Final Summary!!!!

I know we are all excited to be done with our first semester. I'm so jumping up and down right after this post! I've had a great experience this first semester. Dr. Williamson, you are awesome! I was so nervous beginning this semester thinking I'm going to drive myself crazy with school, work and family. It was not easy but I was also not the crazy wife I thought I was going to be this semester.

I found all of our assignments to be relevant and interesting. This semester was extremely useful to my teaching career and I am so glad that I chose Instructional Technology. I feel like my eyes have been opened to so many possibilities. I've been able to nerd out with my team teacher, who is also getting her degree in Instructional Technology at a different University, and it is great having someone to go to for advice or to just tell her that found something cool. Taking this course has gotten me to tweet my kids, use iFlashcards, Mobile Study and Study Island. Taking this course has also made me look at how I teach and what I can do to make my instruction and class time more engaging for students.

The vision and SWOT assignment helped me to see where my school is and where I eventually want my school to be. I know we have a lot of progress to make, but the assignment gave me a starting point to see what small adjustments I can change now to move us forward. It was also helpful for me to see and hear what everyone's schools were like and to hear what cool ideas they were trying. I've obtained a plethora of information and sites to use at school and I'm very excited about moving forward.

I'm sure I will be in touch with everyone in this class as we have much more to learn. Our next classes, multimedia and web tools sounds like it is going to be a lot of fun! Thank you all for a great semester!

Grants and Partnerships

Funny thing happened this week. I began working on my grant assignment one day and then the next, I found something for our school to use the grant on. My team teacher and I are the tech nerds on our team and we always seem to be finding new ways of implementing technology into the classroom. We were trying to use the school's iPod cart for a lesson when we realized that we needed the updated iPod Touches in order to do the lesson. After we realized that, I told my team teacher of a grant we could work on to help fund buying the devices. Until then, we will be adapting our lessons to the technology we currently have available. We were able to have students use their iPhones for part of the lesson and they are now able to use their iPhones to stay connected to education.
Reading about the grants available to teachers was eye-opening! I did not realize there was so much funding available for education. We just have to go out and find it. I searched the School Funding site as well as the NEA site to see all the cool lessons, activities and projects teachers were doing in the classroom with grants they were awarded. One thing I learned was how important it was to plan ahead when applying for grants. People who award grants want to see what the grant is going towards and to make sure the grant money will be used in a way that engages students in critical thinking and problem solving and is aligned to educational standards.
I've heard of grant writing workshops before but never really though it would be something that pertained to me. I was so wrong! We have a time during the school year when proposals for mini-grants are taken and I've never written anything for it before. Now that I have a better idea of what I can do with technology and education in the classroom, I will probably be looking to write these grants to fund some of my "dream" projects. 

Internet Safety

Completing the Internet Safety assignment showed me information already on the Internet that can help teach children about the risks of the Internet and how to protect themselves on the Internet. One great website is NSTeens.org. I was able to use several videos from the site for my PPT. The site is geared more towards students in middle and high school. I sent the link to our technology teacher so that she can use it in her classes. My PPT focused more on cyberbullying, posting too much information and copyright issues. I focused more on these topics because I've noticed these issues with students at my school. We had more issues with it last year than we've had this year...so far. One student posts something about another student and then there is a girl fight in the hallway or feelings are hurt. I've seen posts and pictures that children in my school have posted and it makes me sick how they are ruining their image/reputation.
I think Internet Safety is something that should be taught to students every year. It is something that is constantly changing and students need to be protected. Students need to understand what is appropriate and inappropriate when using the Internet and also to be held accountable for their actions. This assignment was definitely beneficial to me and now I have a presentation to use with my students that is age appropriate.

Tech Plans, Tech Plans...and more Tech Plans!

Similarities:

The goals for connecting technology to education and teaching in a way that is best for the students.

We need to be able to adapt to an ever-changing world and this begins in our schools.

All students and teachers should have equal access to 21^st Century learning.

There needs to be adequate support for teachers with tools and training.

The desire to prepare life-long learners.

The state and national plans used more statistics to base information of what is needed in regards to improving technology in schools.

Diagnose learning problems and provide effective and efficient learning methods of teaching and learning.

The national and state plans mention more about stakeholders and their influence on technology planning.

All agree that engaged learning and support is key.

Plans all areas of improvement...software, teacher support, community involvement, vision, goals, future planning and how we know we have achieved our goals.

Differences:

The national plan mentions education k-16 instead of just k-12. The national plan seems to have more of an emphasis on the future not only in education, but in life and the workforce. The national plan also mentions that education can learn from the business world. The national plan parallels technology in life outside of school with technology in life in schools. Students use technology more outside of school and we need to find a way to bring that technology into education for engaged learning.

I like how in the state plan, there is a section that mentions the role of everyone involved. There is a diagram that shows how everyone needs to be involved for the technology integration plan to be effective. Support needs to come from the system, the educator and administration. I also like how the state plan stated how to correctly implement technology and why is it important for our students future.

I like how the national plan looks at the whole picture and sees the need for technology growth and implementation not only in education, but in careers, everyday life and businesses. I also liked the diagram in the national plan, “Learning no Longer has to be One Size Fits All.”

After reading all the tech plans, I realized just how tiny my districts tech plan is. My school's tech plan does not go into as much detail as the state and national plans. It does not even go into as much detail and Cobb's or Cherokee's plans. I know my school is part of a smaller system...but I feel like we are behind! My school's plan includes a vision, current reality, gap analysis, goals and professional development.

Wheeeew...That's A Lot of Info! (Went back and shortened info

 I understood Pepi and Scheurman's warning to mean that an emphasis on technology to reform may produce “bad teaching.” Instead, we need well trained teachers to be able to use technology effectively.

Instead of teachers sitting in one to two hour workshops on effective technology use, we need professional development programs in schools to support the implementation of technology which will provide teachers with ongoing support, ideas and feedback.

It is difficult to incorporate technology into a constructivist classroom. Most software is used for drill and practice or tutorial. Educators need to become more comfortable with constructivist methods in order to effectively incorporate technology on a regular basis. Educators should collaborate with other educators not only in their own school, but schools nearby or schools with successful constructivist teaching methods. I would like for our math department to see how other schools are implementing constructivist methods in their math classrooms.

When educators resist change, they may feel they do not have the appropriate knowledge or skills to implement. This makes sense as students act the same way when they do not understand certain concepts.

Some do not see the real benefit of new programs or they do not value the use of technology to support education. This is also the same in students; if there is not real-world connection, students are not interested.

Some believe their teaching positions may be in jeopardy if technology is implemented into education. This is a relevant fear, however, I do not see how students needs can be met without an actual teacher in the classroom.

 

Active learning combined with high performance can be seen when the teacher is a facilitator, guide, co-learner and co-investigator. To observe technology use, look for student interaction with technology and look for the teacher monitoring and facilitating work. Look for interaction with students and teachers on problem-solving strategies and connecting information. Students should be using technology to increase knowledge not only in school, but also events and worldly news.

Leading a technology program is not different than leading any other educational program. I agree that it should be similar. A technology plan needs just as much planning, organizing, problem solving, creativity, supervising and team building as any other program. 

 

Useful information for me was to remember to include the resisters and saboteurs in the technology program. Keeping them involved gives them fewer opportunities to destroy the program.

Technology in our schools and our school improvement plan should mesh together. Effective school leadership should include technology leadership since this is where education is heading. As education transforms, our leaders and teachers should too. 

 

Technological change should be observed, practiced and coached. This needs to be an ongoing process with structural changes.The fast pace of technology demands that leaders be up-to-date on information, hold staff development and support staff for the changes. Technology leaders should be prepared to move forward and avoid backsliding.

Creighton fears inappropriate leadership that supports traditional instruction will move technology programs backwards. Traditional uses such as drill and practice will inhibit program development.

To be an effective teacher, I need to be able to engage my students in the content. I need to focus on engaging my students as I incorporate technology to be effective. 

 

The Texas example will help me break down the program plan into smaller, more obtainable pieces.

Driving forces at our school are those teachers who have had technology training and know ways to implement it. Other driving forces are administrators who are willing to move forward in a technology friendly way.

Our discouraging forces are those that are not ready to change their traditional view of education as well as those that do not have the technology skills. I think most of our teachers would be willing to learn if there was adequate support for instructional technology.

I think continuous support form a technology leader would help with the technology plan. Working in the classroom with a technology leader would also be helpful to many of our teachers who are not as confident in implementation.
 

Creighton Reading Pages 1-41

Chapter 1: Principal Leadership & Successful Technology Implementation

1. I agree with the author that successful technology integration is not the technology itself, but the teaching pedagogy used with the technology. We can have technology in our classroom, however, if we are not using it with our standards, or we are not using it to actually teach concepts, then it is just some piece of equipment taking up space in our classrooms.

The authors theme is an important concept for technology leadership. Some of us have the technology; we just need to learn how to use it. The connection between pedagogy, instructional objectives, learning outcomes and technology need to mesh well in order for educational technology to be effective.

I liked the Lipstick on a Bulldog metaphor used by Kanter in the Preface of the book. We have this technology and we try to make it look amazing in our classroom, however, it is of no effective teaching use if we cannot make the connection of pedagogy and technology.

2. In order to lead a successful technology program, principals and administrators today need to be informed, comfortable, and competent using technology in schools. Our school leaders must be more proactive and strive for e-leadership. Avolio, Kanter and Quinn-Mills coined the term e-leadership to take schools to the ultimate level of technology integration. “The essence of e-leadership is to produce a change in attitude, feelings, thinking, behavior, and performance with individuals.” In order to achieve this, principals may need to change their existing view of leadership and be open to new ideas. Discovering and operating new technology should be combined with the continuation of teaching and student learning. New technology is great, however, principals need to focus on what is needed by their teachers and students to improve and support curriculum.

3. Technology specialist must know what is needed in schools to successfully implement a technology program. Instead of focusing on the latest hardware or software, we need to focus on educational needs. Specialists need to support a school’s instructional goals with technology.

4. Today, we need principals with technology knowledge. Principals need to know state educational standards as well as technology standards.

Chapter 2: Are School and Technology Leaders Doing Enough?

1. A digital divide refers to adequate computer and Internet use by all learners. Research has found that wealthy and poor schools seem to have similar amounts of hardware.

2. The digital divide also extends to how computers are used in predominantly minority schools and wealthy schools. The digital divide goes beyond the actual piece of technology and includes its educational use. On page 12, Creighton mentions that between the years 1994-1999, wealthy schools increased their Internet access 70% while poor schools increased their Internet access only 37%. Studies show that exemplary schools use technology for data collection, research, analysis and Internet use while low-performing schools use computers for drill, word processing and practice.

3. The digital divide also includes gender. Though not intentional, society may steer females away from certain technology options. Schools need to make sure the doors are open to females as they are males. According to Gehring, “schools have not kept pace with the business world in creating an equal opportunity environment.”

There is also a divide between high and low achieving students and technology use. Teachers of low-achieving students usually use computers for skill and practice while teachers of high achieving students use higher-level programs. Low-achieving students also had less access to computers than high-achieving students.

4. I think a perceived divide is more stereotypical. Society’s view of certain groups may inadvertently affect how much they are encouraged to use technology.

5. Documented divides would be the amount of technology in schools, the amount of computer time for high-achieving and low-achieving students, and how poor versus wealthy schools use technology in the classroom.

Perceived divides would be women and technology; due to the fact that we are not aware of their particular interest to obtain a career in technology.

6. To document a digital divide, we could survey society and schools on a specific divide we are investigating.

7. A digital divide that is a concern for me is the use of technology between higher achieving students and lower achieving students. I feel that computers should not be used as a reward but as a way to enhance curriculum content. Teachers need to adjust their perception of technology in the classroom in order to close this gap.

Chapter Three: Why Do Technology Programs Fail?

1. Three reasons why technology programs fail is due to inappropriate leadership, moving to fast, and failing to get the right people to complete the job.

2. I agree with the authors claims of why technology program fail. Appropriate leadership is needed to drive the program. The leader cannot complete this major task alone. Input from administration, teachers and community members is needed for a well rounded program. The technology leader should also be familiar with the needs of the school system as well as instructional goals.

Moving too quickly with new technology can also be discouraging to teachers. Having the latest and greatest technology will not make a productive technology program. Teachers need the adequate training in order to create a technical education environment.

Having the necessary people involved can make or break a technology program. Education Weeks “Technology Counts 2001” found that a lack of administrative support prevents the use of computers and Internet in the classroom.

3. I believe that teachers need to be on board with a technology program for it to be successfully implemented. If the teacher has a poor attitude about the program, then he or she may not be open to the training that is needed for a school system to implement a successful program.

4.I think that moving too quickly with a program without sufficient supportive staff and development is the greatest cause for failure. Second would be appropriate leadership and third would be failing to get the right people on board.

Chapter Four: Strategic Planning for Technology

1.Our school and district have a technology plan. I am planning on getting a hold of it this week!

2. A technology plan is essential for a technology program to be successful. A plan helps schools reflect on where they are, where they want to go, how to get there and then know when they have achieved their goal.

3. Lemke’s quote rings true for schools that are focusing too much on technology. For a technology plan to be successful, it has to have the schools interest and instructional objects to drive it.

4. Some failures of technology plans include failing to tie technology to the school mission, failing to get the right people involved, focusing too much on technology and lack of leadership.

5. To avoid pitfalls, take the SWOT analysis. The SWOT analysis identifies strengths, weaknesses, threats and opportunities for the proposed program. All areas need to be included in planning a program in order for it to be successful.

9/9 Post

     After reading Chapter 1 in Roblyer's book, I realized just how far education and technology have come. Roblyer wrote, “educational technology must focus both on the process of applying tools for educational purposes and the tools and materials used.” I think we sometimes get sidetracked with technology in education. Just because we have and use technology in our classrooms does not mean it is always used for instructional or educational purposes. I feel that I have great technology in my classroom, however, I feel that it is not always used effectively because there is so much more that I need to learn. I use a Smartboard in class everyday. I know I am not using it to its fullest potential because there is so much more that I need to learn. I've had one, one-on-one training session with a Smartboard technician, and that was last May. The technician said he could spend all day on Smartboard uses. It is sometimes frustrating because I want to know it all!

     In reading the history of educational technology, I noticed the ever-changing advances in technology and its uses in the classroom. I was not around for the Pre-microcomputer era, or the Microcomputer era. However, I was around and do remember the Internet era. I remember my 6^th grade teacher gathering us around the computer to show us the Internet. I remember that she searched on the Netscape Navigator browser. In middle school, we had time with the media specialist to teach us how to use the Internet and what “keywords” to type in to find what we were searching for. Today, we use the Internet daily and students have no problem finding what they want.

     In reading the online book, I realized how much planning and collaboration goes into technology planning. Creating a vision, setting goals, having an action plan and a way to monitor progress are key components in developing a technology plan. In each component, collaboration is key. The difficult part for me, in reading and understanding this section, is that I always want to look at the whole. Technology planning starts with the “whole” and then breaks it down to measurable goals. Not only does the technology plan include the actual pieces of technology, it also includes and is focused on students and research.

     Being in this class just a few weeks has me excited about the degree I'm pursuing and the opportunities for my future.