Scott Vonder Bruegge

Activity 2.0
ISLT 9417: Technology Action Research
Option 1:
Im not trying to be an overachiever here but in the interest of full disclosure
we actually use clips from Mr. Hollands Opus in our new teacher induction at our
school. I have been helping run the induction program for the last several years and
participated in the discussions we generate with our new teachers regarding this
movie which are typically pretty lively.
I have found that there are two key scenes in the movie that have the
strongest message for teachers. The first is the scene where Holland and Coach
Meister are visiting on the porch about their dilemma. In exasperation Meister
responds to Hollands statement about not being able to get Louis Russ to play an
instrument by saying Then youre a lousy teacher. The reason this is such a
poignant point is because it draws a line between those teachers who feel that if
theyve taught it, then it is up to the kid to learn it and those teachers who feel that if
a kid isnt learning then they arent teaching but just presenting information. This is a
key (and accurate) distinction to me. Teachers are not only viewed this way but
actually practice their craft in one f these two ways.
While this first scene paints an accurate view of a real philosophical dilemma
and in so doing does a great service for education the second scene does just the
opposite yet also serves as the climax of the film. The film closes with Hollands
opus and communicates the impact of a teacher as important on practically a world
wide scale it ultimately boils down to an emotional set up job. Who wouldnt want to
be a teacher after such a display. However, that just doesnt happen. If it does it is in
such isolated instances as to be statistically insignificant. The real victories, joys and
triumphs come one at a time. Contrast this scene to the one in which Holland stops
the band and proclaims that Russ finally gets it. That is what goes on when students

really learn. That is the message of schools that is real, small bits of a-ha sprinkled
all through a students and teachers career yet gets lost in the grandiose and even
false message that is communicated at the end of the movie.

Option 2:
Since Option 1 was basically a rehash of what Ive done with new teachers I
thought Id ease my own conscience and do option 2 as well. All my assumptions are
based off of my experience and may or may not actually be borne out in research.
Regarding student motivation, Ive had the assumptions that 1. students are
not afraid of using technology , 2. they are not easily impressed by technology and 3.
they can sniff out (yet still endure) poor pedagogy even quicker when it has
technology bolted onto it.
When it comes to teachers, one assumption that I have is that they typically
fall into the classic innovation bell curve. Another assumption is that poor teachers
are not afraid to hide poor teaching behind technology use rather than truly figure
out how best to use it to support their pedagogy. My final assumption is that the
majority of teachers want to be told what to do with technology rather than explore,
experiment, and innovate with it.
As far as teaching effectiveness goes, I really only have one assumption yet
Id really call it more of a core belief. Aside from an initial learning curve typical of
adopting anything new, if technology doesnt make my life easier and help me
deliver my curriculum better then it is not worth the investment in time or money.
I feel that in section 4 a bit of my frustration will emerge so I will try and
remain as even as possible. One assumption I have is that administrators who make
recommendations without involving some key change agents in the school who are
classroom teachers will waste their efforts. The second assumption I have is that a
surge of professional development is needed and should be implemented whenever a
new technology tool is implemented across a grade level, school, and especially a
district. The third assumption I have is that administration that perpetuates a culture
of no and makes teachers feel they cannot take risks by trying new things
inevitably kills any sort of innovation. Technology changes too fast and requires too

dynamic an environment for administrators to not encourage creativity from its

faculty in this area.