun, in spite of mutual understanding or agreement on some matter of all the words to the contrary I did not feel comfortable using common concern, therefore, does not necessarily threaten, someone else's computer and I did not have one to call my and is not threatened by, difference. The key criterion to be own. I also noticed that no one else really worried about us; applied here is whether understanding or agreement is those who had claimed a space set to work and we were left achieved in ways that allow participants a full range of to fend for ourselves. I think this was a very valuable, opportunities to question, challenge or demur from each although uncomfortable, time. It forced me to decide how to other's view"(p.8). establish myself among this group. Kaijun has experienced many of the same kinds of As I began my work as a techguide I, like Kaijun, was learning experiences from her participation in this environ- continually challenged. I had entered a foreign country. ment as described by Andy and Rick, but in addition she When I needed helpwhich was pretty consistently at suggests that there is a substantial insider-outsider issue first--I felt that the other Techguides were speaking a even among the permanent inhabitants of the room, primarily foreign language. Learning the basic computer skills that I based on technological expertise. This is an important issue, needed in those first weeks was the most intellectually since previous descriptions of the techguides as "we" jarring experience I have had. I had to learn from scratch a suggest a homogeneous solidarity which Kaijun's story new language and a new way of thinking. I thought I had breaks down. If insider/outsider groups exist even among known from the time I was two years old what the preposi- the Techguides themselves it is interesting to wonder how Technology and Teacher Education Annual --1996 364 8 ogy in education involves four factors: 1)determination, 2) tion "in" meant. But when Andy said to me "You have to skill with technology and the language of technology, 3) open the document in Netscape", all of my previous authentic tasks to work on, and 4) time to get comfortable understandings of that word were defeated; I had no way to with the technology and those who use it. It is clear that the process what this might mean. I had to find my way through room can support this process for the Techguides, and that uncharted territory. The computer not only spoke a foreign it can provide a place for Techguides to interact with language but was also a tyrant; either I did things its way teachers and teacher educator in effective ways. However, with perfect precision or we had no interaction at all. Hand Kaijun's and Sheri's stories raise the possibility that the signals and rough approximations of words, standby tools extent to which the room helps to create and support a of communication in foreign countries, were powerless. culture of technologically proficient individuals, it may This whole experience has given me valuable insight into inhibit the creation of a marginal group in which teachers the way teachers must be feeling faced with the pressure to and teacher educators can participate as equals; it is incorporate technology into long-established patterns of possible that the two purposes of the room work at cross- classroom interactions. If I got stuck, I knew someone in purposes with each other. Room 130 would be able and willing to help me out. I knew the resources available in the room in terms of people and Summary equipment. How much more difficult for those who did not As the stories suggest, the four Techguides, with quite have, or were not familiar with these resources. However, I different backgrounds in technology and teaching, were able also felt guilty that I was taking up a lot of people's time. I to (sometimes forced to) interact with each other to con- countered this in my mind with the reminder that Dr. Zhao struct a shared culture of teaching and learning with had stressed that we were all here to help each other technology. While we have not achieved the goal of (although from my perspective there were only a few who developing a third group yet, representatives of the two really needed much help and no one who needed as much as traditionally separate groupstechies and teachershave I). I also reminded myself that I was probably a good test been drawn closer through this interaction in about three case for these technology expertsif they could be patient months. It is our expectation that this interaction will enough to work with me, they would be well prepared to continue and the Techguides will continue to develop this work with the TE instructors who would be coming to us. new culture. During this semester, I have gained a great deal of knowledge and confidence, but I have not become part of Yong Zhao is Assistant Professor of Technology in Learn- ing and Teaching in the College of Education, Michigan the culture of the room to the extent that Kaijun has. A big part of the reason, I believe, is the limited amount of time I State University, East Lansing, MI 48824. Voice: 517 -353- am able to spend in the room. Since I live an hour and a half 4325 fax: 517-353-6393. E-mail: [email protected]. from the university I am only able to be on campus two days Sheri K Rop is a doctoral student in Teacher Education, a week. Time to just "hang around" working on projects in College of Education, Michigan State University, East the room seems vital to real membership in the culture. Lansing, MI 48824. Voice: 517-342-3151. E-mail: The stages I have experienced haven't occurred for me [email protected]. in quite the same way as they did for Kaijun. I feel that I have passed the beginning stage. I have some pretty good Rick Banghart is a doctoral student in Educational basic skills and I have successfully learned the language, at Psychology, College of Education, Michigan State least to a workable degree. These accomplishments make it University, East Lansing, MI 48824. Voice: 517-342-3151. possible for me to participate in what Kaijun identifies as E-mail: rickb @wkar.msu.edu. stage threeparticipation in discourse about the ways that Kaijun Hou is a doctoral student in Teacher Education, technology and teaching and learning intersect. However, I College of Education, Michigan State University, East have not reached the stage of facility with technology that Lansing, MI 48824. Voice: 517-342-3151. E-mail: she describes in stage two, nor have I reached a point where [email protected]. I am comfortable helping a teacher use technology in his or her classroom, although comfort no longer seems to me to Andrew Tooper is a doctoral student in Educational be a necessary qualification to initiate such a relationship. Psychology, College of Education, Michigan State These stories provide valuable commentary on issues of University, East Lansing, MI 48824. Voice: 517-342-3151. culture around technology. Barriers are revealed to be more E-mail: [email protected]. permeable than might appear. While Techguides might seem to all u. "techies" to outsiders, in fact they possess widely varying degrees of expertise and comfort with the culture of technology. Sheri's story reinforces the inferences drawn from Kaijun's story that participation in a culture of technol- Faculty Development-365 7 o U.S. DEPARTMENT OF EDUCATION ERIC Office of Educational Research and improvement (0ERI) Educational Resources Information Center (ERIC) NOTICE REPRODUCTION BASIS This document is covered by a signed "Reproduction Release (Blanket)" form (on file within the ERIC system), encompassing all or classes of documents from its source organization and, therefore, does not require a "Specific Document" Release form. This document is Federally-funded, or carries its own permission to reproduce, or is otherwise in the public domain and, therefore, may be reproduced by ERIC without a signed Reproduction Release form (either "Specific Document" or "Blanket").. (9/92)