The adventure is only beginning...

Well, I have officially made it through my first Instructional Technology semester...at least I will have after I post my final assignment in the next few days! 

After reading through my posts from this fall, I'm actually amazed at what I have learned.  I don't know if I've ever gained so much from a single college semester.  I'm definitely taking great strides towards becoming a technology facilitator.

So, here are a few tidbits I will take away from this semester:

• Technology and leadership go hand and hand.
• Technology shouldn't just be used in the classroom, but used to ENGAGE students in the classroom.
• Be familiar with and follow the Copyright Act laws.  Seriously.
• There is a difference between Educational Technology, Instructional Technology, and Integrating Technology.
• Be a trailblazor!
• A good technology plan is necessary to guide our technology use.
• Not all grants require hours of never-ending paperwork.  Some grants are actually quite short and simple.
• Lipstick is not going to make a bulldog look any better...or something along those lines.  (A metaphor from The Principal as Technology Leader.)

While that doesn't cover all of the things that I have learned so far, it definitely is a great starting point.  I really can't wait to see what is coming next down the line.  As the subject line so whimsically says, this adventure is truly just beginning...

Weekly SmartBoard Lesson Development and Implementation (for Team Use)

Description: This field experience consisted of creating and implementing writing and math lessons and supplementary activities using SmartBoard Notebook software that could be used to guide and support the team’s instruction in their own classroom.  SmartBoard files were created and accessible to all teachers on the fourth grade team.  Lessons included interactive activities, links to video clips and games, and charts for students to reference.  All materials were standards-based. 

Standards: TF-II.A – F (Planning and Designing Learning Environments and Experience); TF-III.A – E (Teaching, Learning, and the Curriculum)

Semester: Fall 2010

Hours: 10+ Hours (Ranging from August 2010 to Present)

Population: 4^th Grade Team Teachers (General Ed. and Special Ed./4^th Grade Students (Diverse – Including Students with Disabilities and English Language Learners)

Reflection: This field experience allowed me to gain deeper knowledge in creating content-based Smartboard files.  It also encouraged and supported technology use through out the fourth grade classrooms.  This helped me gain leadership experience, because I was modeling and guiding implementation of the lessons.  Standards for writing and math were determined in a curriculum mapping team meeting; therefore, I based the Smartboard files on our previous discussions.  Ultimately, technology resources were available for the use of the teachers in the 1^st and 2^nd quarters of the school year.  Reflecting back on the standards, this experience not only allowed me to design and plan technology-enhanced lessons, but I also got to implement the plans and strategies in my own classroom with my students.  The impact of the students was great as they were motivated to participate in mini-lessons and activities and they were involved in technology use.

Data Team Analysis Team Lead

Description: This field experience consisted of the following roles: preparation of data analysis sheets and assessments using available technology, collection, analysis , and interpretation of team wide data, facilitation of team discussions and meetings about data and strategies, collaboration with administration in regards to team data, and reflection through meeting minutes.

Standards: TF-IV.A, TF-IV.B (Assessment and Evaluation)

Semester: Fall 2010

Hours: 10+ Hours (Ranging from November 11, 2010 to Present)

Population: 4^th Grade Team Teachers (General Ed. and Special Ed.)

Reflection: This field experience gave me the opportunity to take a leadership role on my fourth grade team.  At our school, each grade level collaborates on Data Teams.  During Data Teams, the teachers determine what area the students did not master in previously taught standards.  We choose one area to focus on and improve in a three to six week range.  As the Data Analysis Team Lead, I facilitated the Data Team meetings as well as created collected, analyzed, and interpreted data results.  This was done using technology resources available at the school.  This opportunity directly aligns with the Assessment and Evaluation Technology Facilitation Standards.  By completing this field experience, I was able to develop the necessary skills to guide a team of teachers through data and assessment analysis.  I learned that, as the lead for the team, it is important to maintain an enthusiastic attitude while also being very supportive.  For some teachers, item analysis, grade wide averages, and excel sheets can be overwhelming.  Some teachers need flexibility as well as patience as they might not be as comfortable with technology use and data analysis as others.  The student impact is evident.  Our team chose to focus on multiplying 3-digit by 2-digit numbers.  As the students were very level from the results of the initial pre-test, there has been monumental growth through the strategies that we developed and discussed during Data Team meetings.

Show Me the Money!

Wow!  Who knew there were so many resources and funding available out there for teachers!

First, I got the opportunity to learn a little more information about developing partnerships with businesses and corporations in the community.  I never really thought about the process that it takes to set up a partnership.  I always assumed that the businesses reached out to the schools to develop a partnership plan, but I've learned that it is important for the teachers and administrators in a school to really research the best partner choices in the area and come up with a plan prior to contacting the business.  There are several key strategies that I read about from the website: http://www.danielsfund.org/sevenstrategies/strategies/.  These strategies include:

• Focus on student learning/achievement
• The partnership should be well-defined and well-managed
• Make strategic goals
• Set clear expectations
• Provide training
• Set up a communication plan and a system for recognizing the partnership
• Monitor and evalute the partnership and the program as time progresses to determine if the partnership is effective.

I thought that these were all really important points and probably things I would have never thought of on my own.  For some reason, I always thought of partnerships as very laidback, but I now see how important it is to have laid out plans and goals that benefit both the school and the partner.  I think a well made plan will help the school and the partner get the most bang for their buck out of the partnership.  Also, I found a great resource for finding partnerships - reviewing the Chamber of Commerce.  I know that sounds obvious, but it was really great to see all the businesses and corporations located in our city listed in one place.

When I look at the partnerships currently set up at my school, I wonder if there are plans in place with these businesses because I'm not convinced that we are really focusing on the improvement of student achievement.  I know the businesses enjoy the positive press and the school enjoys the coupons and incentives, but a good partners should provide so much more than that!

I also got the opportunity to review different grants online.  In the past, I always thought of grants as a long, complicated paperwork process that doesn't even guarantee that you will get the funding that you need.  I was definitely proven wrong!  I discovered that there are grants available for all grades and all subject matters out there!  There really is no limit.  Also, grant applications are really not as complicated as I thought.  Most grant applications could be completed in a matter of hours if not even less.  For the benefits, it seems silly not to at least apply!

I was really excited because I found a particular grant that would be great for the engaged learning project.  The thought of having up to $1,000 to implement that project sounds amazing and I can't believe that it is available right at the tips of my fingers.

Overall, once again, I have been exposed to new things that I really new nothing about before.  I'm excited to share the information I learned about partnerships and grants with my colleagues, and I can't wait to see how we can benefit our students!

Legal and Ethical Technology Use Presentation

Description: This field experience consisted of using the information and research from an assignment in class to present legal and ethical technology use practices to the fourth grade team.  The presentation focused on information that was unknown or not correctly followed in the classrooms.  Also, I facilitated a decision on how the best practice technology use in the classroom.

Standards: TF-VI.A

Hours: 0.5 Hours

Population: 4^th Grade Team Teachers (General Ed. and Special Ed. Teachers)

Reflection: This field experience is a reflection of wanting to share information that I just recently had learned myself.  I had completed an assignment for class about legal and ethical technology use, and I was quite surprised about the information that I had learned.  The information presented included the county’s acceptable use policy, information in regards to the Copyright Act, and Internet safety.  I think some of my team members were also surprised by the information.  Overall, I think I increased my knowledge and my colleague’s knowledge.  Now, as a technology leader, I am given the opportunity to model how to follow these acceptable use policies.  I am also going to spend more time teaching my students appropriate Internet and computer behavior, because I am realizing that my students are probably not receiving this information from home.

Following the Rules...

Who knew there was so much to know?  Copyright laws, internet safety, board administrative ruling, acceptable use, cyberbullying.  The list could go on and on.  I do have to say that I feel so much more informed that a I did a week ago.

Let's start from the beginning: the Copyright Act!  The Copyright Act is something that all teachers should really know and be familiar with.  As many copies and resources as we use on a regular basis, it is important that we are staying within the legal limits.  A few things stood out to me as I was reviewing all the ins and outs.  First, videos and DVDs can only be viewed for educational purposes related to content matter that has been taught (not for entertainment or as a reward).  This doesn't seem like a big deal, because, honestly, who has time to watch a bunch of movies for entertainment during the school day?  Then, I started thinking about those inside recess times on rainy days or when my students have earned a special reward at lunchtime so they get to eat in the classroom with a movie.  Who knew that I could be doing something wrong?  Also, consummables can NOT be copied.  This doesn't seem like rocket science, but, again, I can't tell you how many times I've seen a teacher copying from a consumable (especially if a student has lost their workbook).  Overall, it is important that teachers are aware of the dos and don'ts.  I found a really easy to read chart that I thought would be a great print out for future use.  Check it out here:  Teacher Copyright Chart

I also got a chance to look at the District Board Administrative Rule.  This was my first time perusing this document, and it was definitely an eye-opener.  The county has already layed out quite a bit of information in regards to technology use including a rationale, safety risks, copyright, e-mail, acceptable use, prohibited use, blogs, and a list of definitions of important technology terms.  I found this information to be really helpful.  Some information surprise me, and some information was a good reminder.  Some things that stood out were that it is prohibited to leave workstation without logging out.  I often leave my computer (especially the computer connect to my SmartBoard) logged in all day and sometimes overnight.  It makes sense that this could be a risk, but it isn't something that I really thought about before.  I will definitely log out from now on...no matter how annoying it is to log back in!  The district also made some good points about e-mail use.  That includes leaving full names, school addresses, and phone numbers off all sent e-mails.  Most teachers have a signature that includes their full name and job title.  Some even include addresses and phone numbers.  Sometimes, I forget that once an e-mail is sent, it is out there for really anyone to get a hold of so it probably isn't the smartest choice to put my personal information on an e-mail.

I found a lot of information on internet safety and cyberbullying.  In our current society, both of these things are big issues.  More and more children are using facebook, youtube, and instant messaging.  Not to mention, that many kids have cell phones with internet access that they use constantly through out the day. Students need to be aware of the risks and consequences of making bad choices when using the internet or other technological devices.  The biggest way we can spread information about internet safety and the prevention of cyberbullying is to educate our students and parents.  Zero tolerance policies need to be maintained and used consistly to ensure a safe technology experience in schools.

Copyright, internet safety, and acceptable use are very important elements of technology use in the classroom.  As teachers, it is our responsibility to not only educate our students about these subjects, but also commit to following these standards and rules ourselves. 

It all starts with a plan....

Looking at the technology plans at the national, state, and district level has been really informative.  There seems to be an overwhelming trend.  Technology use needs to move beyond students using technology to engaging students using technology.  I saw the word engagement clearly in each plan, and I think that is really important in determining where our schools need to go next in terms of technology.  I think that many of us use technology in our classrooms, but are we really engaging our students? 

There was another buzz word that I saw in each plan that I browsed: FUNDING.  I guess it's kind of funny that I hadn't really thought about funding.  In these days and times, money (or lack of) is obviously a huge issue.  In the state plan, I saw a break down of funding for each year and I was really shocked at the decrease from year to year.  At this point, it seems like technology would have more funding than ever, but, in this economy, I can see that that is not the case.

I liked how each plan mentioned global economy or a global outlook (especially the national plan).  The United States really has a lot of catching up to do with many of the other countries across the world.  It is time that our students become technology literate so that can be successful in the "real world." 

Overall, I can say that I am thoroughly enlightened about our current realities and where our technology vision is headed.  The state plan was very easy for me to go through and pull information from.  I found it to be a valuable tool.  The national plan has a lot of valuable information, but it did feel a little overwhelming.  I have noticed that simple, easy-to-read language really is the best route to take when developing a technology plan.  Also, goals and strategies need to be clearly layed out.  The purpose of a technology plan is to guide educators in taking their technology use to the next level.  If the technology plan is hard to read or understand, then I am probably going to have a hard implementing my plan.

P.S. Interesting Fact That I Learned from the National Plan - A well functioning, up-to-date media center and media center specialist has a direct correlation with student achievement in a school building.  I found that fact interesting because I haven't really thought about the media center in terms of student achievement before.  Looking at this fact, it makes me think that it would probably be beneficial to include the media center in a local school's technology plan - especially if student achievement is at stake!

Trailblazer...or Saboteur???

Technology and instruction.   Two peas in a pod.  Well, at least they should be.  Technology and instruction are components that should naturally connect and go together.  The problem that we are facing in many schools is that technology is not seen as a key component in developing and implementing effective instruction.    To further develop as educators, we need to take the steps to increase technology use in valuable ways.  That can be easier said than done though!

There is one thing all teachers can benefit from: staff development.   In all honesty, many teachers would probably disagree with that statement.  There appears to be a staff development epidemic.  Teachers learn new skills in a quick “workshop” and, then, they are expected to go back to their classrooms and be “experts” on the new material.  Teachers need more support and supervision for effective implementation. 

Beneficial staff development is already rare to come by, but, to make it really complicated, now technology is thrown into the mix.  Teachers need staff development that will further their expertise of utilizing technology in learning.  This is important because “…technology should blend in with all aspects of our teaching, learning, staff development, community relations, and so forth” (Creighton 44).  Teachers also need support in the area of constructivist learning, the idea that learning is an active process of students constructing their own ideas and guiding their own learning.  Technology should be present in constructivist learning and constructivist learning should be present in effective technology implementation.   Both concepts go hand-in-hand.  For constructivist learning, students also need social interaction.  Technology, in our current schools, has become a non-social activity.  Teachers need to understand how to use technology to further develop constructivist and social learning opportunities in the classroom.

Technology is most frequently used in one particular way in classrooms today: drill-and-practice.  While this can be effective at some times, it is really not the best way to implement technology in the classroom.   But to truly fix the problem of using ineffective technology methods in the classroom, one must look at the root of the problem: ineffective teaching!  Teachers who focus on ineffective teaching practices are probably going to focus on ineffective ways to implement technology to their students.  To improve technology use in the classroom, there often needs to be a change in the quality of the instruction in the classroom.

When determining the type of staff development needed to further develop technology facilitators, teachers might be classified into five different areas: trailblazers, pioneers, settlers, resisters, or saboteurs.   It might sound like few terms pulled out of a history book, but teachers can generally fit into one of these five categories.  Trailblazers are probably what most teachers what like to strive to be.  Trailblazers are not afraid to step out into the unknown and try something new.  Pioneers are similar to trailblazers, but they often need a little more evidence that a program is effective.  Settlers need even more information before they are willing to try something new.  Resisters are often stagnant.  They see no reason to change.  Saboteurs are often considered the most dangerous, because they are committed to halting new ideas and are resistant to change.  Saboteurs are often as passionate as trailblazers in their beliefs and ideas.  .  As I think to my colleagues and the colleagues I have met in district wide trainings, I realize we can all be placed into these categories.  As a future technology leader, it is important that I recognize how these different types of people can affect my efforts to push change and more technology into our current curriculum.  Saboteurs cannot be ignored.  They can cause potential issues if they are not involved in the processes of further developing a school’s technology program.  It is important to note that resistance can ultimately bring positive change to a new ideas or programs.

So, we know that technology needs to be incorporated into instruction, but it is also important that teachers are held accountable for the use of technology in their classrooms.  Many teachers firmly believe that having a set of computers or using an interactive whiteboard occasionally is sufficient technology use, but, unfortunately, they are way off base.  Technology has very little to do with just the equipment, but “it’s really how the teacher uses technology to support clearly defined learning objectives” (Creighton 68).  If the technology is not moving students forward, then it is probably not effective or necessary.  This takes us back to the earlier discussion about constructivist learning.  Technology should be more than “drill-and-practice” on a computer.   Effective technology use takes learning to the next level.

To really achieve a high level of technology implemented instruction, schools and technology leaders need to develop technology plans.  Technology should also be a key element in the school strategic plan (formally school improvement plan).  A large portion of the faculty (including resisters and saboteurs) should be included when developing school technology plans.  Technology should be linked to student achievement.  Ultimately, it takes effective technology leadership to facilitate the development  of an adequate school technology plan.

When looking to the future, it is important to recognize that technology is fast-changing.  These changes require strong technology leadership and beneficial staff development to accommodate the needs of teachers.  It is also important to note that technology can not only bring positive changes, but also negative changes if it is not connected with teaching and learning appropriately.  Teachers cannot rely only on the use of technology for exceptional instruction.  Technology should be woven into lessons and learning to benefit all students.  Also, technology can become ineffective if it is used to reinforce “old school” teaching habits that have been proven to be less valuable.

The concept that technology and instruction are directly related and interwoven is not a new idea, but it is often a shot down idea.  As a future technology facilitator, it is my job to, not only be an advocate for technology, but also an advocate for high quality instruction.  If a teacher is implementing constructivist learning, then effective technology use will soon follow. 

Teachers Need More Technology Skills

This article really stood out to me for several reasons:

Reason #1: It makes me feel smart!  There are many words and phrases is this article that I had never even heard of a month ago and, now, I am proud to say that I am starting to really feel instructional technology proficent!

Reason #2: Interesting facts included!  The article makes a lot of great points about the need of teacher preparation programs to include technology into their curriculum.  Teachers are graduating without these skills and it is hindering the education of many students.  Not to mention, there is a pretty interesting statistic about younger teachers (i.e. newer graduates) versus teachers with 10 or more years experience that might actually surprise you.

Reason #3: "Digital Divide!"  The article points out a huge digital divide that I hadn't really thought about before.  American Schools Vs. The Rest of the World!  The gap between American and international students keeps getting wider and wider.  Could lack of technology play a part in this?  More specifically, could lack of EDUCATION about technology play a part in this?

Reason #4: TPACK Shout Out!  The article points out that colleges should look to the TPACK framework (it is written as TPCK framework in the article) to understand how educators should be balanced between content, pedagogy, and technology.

Read and enjoy!

http://www.eschoolnews.com/2010/09/23/groups-urge-updates-to-teacher-preparation-programs/#utm_source=feed&utm_medium=feed&utm_campaign=feed

Blog Training/Redelivery

Description: This field experience consisted of attending a blog training, redelivering the training to team members , presenting blogs and their use in the classroom to parents at PTA, and updating and maintaining a blog as a means of parental communication for my classroom.

Standards: TF-V.A – D (Productivity and Professional Practice)

Semester: Fall 2010

Hours: 5+ Hours (Blog Training on September 1 – 1 Hour, Redelivery to Team – 1 Hour, Preparation and Presentation to Parents – 1 Hour, Updating/Maintaining Classroom Blog – 2+ Hours)

Population: Redelivery – Fourth Grade Team Teachers, PTA Redelivery – Fourth Grade Parents

Reflection: This field experience gave me the opportunity to get some professional learning.  My school had not really implemented blog use before.  I created my own blog using Google Blogger for my classroom before, but the training was based on the district preferred blog.  I enjoyed the opportunity to learn about something new, but also share the information with my team.  Many of my team mates have created really outstanding blogs that are used regularly by their students and parents.  This experience was also important, because the parents were given the opportunity to learn about the blogs in the person at a PTA meeting.  I was able to present information on the blog using a projector; therefore, I could show the blogs from the internet and go through how to find a blog for each classroom step-by-step.  As the standards state, this experience allows me to apply technology to increase productivity.  Blogging is a very efficient tool for communicating with parents.  The students are impacted because they now have access to tools and information right from their computers at home.

"Lipstick on a Bulldog"

As I dove into my reading from The Principal as Technology Leader, I flipped open my book and landed on this heading: Lipstick on a Bulldog.  I was instantly intrigued and, honestly, holding back from laughing out loud by the mental image in my head.  Initially, this metaphor (used by Rosebeth Moss Kanter) was used to point out that not all businesses are using technology as effectively and productively as they could be, but this metaphor transitions nicely into the Instructional Technology world as well.  Nowadays, schools think they are technology-advanced if they have a couple of computers in each classroom and wireless internet.  Sure, these things might look and sound great (hence the referene to the lipstick), but schools need more than the appropriate tools to be technology advanced.   So,  the lipstick doesn't really help the bulldog, because the problems are deeper than surface level.  For technology to be effective, educational leaders needs to be able to implement and plan technology effectively while remaining focused on standards-based instruction.  A good quote that really sums it up is "...effective integration of technology has more to do with teaching pedagogy, and very little to do with technology itself" (Creighton 1).  Technology is not just wires and computers!  It is about effective implementation.

In a school, where does effective technology implementation start...the leadership!  The principal in a school building must rally around the staff to determine how to use technology that will focus on the needs of the students and the teachers.  Principals need to look beyond the basic skills and needs that technology is used for.  Yes, Excel and Word are great tools for teacher, but there is so many more useful resources available and these programs should also be used as tools for the students.  For a principal to lead a successful technology program, they need to look at what's available in the school and combine that with effective instruction strategies.  They also need to be well-versed in the programs and tools they are buying or endorsing to be used by their staff.  The common theme in schools is that the principal has forgotten what it is truly like to be a classroom teacher.  The principal needs to work with their teachers to develop a plan that is realistic and focused on the actual needs of students.  Technology specialists can be brought in to schools to further supplement and answer questions where needed.  While principals might still be learning, technology specialists can often be considered the experts.

When developing a successful technology program, principals need to think about the "digital divide."  When I think about the "digital divide," I immediately think about the Matthew Effect (the rich get richer, the poor get poorer).  Initially when people think about the "digital divide," they probably think about the difference in the actual access to technology tools and materials.  Some kids have it and some kids don't.  While it might seem that all students have access to technology at school, if you look closer, it is clear that the type of technology use provided is dependent on several factors: gender, race, socioeconomic status are just a few.  Often, students at low-performing schools use the computers to remediate.  While, students at high-performing schools use the computers to create authentic technological products.  Is it fair that students at low-performing schools are not creating web sites or blogs as their opposites in high-performing schools are?  For students to be truly engaged, they should be using higher-order thinking skills, but students in low-performing schools are not getting that opportunity.  I currently teach at a Title I school with mainly minority students, and, as I think about the computer use in our classrooms, I am ashamed.  I might be contributing to this "digital divide."  We often use computers to drill students or teach remedial lessons.  I also feel like technology use is really implemented in math and science, but the literacy and fine arts areas do not use technology to develop higher-order thinking skills as often.  Is this also contributing to the "digital divide"?  Students interested in the fine arts and literacy areas might develop stronger technology skills in the long run if the technology was implemented in all areas of the classroom.

More often than not, technology programs fail.  Technology is often too much, too soon.  Just a few weeks ago, I was sitting in a staff meeting and we were discussing purchasing a new software program to better service our students.  While I was excited to be discussing technology as a staff, I was frustrated with the fact that we were considering the purchase of more software when we still haven't been appropriately trained how to use the other 20 or so programs that we are suppose to be using with our students on a daily basis.  As an Instructional Technology student, I whole-heartedly enjoy using technology in my classroom and learning about new ways to effectively implement technology, but, if I'm stressing out about another new technology program, then I know that other teachers are stressing too.  Not only do teachers need adequate time and support to fully understand how to implement new technology, but the principal needs to use the appropriate balance of leadership.  While the principal should not sit back and do nothing, he or she should also not take over completely without the support and input of the teachers and staff.  Outside experts can be used to supplement the principal's ideas and plans, but they should not be taking the place of the principal in developing an effective technology plan in a school.

While thinking about the school where I am currently employed, I am unaware of a technology plan that is currently in place.  Our school does currently have a school strategic plan and I am curious to know if technology is included on that plan.  I look forward to having conversations with my principal about the technology plan and where technology should be headed at our school.  Technology should be apart of school improvement and implemented cohesively with pedagogy and content as the TPACK model shows; therefore, technology, pedagogy, and content should be looked at in one piece versus separately when developing school improvement plans.  Strong technology plans should be simple and easy to read (avoiding technical jargon).  This is a huge relief to me as a future instructional technology facilitator as I am often frustrated by the confusing language or wording used when developing a school wide plan of action.

How can I use all of this new knowledge to develop a technology plan for my school?  "Digital divide." Staff Support.  Pedagogy.  Realistic.  Simple.  Cohesive.  It all seems a little complicated right now, but I firmly believe technology needs to be a part of school improvement and the first step is coming up with a game plan!

Free SMART Board Course!

I recently found this article that is offering a free, online SMART Board course!

It was really easy to get the course (you just have to send an e-mail that mentions the promotion) and I was sent the course within 24 hours of inquiring about the promotion. 

I haven't gone through the course yet, but it looked pretty interesting.  I'm hoping to learn something new and hone in on the skills I already have.  Also, you get a certificate of completion when done so that might be beneficial for the resume!

Here is the article if you are interested:
http://www.eschoolnews.com/2010/09/08/free-online-applied-smart-board-courses-available-from-blossom-learning/#utm_source=feed&utm_medium=feed&utm_campaign=feed

I'm definitely getting an A in Algebra this year...

So, I just found this article (on my trusty Google Reader of course) about a group of middle school students in California that are each receiving iPads with an Algebra app that will be used to teach an Algebra course.  The app includes an electronic textbook (which really isn't all that exciting), but the program is interactive (which definitely is exciting).  Probably the best part about the whole thing, the teachers get iPads too!  Teachers are able to automatically access results through the program.  I will admit that I live, eat, and breathe for my iPhone so maybe I'm a little biased, but I'm just saying...who wouldn't try a little harder in Algebra if an iPad is involved!

Check out the article here:
http://www.presstelegram.com/news/ci_16025385
FYI....I originally found this article on eschoolnews.com but the full story is available at the URL above.

A few reflections...

Educational Technology, Integrating Technology, and Instructional Technology.  Just those words are making my head whirl around a little bit.  Who knew that they were three different things?  I do now!  Just taking baby steps to becoming the best Instructional Technology Facilitator that I can be! 

As I think back to all steps it took to get society and education to become technologically developed, I have to say that the real stand out moments are the invention of small desktop computers (think back to the 1970s) and the "Information Superhighway" aka the Internet.  While small desktops made it feasible to have computer-based instruction and learning in the classroom, the Internet took everything to the next level.  Not only are we talking instruction and an amazing resource, but now we are also talking about really convenient ways of communication. 

When I look back at my early school years, I vaguely remember the fight over the computer to play the infamous "Oregon Trail" game.  Did the computers at my school even have any other programs?  I'm not sure that the technology was being used as effectively as it could be.  Fast forward a few years, the Internet has really began to explode.  I remember using the Internet at home (rarely, of course, because it was so expensive!), but I don't think I used the Internet at school until high school.  At this point, I think many of my teachers may have been nervous to try out such "advanced" programs and technologies.     

Sure, technology is not the one and only end-all "cure" for our students out there.  Technology is about effective implementation that all students can benefit from in one way or another.  To successfully implement technology, teachers need to stay open-minded.  Easier said than done.  Some teachers don't like change.  Some teachers don't have time for change.  With everyday changing technology, this can be a problem.  As quoted in Educational Technology in Teaching, "Educators may not be able to predict the future of educational technology, but they know that it will be different from the present" (Roblyer 12).  Technology is and will continue to be ever changing.  Most importantly, students need teachers that are technologically literate, but, also, focused on the students.  Good technology cannot be implemented without good teachers.

So, we know that technology is great, but why are so many teachers still not jumping on board?  I think there are many reasons.  First, I think many educators are overwhelmed by technology.  What program should I use?  Which program is best?  What tools can I use to teach this?  How do I use this?  Teachers, in general, don't like to do things that they don't truly understand.  For some, there seems to be too many questions involved and not enough time to get all the answers.  Also, perhaps the biggest question of all, how will this really benefit my students?  Until teachers can see tangible results and proof, it is unlikely that they will take the time in the first place to use the variety of technology that is available.  It takes technology facilitators and leaders in a building to really encourage others to jump on board.  I hope that I can become that person in my school building.  Overwhelmingly, the lack of access to technology doesn't allow teachers to implement technology to the level that they would like to.  If the teacher doesn't have access to what they need, then it isn't possible for them to jump on board.  If the school systems aren't funding the equipment to provide technology in a classroom, then the teachers probably aren't going to buy into it either.

Maybe you are that teacher who is fighting technology-use in your classroom.  Here are a few reasons why technology should be integrated in your instruction: to gain attention from the students, to gain insight into the real world, to engage, to save time, and to help your students become technologically literate.  Honestly, the list could go on and go.  If that isn't convincing enough, I have to question whether every teacher is really doing the best they that can for their students.  Obviously, technology integration is a key aspect to being a successful teacher and helping your students become successful adults.

Technology doesn't come without its issues and technology integration is not always easy.  These economic times are rough.  It can frustrating to see a handful of coworkers being kicked to curb due to budget cuts while, all in the same day, fancy interactive white boards and new LCD projectors are being installed in every classroom in the county.  Forget that coworkers are kicked to curb, in some areas, music and art are being kicked to the curb also.  Can technology take precedence over the fine arts?  Somehow, a balance needs to be found.  Technology training and professional learning can be costly also, but, without the proper training, technology will not be used effectively by all.  Computers and Internet are often considered dangerous tools to be using in a classroom.  Students can stumble on inappropriate things.  Unprofessional employees can use the Internet or computers for inappropriate things as well.  I think this should be a non-issue.  Students and staff can easily be blocked from inappropriate websites as well as students can be taught the boundaries of computer use in their classrooms.  Teachers also have to set their priorities.  Often, this means that technology has to come behind teaching the standards and passing the standardized tests.  I firmly believe there is a way to merge technology with standards-based instruction and still get the students to pass those final tests.  It all requires a dedication to excellence in your classroom.  Some teachers bring up the Matthew Effect ("the rich get richer, the poor get poorer").  Students with low socioeconomic statuses don't have the same access to technology in their home lives as their opposites.  Therefore, all students need the opportunity to access technology within their school setting.  This ensures that every child can benefit from the use of technology regardless of technology use at home.  Overall, technology use can have its risk, but that doesn't grant any teacher to avoid the use of effective technology in their instruction and their classroom

Looking to the future, technology is taking on a bigger role in education and in most school buildings than it ever has.  Where I'm currently employed, there are several general-use computer labs as well as a media center lab.  Each classroom has a computer workstation consisting of at least 4 computers (Internet included) with a printer.  Teachers are each assigned their own laptops.  Students have access to laptops through a mobile lab that can be checked out by the teacher.  Each classroom has an LCD projector and SmartBoard interactive whiteboard.  Wireless networks are set up in the school to simplify Internet use.  We are currently going through the process of developing blogs for each classroom as well.  These are all technologies that are used on a daily basis through out our classrooms.  I would eventually like to see laptops become available to every student in a one-on-one ratio especially for use at school.  Imagine the endless possibilities if each and every student could access educational computer programs and Internet research right at their fingertips everyday.  Also, the students would benefit from the life long skills that would gain from daily computer use. 

For technology to be beneficial in schools, different criteria has to be met.  Everyone needs to be on the same page.  Staff members from all levels need to involved and open-minded and allowed professional development to improve technology use.  Technology has to support the standards and assessments.  Also, technology has to have boundaries with in a school setting to ensure safety and equity.  School systems have to have adequate funding and funding management as technology equipment is purchased.  On a final note, technology specialists need to be provided and on hand to support educators as technology problems occur.  As I review through these conditions, I am proud to say that the county that I work for meets all the necessary criteria and is taking the steps to integrate technology into every classroom.  I'm encouraged to implement technology in my classroom when I know that I'm being supported by the school district.

Thinking back to the reading I've done already, I am slowly starting to shape my vision for technology use in schools.  I actually feel motivated and inspired to really take my instruction to next level through technology (who knew a few chapters from some textbooks could be so life changing).  As I look at the comparisons between where my school's technology stands today versus where my school's technology use will stand in the future, I see the biggest gap in the technology literacy of the teachers.  I feel like the teachers have the access to the appropriate tools and equipment, but the real challenge lies in getting the teachers to actually use technology effectively and consistently.  While change can be difficult, it is a necessary component in developing balanced technologically influenced classrooms.  How can we can't from point A to point B?  I guess it's my job to figure that out!

Class, Please Get Out Your Cell Phones For Our Next Assignment...

As surprising as it may be, most of my elementary aged students have cell phones and, on occasion, one of their phones will ring during the school day (You would be amazed at the inappropriate ring tones 4th graders will have).  Of course, if a cell phone does ring or I catch a student with a phone, it is immediately confiscated or taken away.   How fun would it be to encourage students to use cell phones as they are learning?  Looks like a school district in New Jersey is already doing that...

http://www.nj.com/news/index.ssf/2010/09/toms_river_verizon_collaborate.html

And the journey begins....

I am in the beginning stages of taking on a monumental journey.  I am getting my masters degree!  I have been questioning, contemplating, and just plain wondering for three years what I wanted to go to grad school for.  I wanted something different, but, something I enjoyed.  I wanted something useful in my classroom, but something I could also use elsewhere someday.  Finally, all of my questions were answered when my old college stomping ground began offering a program in Instructional Technology.  All signs pointed to APPLY! 

Fast forward several months later, I got in the program (YAY!), have gone through orientation, and now classes are in full swing!  No doubt, the next couple of years in my life are going to be hectic as I man my elementary school classroom and go to school full time, but I'm really looking forward to whats to come. 

Stay tuned to see how my adventure unfolds...