The seven characteristics of highly effective techno-educators

We just read a short article on an American blog called AlwaysPrepped , or always prepared (in the sense of preparation or educational planning). Short, but full of common sense because it refers to 7 essential characteristics of the technopedagogue teacher. Also, we remind you that, according to the benchmark of 12 professional skills among Quebec teachers, skill # 8 is unequivocal: integrate information and communications technologies for the preparation and management of teaching activities. -learning, teaching management and professional development. 

Here are these seven characteristics, translated into French and updated to date:

1. They aim for a specific goal using technological toolsAt no time are they using technology just to use it. They do it with a goal in mind or use it to deploy a strategy. Technology is a tool at the service of pedagogy and its educator and not the other way around.

2. They are flexible and demonstrate good adaptability

Obviously, they are flexible and are able to adapt to technological innovations. They know full well that they will have to adapt to new tools in two or three years. But this prospect does not frighten them, on the contrary. They are stimulated by this situation since they see the possibilities of being better performing teachers, providing higher quality education.

The idea of ​​having to revise their course planning as well as their lessons never frightens them since they have never maintained a perception of teaching as being static and immune from the inevitable updates of their own development. professional.

3. They are open to change

For them, change is an intoxicating opportunity to do different things and it’s a new opportunity to surpass themselves. They don’t experience change, they generate it. In times of instability, they are driving forces and positively influence the restrictive forces, more resistant to change. These teachers are therefore the first to adopt new tools while their colleagues often indulge in their routine comfort. The world may hate change, but the fact remains that it is this same change that brings innovation and progress.

4. They share excessively

These teachers are of the caliber of those who give freely and who share their discoveries as much as the material they create. They know full well that no matter how much they share, they probably borrow as much. They work in a network and not in silos and this networking is carried out as much through various seminars or workshops as in sharing through social networks, including Twitter and Facebook. These pedagogues export their winning practices to other colleagues from distant countries or not and import those of these same colleagues to prepare everything for their teaching style and the culture of their establishment.

5. They are ambassadors

They know how to convince the administration to release the necessary resources to support their teaching strategies with technological tools. Also, they are able to make these same tools easy for their students to use and explain what benefits they can derive from them. It is the same for the parents of these pupils who can sometimes feel worried about seeing ICT invade the educational space. These teachers are positive multipliers and transmit the desire to other teachers to work to surpass themselves professionally.

6. They are far-sighted and far-sighted

They plan ahead and its rarely at the last minute. They know which tool to use for each learning or assessment situation and leave no details to chance.

7. They are involved and active

Their enthusiasm for using a new tool is easily detectable and this excitement is the basis for the appreciation of the student who feels stimulated and active in his learning. How do you feel otherwise when the student is in contact with a stimulating and active teacher? It’s contagious !

Although the article mentions seven characteristics, we believe that an eighth could be added. Indeed, many fear, with the advent of ICT in education, that the relations between the various actors of the school world are dehumanizing in favor of a certain relational virtuality. Teacher-technopedagogues use ICT as a tool and not as an end in itself. This technology is at the service of education and not the other way around. That said, quite contrary to the fear often widespread, ICT, under the influence of these teachers, promote constructive relationships between humans.