12 tips for training older teachers in technology

ɫèAV Languages
Older Woman with glasses sitting at a laptop

An assumption persists in the educational community that more mature teachers are much more difficult and reluctant to be trained on the effective use of educational technology. To some degree, I think this assumption has been built on by the digital native vs digital immigrant myth. But as someone who has trained teachers of all ages all over the world, I would say that, from my own experience, this hasn’t been the case.

What I have found to be the case is that more mature teachers are:

  • less likely to be lured by the shiny hardware and the seemingly wonderful claims made to go along with it.
  • more critical and skeptical about the way technology is used in the classroom.
  • less confident when using various apps and websites and less likely to explore the different features.
  • more easily discouraged by failures.
  • less familiar with various tools, applications and services that have become part of everyday life for younger users.
  • more likely to be able to see through “technology for technology’s sake” classroom applications.

So how should trainers approach the challenges of working with these teachers? Here are a few tips from my own experience of training older teachers to use technology.

Be sure of your ground pedagogically

So many edtech trainers are great with technology, but much less versed in educational theory and pedagogy. More mature teachers are more likely to have a more robust theoretical understanding, so be prepared to back up your ideas with sound pedagogical insights and try to relate your training back to theories of learning and pedagogical approaches. 

Make sure training is hands-on

Running through a list of tools and ideas in a presentation may have some value, but it doesn’t come anywhere close to the impact of giving teachers hands-on experience and the chance to actually work with the tech to create something. 

Give solid examples of what you have done

Being able to speak from experience about how you have used tech with your own students will have far more impact than theoretical applications of “You could do blah blah blah with your students.” Sharing anecdotes of how you have used technology in your classes, the challenges you have faced and how you have overcome or even been overcome by them can really lend credibility to your training. 

Manage expectations

A positive attitude is great, but be also prepared to point out weaknesses, and potential pitfalls and talk about your own failures. This might help your trainees avoid the same mistakes and stop them from becoming disillusioned. 

Make time to experiment and explore

Don’t be tempted to cram in as many tools, techniques and activities as possible. Incorporate project time into your training so that teachers have the chance to go away and explore the things that interest them most and get their own perspective on how they can use them with students. 

Back up technical training

Learning to use new tools is getting easier all the time, especially on mobile, but it’s still relatively easy for teachers to forget which button to press or which link to follow. So back up any demonstrations with an illustrated step-by-step guide or a video tutorial that teachers can return to later. 

Make their lives easier

Using technologies that can make what they already do a bit easier or a bit quicker is a great way to start. For example, I have a link to a tool that really quickly creates a . Sharing tools like this that start from what teachers already do can really help to get them on your side. 

Do things that can’t be done

One of the most common remarks made by more mature teachers about technology is: “Well, that’s fine, but you can do that without tech by …” If you can show examples of technology use that go beyond what is already possible in the classroom, then you are much more likely to get capture their enthusiasm.One example of this is the use of collaborative writing tools likeand its ability to track, record and show how students constructed text.

Solve classroom problems

Being able to spot a genuine classroom problem and show how technology can solve it can be very persuasive. One example of this is gist reading which can be very challenging to teach because students tend to ignore time limits. Cue Prompterscan give teachers control of the text and push students to gist read at the speed the teacher chooses. Problem solved. 

Plan with long-term and short-term goals

However inspiring your training session is, and however short or long it is, you should ensure that teachers leave it with a plan.  are great if you have time to work on them with the teachers. If you don’t have time to get them to create individual SMART plans, at least get them to think about the first step or the first technology application they will try in their classroom and what they will do with it. 

Tech can be implemented in CPD

One of the reasons many mature teachers feel less confident with tech is because they often only use it in the classroom. Showing how technology can become part of their own self-guided CPD and professional practice, and helping them to build their PLN can energize their technology use and make their development much more autonomous and long-lasting. 

Make sure everything works

I can’t emphasize this enough. Make sure you have updated all your plugins, browser versions, etc., and check the network and connectivity and make sure everything runs smoothly. Nothing puts teachers off more quickly than seeing the trainer fail.

Having read this list of tips you are likely to think: “But all technology training should be like that!” Yes, you are right it should, but the truth is we are more likely to be able to get away with lower standards when working with teachers who are already more enthusiastic about tech. So the next time you walk into a training room and see some older teachers there, don’t groan with disappointment, but welcome the opportunity to test your skills and understanding with the most critical audience. If you can send them away motivated to use technology, then you know you are on the right track. 

More blogs from ɫèAV

  • A woman with a backpack stood in a airport looking at one of the many boards

    Travelling to an English-speaking country? 6 simple things you need to know

    By Steffanie Zazulak
    Reading time: 2 minutes

    Regardless of where you’re travelling, it‘s definitely worth learning some basic English, and you won’t be alone: (20% of the world). Of course, if you’re visiting an English-speaking country like the United Kingdom, the United States, Canada, Australia or New Zealand, it’s especially useful to brush up on your English.

    Here are six simple things you need to know when travelling to English-speaking countries:

  • A teacher sat with students reading

    5 STEAM myths debunked

    By Sarah Hillyard
    Reading time: 4 minutes

    STEAM (Science, Technology, Engineering, Art and Maths) sounds like an overwhelming combination of subjects to teach – and only suitable for expert educators. But the reality is doing STEAM is simpler than you think. Here are 5 common STEAM myths and the truth behind them. We also outline a number of simple activities you try with your students.

    1. STEAM requires a lot of time

    STEAM projects encourage curiosity, creativity and collaboration in the classroom – but they have a reputation for being preparation-heavy and for requiring a lot of teaching time and energy.

    But to get the full benefit of STEAM, there’s no need to plan out a full-blown project that lasts a whole month. In fact, you might integrate just one STEAM lesson into your syllabus. Or a lesson could contain a one-off 10-minute STEAM challenge.

    Here are some easy, low-preparation challenges your classes can take part in:

    10-minute STEAM challenges:

    • Winter unit: How tall can you build a snowman using paper cups?
    • Shapes theme: Using five toothpicks make a pentagon, two triangles, a letter of the alphabet.
    • Bug project: Can you create a symmetrical butterfly?

    2. You need fancy materials to do STEAM

    The biggest misconception is around technology. When you think of STEAM, you might imagine you need apps, computers, tablets and robots to teach it successfully. It’s true that you will certainly find STEAM challenges out there that involve extensive supply lists, expensive equipment, knowledge of programming and robotics.

    However, in reality, you probably have everything you need already. Technology doesn’t have to be expensive or complicated. It can refer to simple, non-electronic tools and machines, too. Think funnels, measuring cups and screwdrivers, for example. You can use low-cost regular classroom or household items and recyclable materials that learners' families can donate. Toilet paper rolls and cardboard boxes are very popular items in STEAM.

    Here is a low-tech activity you can try:

    Combine engineering, art and math using cardboard and a pair of scissors

    This challenge involves creating 3D self-portrait sculptures in the using only cardboard. First, teach about parts of the face by observing and analyzing some Cubist portraits (eg, explore Georges Braque and Pablo Picasso). Then have learners cut out cardboard shapes and make slits in them to attach together. They create their self-portrait sculptures by fitting the pieces together using the slits so that the final product will stand by itself. Display the self-portraits and talk about them.

    3. STEAM is targeted to older learners

    Young children are naturally curious about the world around them, and STEAM experiences begin very early in life. They explore with their senses and test their hypotheses about the world, just like scientists do. Much of their play is based on engineering skills, such as building houses with LEGO® bricks. They learn to manipulate tools while they develop their fine motor skills and their awareness of non-electronic technology. They use dramatic play and enjoy getting their hands full of paint while engaged in art. They learn about maths concepts very early on, such as size (big and small toys), quantities of things, and even babies start using the word “more” if they’re still hungry.

    Check out this simple STEAM experiment to learn about plants and their needs.

    How do plants eat and drink?

    Have students put water and food dye in a pot. Put a white flower in the water. Ask students to guess what will happen.

    After a few days, students should check their flowers and observe how it has changed color. They must then record their results. Extend the experiment by asking if they can make their flowers two colors.

  • A group of children stood at a table with their teacher watching her write something down on paper

    Build success beyond the classroom: Critical thinking and assessment

    By Christina Cavage
    Reading time: 4 minutes

    There are some common myths related to critical thinking and assessment. Many people believe that it’s impossible to assess critical thinking, especially in classes where language is limited. However, it can be done! Here, the key to success is crafting tasks and rubrics that allow you to separate language skills and cognitive skills. After all, a low language level doesn’t necessarily reflect your student’s ability to think critically.

    So, how can we measure how a student knows rather than just what they know?

    How to measure critical thinking

    Well, we first have to consider two types of assessment—formal and informal. Formal assessments tend to happen at the end of a task, lesson or skill-building activity and usually focus on the work the student has produced. Then, we have informal assessments. Those are the assessments that involve on-the-spot interactions. These types of assessments play a crucial role in measuring critical thinking.