According to Herr (2007), one of the most important differences between an expert and a novice is that experts are able to recognize patterns fluently with little or no effort (para. 14). Whereas a novice might be able to mobilize good strategies in order to solve a problem, experts have the ability to take a step back and assess whether or not the problem at hand is truly the most important problem.
Early in my teaching career, I once asked my principal if she could increase my copy budget, because I didn’t have enough funds to duplicate all of the lab instruction booklets I wanted for my science students. Because the principal was an expert, her response to my request was not a simple yes or no answer. Instead, she asked me a series of reflective questions about how my lab program was structured, in order to better judge whether my lab instruction packets were the best use of limited funds. Her motivation may have been, in part, to help me find ways to stay within my copy budget (after all, principals know that money doesn’t grow on trees), but she also did something that only experts can do: She changed the conversation from a relatively minor funding request into a much more valuable reflection on what my students were expected to learn from their labs, and how I expected them to demonstrate that learning.
Fast-forward a couple of decades to the present year, and most of my colleagues regard me as an educational technology expert. One principal I recently worked for even refers to me as a technology guru. I don’t know if I can quite live up to that moniker, but as I reflect on my own learning journey through my current master’s degree program, I see that even experts can learn more. In one of my earliest posts on this blog, I wrote about technology’s potential to expand learning opportunities for students by motivating them to learn (Wise, 2016). While this is true, I didn’t mention another very important advantage of modern instructional technology: its capacity to make learning more accessible for students with different abilities and/or learning styles.
Over the past few months, I’ve learned a lot about assistive technologies and universal design. For many students with special needs, modern technology makes a tremendous difference–not only in their learning, but in their entire lives. One of my colleagues recently showed me several types of software and devices that allow moderately and severely handicapped students to communicate; such technologies, she explained, give students access to language (K. Blevins, personal communication, March 8, 2017). I hadn’t thought about this idea much, mainly because I didn’t need to. As a general-education teacher, I’d only thought about assistive technologies and universal-design philosophy when I needed to adapt my curriculum because a special-needs student was enrolled in my class. Now my perspective has changed: Universal design isn’t just for students with special needs; it can benefit all students.
Of course, one of the consequences of being labeled an expert is that people turn to me for advice and answers to their trickiest problems. I hope that, over the course of the next several months, I may gain a deep understanding of universal design, so that I may provide useful services to not only my special-education colleagues, but for general-ed teachers as well. If I can manage to pull that off, then perhaps I may be one step closer to becoming a legitimate expert.
Herr, N. (2007). How experts differ from novices. Retrieved from The Sourcebook for Teaching Science web site: http://www.csun.edu/science/ref/reasoning/how-students-learn/2.html
Wise, B. (2016). Three ways electronic learning will be important to the classroom of the future [Web log comment]. Retrieved from https://bwisetech.wordpress.com/2016/10/30/three-ways-electronic-learning-will-be-important-to-the-classroom-of-the-future/