My third article, "Transforming Learning Through Technology," focuses on the need for states to implement technology standards for schools. This article can be found at http://www.mff.org/edtech/article.taf?_function=detail&Content_uid1=275.
The first part of this article describes the different trends that are seen in schools today. One of the trends that is seen across the country is that high-income schools have more technology access and better trained teachers, where as low-income schools have little access and teachers who are undertrained in regards to technology. This trend is a huge reason for the continued gap found in the digital divide. As long as lower income schools continue to have fewer resources to introduce and teach kids about technology, the larger the digital divide will become.
Because this trend is seen throughout the country, the article proposes that administrators who have the ability to mandate technology standards should focus on integrating them into the school systems. It also discusses the need to properly train teachers and use funding to ensure access to the appropriate technology. By adding these elements into the classroom, those students who normally would have fewer opportunities in a public, low-income school, may have opportunities equal to those in public, high-income schools.
Another trend that is mentioned in this article is how schools often integrate technology into areas of the curriculum that are not the main focus (i.e. social studies and science). Teachers feel more comfortable integrating technology into subjects like social studies and science because they are not comfortable with the integration. Because these subjects are often viewed as "not as important" (especially in the elementary grades), teachers are more willing to "practice" using technology during these times because they don't have to worry about the precious minutes they need for subjects like reading and math.
The article addresses this trend by saying that standards need to be created that force teachers to integrate technology standards with reading and math. Because the "real world" is incredibly technology centered, it would make sense that the two subjects that are most used in the real world should also be technology centered. By having an administrative position create these standards, the students would benefit from the introduction and practice with the technology.
Sunday, October 11, 2009
Tuesday, October 6, 2009
Shirley #3
After reading and discussing the article last week about how a technology specialist helps the teachers outside the classroom, I thought I would dig deeper by reading Kevin McGillivray's second article "Education Technologist as Curriculum Specialist".
This article address the role of the technology coordinator in order to assist teachers inside the classroom to enhance and support their curriculum using technology. In this instance, the purpose of the technology coordinator is to help the teachers to make beneficial and appropriate decisions regarding how to use the many technological tools that are out there.
McGillivray approaches this concept with a five step plan. The steps include planning, lesson introduction, co-teaching, assistant, and evaluation. The planning step is when the technology specialist provides advice of what technology, if any, would be appropriate for the standard and work with the age group of the students. I think this is an important step. If teachers were supported by their technology mentors, you wouldn't hear teachers say, "I would use technology but I don't know what to use". The lesson introduction involves the teacher taking a back seat and allowing the technology specialist instruct the students about how to use the technology. This step eases the fears of teachers who just don't feel comfortable. The third step, co-teaching, involves the teacher and technology instructor working side by side, and the fourth step involves the technology instructor providing assistance to small groups or individuals, but the teacher plays the main role in instruction.
I thought the last step was good, and often a step that gets left out. The last step is when both instructors collaborate and work together to reflect and revise for the future.
I agree with this article. I believe if teachers were supported inside the classroom, and not just at professional development trainings, etc., they would be using technology more, and it would be appropriate technology that would benefit the student's learning.
This article address the role of the technology coordinator in order to assist teachers inside the classroom to enhance and support their curriculum using technology. In this instance, the purpose of the technology coordinator is to help the teachers to make beneficial and appropriate decisions regarding how to use the many technological tools that are out there.
McGillivray approaches this concept with a five step plan. The steps include planning, lesson introduction, co-teaching, assistant, and evaluation. The planning step is when the technology specialist provides advice of what technology, if any, would be appropriate for the standard and work with the age group of the students. I think this is an important step. If teachers were supported by their technology mentors, you wouldn't hear teachers say, "I would use technology but I don't know what to use". The lesson introduction involves the teacher taking a back seat and allowing the technology specialist instruct the students about how to use the technology. This step eases the fears of teachers who just don't feel comfortable. The third step, co-teaching, involves the teacher and technology instructor working side by side, and the fourth step involves the technology instructor providing assistance to small groups or individuals, but the teacher plays the main role in instruction.
I thought the last step was good, and often a step that gets left out. The last step is when both instructors collaborate and work together to reflect and revise for the future.
I agree with this article. I believe if teachers were supported inside the classroom, and not just at professional development trainings, etc., they would be using technology more, and it would be appropriate technology that would benefit the student's learning.
Monday, September 28, 2009
Honaker - Article #3
For my third article, I chose to read Turning the Page by Tim Walker. You can access it via this link: http://www.nea.org/home/35939.htm. I selected this article for a few reasons. I feel very passionately that technology coordinators should be technology advocates in their school systems. They need to stay on the cutting edge of technology as well as encourage teachers, administrators, and those in higher positions to embrace all that technology has to offer our students. Another reason I chose this article is because my cousin, Tara Seale, is highlighted in it. I can’t speak highly enough about what she does in her school district. She is definitely an innovative teacher and is so lucky that she lives in a school district that supports her adventures.
The author highlights some neat ways Tara incorporates technology in her English class. Some ideas that were mentioned in the article are: having students post in character from a Shakespeare novel to a ning, using flip video cameras to act out scenes from a novel, and discussing books on a blog with students in other state. I still think that the majority of teachers are not embracing modern technology as a resource that they can use in their classrooms. This article gives ideas that can be shared with other teachers so that they will hopefully be inspired.
The author also spends some time pointing out the varying opinions about technology. There are still quite a few educators and parents who do not believe that digital learning has value. I think that in order to help with this technology reform in the school systems, technology coordinators are going to have to be vocal. They will have to remain educated, passionate, and informed. They will often have to convince teachers, administrators, and most importantly decision-makers that implementing technology in the classrooms is not only valuable--it's a necessity. Ultimately, the technology coordinators still have to keep the students in mind. I hope that more technology leaders will fight for their school systems to embrace 21st century learning.
Reference:
Walker, T. (2009). Turning the page. NEA Today, October 2009. Retrieved from: http://www.nea.org/home/35939.htm.
The author highlights some neat ways Tara incorporates technology in her English class. Some ideas that were mentioned in the article are: having students post in character from a Shakespeare novel to a ning, using flip video cameras to act out scenes from a novel, and discussing books on a blog with students in other state. I still think that the majority of teachers are not embracing modern technology as a resource that they can use in their classrooms. This article gives ideas that can be shared with other teachers so that they will hopefully be inspired.
The author also spends some time pointing out the varying opinions about technology. There are still quite a few educators and parents who do not believe that digital learning has value. I think that in order to help with this technology reform in the school systems, technology coordinators are going to have to be vocal. They will have to remain educated, passionate, and informed. They will often have to convince teachers, administrators, and most importantly decision-makers that implementing technology in the classrooms is not only valuable--it's a necessity. Ultimately, the technology coordinators still have to keep the students in mind. I hope that more technology leaders will fight for their school systems to embrace 21st century learning.
Reference:
Walker, T. (2009). Turning the page. NEA Today, October 2009. Retrieved from: http://www.nea.org/home/35939.htm.
Tuesday, September 22, 2009
Curriculum Specialist? Article #2 Shirley
The article I chose is Educational Technologist as Curriculum Specialist by Kevin McGillivray.
http://www.intel.com/education/articles/help_outside_the_classroom.htm
This article addresses the need for teacher support from the technology coordinator. It focuses on how the technology specialist can assist teachers outside of the classroom. The article discusses the importance of the technology coordinator being a "curriculum specialist" in order to effectively teach teachers how to incorporate technology into the curriculum. I agree with this article because it never once talks about the role of the technology coordinator to support and maintain technology, but rather the role is to provide professional development and classroom support for teachers.
According to McGillivray (2000), curriculum is at the heart of education. A technology coordinator must be able to assist and support teacher's use of technology so they can build confidence and feel comfortable integrating it into the curriculum.
I think this article does a great job in laying out the roles and responsibilities of the technology specialist outside of the classroom. The article focuses on ways the technology specialist can build confidence in teachers so they feel comfortable using technology. He describes four ways to support teacher's use of technology outside the classroom. These include formal, informal, prep-period, and collegial leadership. The formal includes a professional development provided within the school or the school system and he addresses the importance of "practice time." Informal professional development includes small group support of teachers beyond the workshop to make sure everyone feels comfortable and does not have anymore questions. Prep-period addresses the advantages of using the minutes of planning to answer "how to" type questions, and collegial leadership talks about collaborating with others to share ideas of incorporating technology.
I agree with the article, and I believe that if the school technology coordinator is familiar with the curriculum and provides support for professional development, many reluctant teachers will begin to use technology more and more as they become more familiar with the tools and software that is out there!
http://www.intel.com/education/articles/help_outside_the_classroom.htm
This article addresses the need for teacher support from the technology coordinator. It focuses on how the technology specialist can assist teachers outside of the classroom. The article discusses the importance of the technology coordinator being a "curriculum specialist" in order to effectively teach teachers how to incorporate technology into the curriculum. I agree with this article because it never once talks about the role of the technology coordinator to support and maintain technology, but rather the role is to provide professional development and classroom support for teachers.
According to McGillivray (2000), curriculum is at the heart of education. A technology coordinator must be able to assist and support teacher's use of technology so they can build confidence and feel comfortable integrating it into the curriculum.
I think this article does a great job in laying out the roles and responsibilities of the technology specialist outside of the classroom. The article focuses on ways the technology specialist can build confidence in teachers so they feel comfortable using technology. He describes four ways to support teacher's use of technology outside the classroom. These include formal, informal, prep-period, and collegial leadership. The formal includes a professional development provided within the school or the school system and he addresses the importance of "practice time." Informal professional development includes small group support of teachers beyond the workshop to make sure everyone feels comfortable and does not have anymore questions. Prep-period addresses the advantages of using the minutes of planning to answer "how to" type questions, and collegial leadership talks about collaborating with others to share ideas of incorporating technology.
I agree with the article, and I believe that if the school technology coordinator is familiar with the curriculum and provides support for professional development, many reluctant teachers will begin to use technology more and more as they become more familiar with the tools and software that is out there!
Monday, September 21, 2009
Honaker - Article #2
Link to article: http://www.techlearning.com/article/1228
I read “Learn by Doing: A Hands-On Approach to Help Teachers Use Technology,” by Barbara Bray. I chose this article because I wanted to read something about persuading teachers to use more technology. I’ve noticed that the same teachers take advantage of the school’s technology while some teachers do absolutely nothing technology related with their students. Bray estimates that the same 30% of teachers are attending technology training. The fact is technology isn’t leaving so we have to get teachers to jump on the bandwagon.
In this article, Bray says that teachers should be given plenty of hands-on time as well as time to share with the class. She even says that stipends may be a way to encourage teachers to dive in. That sure does sound like a great idea but probably not one that is used often during these hard economic times. Another idea she mentions is to team a tech-savvy teacher with a newbie. I think this tip is easy, effective, and one of the cheapest ways to encourage teachers to use technology. Probably the most important thing Bray mentions in the article is relevance. An easy way for instructional technology coordinators to motivate teachers is to make the workshop relevant to the teachers' subject curriculum and/or standards. Bray also mentions modeling lessons as a way to help encourage teachers to get started with new technology.
I think that Bray has a lot of usable ideas. I do think that there are many teachers who are not budging as far as technology use in their classrooms. As instructional technology leaders, we should try to encourage and teach the teachers how to effectively incorporate technology into their lessons. In the past, I’ve found that some teachers didn’t even realize what technology sources came with their textbooks. Often ExamView software and online resources are available with new textbook adoptiosn. We definitely have to make the technology use relevant to the teachers or they will just view it as a “dog and pony show” or just one more thing they have to do. Instead we want to show them how technology can make their lessons more exciting and often easier at times. Modeling a lesson in the classroom would also allow the teacher to see first-hand how technology-based lessons tend to increase student interest and participation. Of course, teachers are going to learn best if they have hands-on training—with technology this is a must and should be provided by the technology leader. I think it is a great idea to have a goal or project in mind when conducting technology workshops. I believe the teachers would be more motivated if they created a resource they could use at the end of the session. I’m sure they would like it even better if they knew they would have in-classroom support when implementing the project into the classroom.
I read “Learn by Doing: A Hands-On Approach to Help Teachers Use Technology,” by Barbara Bray. I chose this article because I wanted to read something about persuading teachers to use more technology. I’ve noticed that the same teachers take advantage of the school’s technology while some teachers do absolutely nothing technology related with their students. Bray estimates that the same 30% of teachers are attending technology training. The fact is technology isn’t leaving so we have to get teachers to jump on the bandwagon.
In this article, Bray says that teachers should be given plenty of hands-on time as well as time to share with the class. She even says that stipends may be a way to encourage teachers to dive in. That sure does sound like a great idea but probably not one that is used often during these hard economic times. Another idea she mentions is to team a tech-savvy teacher with a newbie. I think this tip is easy, effective, and one of the cheapest ways to encourage teachers to use technology. Probably the most important thing Bray mentions in the article is relevance. An easy way for instructional technology coordinators to motivate teachers is to make the workshop relevant to the teachers' subject curriculum and/or standards. Bray also mentions modeling lessons as a way to help encourage teachers to get started with new technology.
I think that Bray has a lot of usable ideas. I do think that there are many teachers who are not budging as far as technology use in their classrooms. As instructional technology leaders, we should try to encourage and teach the teachers how to effectively incorporate technology into their lessons. In the past, I’ve found that some teachers didn’t even realize what technology sources came with their textbooks. Often ExamView software and online resources are available with new textbook adoptiosn. We definitely have to make the technology use relevant to the teachers or they will just view it as a “dog and pony show” or just one more thing they have to do. Instead we want to show them how technology can make their lessons more exciting and often easier at times. Modeling a lesson in the classroom would also allow the teacher to see first-hand how technology-based lessons tend to increase student interest and participation. Of course, teachers are going to learn best if they have hands-on training—with technology this is a must and should be provided by the technology leader. I think it is a great idea to have a goal or project in mind when conducting technology workshops. I believe the teachers would be more motivated if they created a resource they could use at the end of the session. I’m sure they would like it even better if they knew they would have in-classroom support when implementing the project into the classroom.
Thursday, September 17, 2009
Dore -- Article 2
http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/19/8f/8d.pdf
This article is about how under trained and/or uneducated administrators and school superintendants are about emerging technology. It discussed how this lack of understanding and training puts the transition for technology to enter the classroom to a halt. One of the areas that it discussed was how superintendants don't always know what is available (in regards to hardware and software) or what would be the best product to supply their schools with. When this occurs, it is difficult for schools to allow technology to enter and be used appropriately for learning. One of the solutions they mentioned was having a technology coordinator for the school system who would research and find the best products for the right price. This is essentially who the superintendant turns to for answers regarding what would be appropriate for the schools.
In regards to administration in the schools, the article discussed how it is difficult for a principal to encourage using technology in lessons when they are not aware of how to properly use it or how to integrate it in the classroom. If that lack of understanding is present in the administration, it is difficult for the rest of the staff to feel comfortable using technology. A solution that was mentioned for this problem was the courses that are now being required in colleges and universities for administrators in training.
I found this article a little scary. As a teacher I often look to my administration for guidance and answers to questions, so to know that in many school districts they are just as uncomfortable with the new technology is not comforting. I hope that as technology becomes more and more of a priority in schools, the training and education will not be strictly for teachers but also extended to the administrators in charge of it.
This article is about how under trained and/or uneducated administrators and school superintendants are about emerging technology. It discussed how this lack of understanding and training puts the transition for technology to enter the classroom to a halt. One of the areas that it discussed was how superintendants don't always know what is available (in regards to hardware and software) or what would be the best product to supply their schools with. When this occurs, it is difficult for schools to allow technology to enter and be used appropriately for learning. One of the solutions they mentioned was having a technology coordinator for the school system who would research and find the best products for the right price. This is essentially who the superintendant turns to for answers regarding what would be appropriate for the schools.
In regards to administration in the schools, the article discussed how it is difficult for a principal to encourage using technology in lessons when they are not aware of how to properly use it or how to integrate it in the classroom. If that lack of understanding is present in the administration, it is difficult for the rest of the staff to feel comfortable using technology. A solution that was mentioned for this problem was the courses that are now being required in colleges and universities for administrators in training.
I found this article a little scary. As a teacher I often look to my administration for guidance and answers to questions, so to know that in many school districts they are just as uncomfortable with the new technology is not comforting. I hope that as technology becomes more and more of a priority in schools, the training and education will not be strictly for teachers but also extended to the administrators in charge of it.
Friday, September 11, 2009
Shirley--Article 1
Technology Workshops for Teachers Make Computer Connections
http://www.edutopia.org/martin-behrman-charter-school-technology
This article is about a school technology coordinator (also a principal) who makes sure to provide workshops that cover a variety of technology issues/needs for teachers. The technology coordinator has an in-service every other Thursday to cover topics such as lesson planning, curriculum mapping, e-portfolios, laptops, grading, interactive whiteboards, PowerPoint presentations, e-mail, etc.
I think this school is well on it's way to effectively incorporating technology into the student's education. Personally, I think the reality of a principal also being the technology coordinator seems far-fetched in my school system, but it does seem to be working well for this school. I believe that the problem with the lack of technology in many schools is due to the fact that some teachers are not comfortable with using technology equipment or Internet tools/software. With a dedicated technology coordinator, the school will have more professional development meetings to increase awareness and skills in technology so teachers feel more comfortable using it. This article does stress the advantages of having professional development meetings. Although it may not be feasible in some schools, the idea of setting aside a set amount of time on a certain day every week , or month for an in-service, seems like it would be very beneficial for the teachers and the students.
http://www.edutopia.org/martin-behrman-charter-school-technology
This article is about a school technology coordinator (also a principal) who makes sure to provide workshops that cover a variety of technology issues/needs for teachers. The technology coordinator has an in-service every other Thursday to cover topics such as lesson planning, curriculum mapping, e-portfolios, laptops, grading, interactive whiteboards, PowerPoint presentations, e-mail, etc.
I think this school is well on it's way to effectively incorporating technology into the student's education. Personally, I think the reality of a principal also being the technology coordinator seems far-fetched in my school system, but it does seem to be working well for this school. I believe that the problem with the lack of technology in many schools is due to the fact that some teachers are not comfortable with using technology equipment or Internet tools/software. With a dedicated technology coordinator, the school will have more professional development meetings to increase awareness and skills in technology so teachers feel more comfortable using it. This article does stress the advantages of having professional development meetings. Although it may not be feasible in some schools, the idea of setting aside a set amount of time on a certain day every week , or month for an in-service, seems like it would be very beneficial for the teachers and the students.
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