Blogs are great. I love them! Have 7 different ones to "organize" my life, my writing.
Blogs let me vent. Voice my opinions (even if it's only for my benefit). I don't often "speak my mind". I'm often a chicken, but when I'm passionate, I'll speak up. Blogs let me "speak" about my passions.
Usually, I'll just voice my opinion via email, chat or blog, but often can't say what I'm really thinking out loud. Blogging has helped me think and challenge my own self/brain. Teaching is often an isolated job. I'm not often with a group of people to have meaningful, passionate conversations with. I like meetings that make me think. Meetings where we discuss things and I leave still wanting more. My brain hungers for the challenge. They motivate me. Make me want more. Blogs let me say what I'm thinking when there is no one there to listen.
This blog streams into a community blog in my school district. I flip flop often on whether I should remove it. I'm voicing my opinion for everyone to see. I feel I'm pretty careful with what I blog in this blog knowing that my coworkers, boss, etc might stumble upon it. But what I say is just my opinion. Opinions made public. A little scary for me. Today, I'll allow this to stream because today I feel like what I have to say is important, but by tomorrow (or next week, next month) I might change my mind.
Wednesday, October 22, 2008
Thursday, October 16, 2008
Who's Educating our Children in Technology
A recent chat with someone new to the profession of teaching technology made me wonder, who have we entrusted to teach our children technology?
I will be the first to tell you that I have no qualifications to teach technology to students. I don't have a degree that makes me eligible. I have taken very few classes on technology, and yet, I teach 650 children a week all they are supposed to know about technology. I hate bragging, but I think I'm pretty good at it. I've taught myself almost everything I know. I have a passion to learn more and am constantly figuring out new things. And somehow, that makes me qualified to teach students.
Since there isn't a required endorsement, what should we be looking for in a technology educator? Are there some minimums they should know how to do before we say they are ready to teach our children? What would those minimums look like?
Someday I think I would like to teach preservice teachers in a technology methods course. They have art, music and p.e. methods courses (just in case you enter a school where you have to teach your own students art, music and/or p.e). What about technology? More and more schools are turning to an embedded technology model where a teacher will be expected to teach their students technology. Why is it that we don't prepare them for what they might have to teach in that area? Wouldn't it be best if all teachers had some minimum knowledge to make them "qualified" to teach technology?
Just my thoughts. Anyone else have any?
I will be the first to tell you that I have no qualifications to teach technology to students. I don't have a degree that makes me eligible. I have taken very few classes on technology, and yet, I teach 650 children a week all they are supposed to know about technology. I hate bragging, but I think I'm pretty good at it. I've taught myself almost everything I know. I have a passion to learn more and am constantly figuring out new things. And somehow, that makes me qualified to teach students.
Since there isn't a required endorsement, what should we be looking for in a technology educator? Are there some minimums they should know how to do before we say they are ready to teach our children? What would those minimums look like?
Someday I think I would like to teach preservice teachers in a technology methods course. They have art, music and p.e. methods courses (just in case you enter a school where you have to teach your own students art, music and/or p.e). What about technology? More and more schools are turning to an embedded technology model where a teacher will be expected to teach their students technology. Why is it that we don't prepare them for what they might have to teach in that area? Wouldn't it be best if all teachers had some minimum knowledge to make them "qualified" to teach technology?
Just my thoughts. Anyone else have any?
Monday, September 29, 2008
Sounds of a Computer Lab
What sounds come out of my computer lab?
Woooah!!!!
Coooool!
Awesome!!!!
In my K-5 Computer Lab it is exciting to hear that I can still amaze students with all the things that a computer/computer application can do.
It's exciting to hear students excited that they can create what they often believe only an adult can create.
It's exciting to teach them things their parents do/don't use and the power they seem to feel at having this knowledge equal, or sometimes above, what their parents know.
As a teacher I have always had high expectations for my students (inside and outside of the computer lab setting). I find that they can do it and why set the expectations low if they can accomplish so much more. If I set my expectations high and they don't quite get there, it's okay, but that rarely happens. Perhaps that has a lot to do with my personality. I have high expectations for myself.
I'm proud of what my students can do. Hopefully what I teach them will be valuable. Hopefully they will remember. Hopefully I set them up for success after 5th grade.
Woooah!!!!
Coooool!
Awesome!!!!
In my K-5 Computer Lab it is exciting to hear that I can still amaze students with all the things that a computer/computer application can do.
It's exciting to hear students excited that they can create what they often believe only an adult can create.
It's exciting to teach them things their parents do/don't use and the power they seem to feel at having this knowledge equal, or sometimes above, what their parents know.
As a teacher I have always had high expectations for my students (inside and outside of the computer lab setting). I find that they can do it and why set the expectations low if they can accomplish so much more. If I set my expectations high and they don't quite get there, it's okay, but that rarely happens. Perhaps that has a lot to do with my personality. I have high expectations for myself.
I'm proud of what my students can do. Hopefully what I teach them will be valuable. Hopefully they will remember. Hopefully I set them up for success after 5th grade.
Interactive Whiteboards
I purchased with some PTO $ last year an Interactive Whiteboard. It has drastically changed my instruction for the better I think. What makes me even more excited is that I allow my 1st through 5th graders to use the board. I tell them what to do, and they model it for the class. It is encouraging to know that I am putting technology into the hands of very young students. I hope that I can do that more!
Friday, September 26, 2008
The Forwarded Message
I, like most people I know, hate forwarded messages. I rarely read them. Most go directly to my trash can. I have not found anyone that likes them, so it amazes me the amount I get on a daily basis.
However, if you send me a forward message, I will read your very first one. If it is a good one, I will read the second one you send me. But if you ever send me one of those chain mail types or one that I really don't have time to read, then you go into my "do not read" category.
I have only a very select few people who I will read their forwarded messages. But those on my "read" list are very selective on what they send. I know that what they send me will make me laugh.
So this is blog post goes out to those selective forwarders. You're the best!
However, if you send me a forward message, I will read your very first one. If it is a good one, I will read the second one you send me. But if you ever send me one of those chain mail types or one that I really don't have time to read, then you go into my "do not read" category.
I have only a very select few people who I will read their forwarded messages. But those on my "read" list are very selective on what they send. I know that what they send me will make me laugh.
So this is blog post goes out to those selective forwarders. You're the best!
Window/Mac
I am a Window's user forced into the Mac world. I truly feel I can operate both systems now equally as well.
I can see many benefits to Macs. I think the iLife suite is my main love, but when we bought our computer a few weeks ago...sorry my Mac friends...but it was a Dell.
We waited far too long to purchase a new machine, but I needed some of the kinks out of Vista before I purchased a machine. My mom has the original Vista and I wasn't so excited about some of it. Finally we couldn't wait any longer and I really think they have done a fairly good job working out all of those issues.
As for educating our children. I'm not sure what I believe is the best for our children. I used to think we were doing a disservice to our children by educating them on a Mac because in the "business world" more Windows machines are being used. Now my Mac friends would tell me that that is changing, but I have yet to see that unless you are in graphics or video production.
But I've come to change my mind. I think that Macs are good machines for our children to work/learn from. Why? Well pretty much because of the office suite. With Word, Excel and PowerPoint now on the mac it equals the playing field. Since I'm a "dual user" I know that there are some differences, but most of them are insignificant. If you teach a child to use a computer, they'll be able to easily switch from one to another system. And the iLife suite is sweet!!
As for teachers who already use Macs. Yikes. Being in the position I'm in, I'd say Mac all the way because they know Mac (or at least they know it the most). And let's face it. Adults don't like change. They'll make the small differences into big deals. I'm not sure I want to deal with those "big deals".
As an educator we know that technology we teach today is going to be outdated by the time these kids have to use it in their adult life. Who knows, programs like Word, Excel and PowerPoint might not exist. That's why we teach process, vocabulary. That's why we teach how to think and find and guess
I think I'll always be a Window's user in my personal life, but you know....Mac's really good too. I think as long as the computer is 0-4 years old, it doesn't matter what type of machine it is. Kids will learn what they need to know to be productive and fluent users of technology.
I can see many benefits to Macs. I think the iLife suite is my main love, but when we bought our computer a few weeks ago...sorry my Mac friends...but it was a Dell.
We waited far too long to purchase a new machine, but I needed some of the kinks out of Vista before I purchased a machine. My mom has the original Vista and I wasn't so excited about some of it. Finally we couldn't wait any longer and I really think they have done a fairly good job working out all of those issues.
As for educating our children. I'm not sure what I believe is the best for our children. I used to think we were doing a disservice to our children by educating them on a Mac because in the "business world" more Windows machines are being used. Now my Mac friends would tell me that that is changing, but I have yet to see that unless you are in graphics or video production.
But I've come to change my mind. I think that Macs are good machines for our children to work/learn from. Why? Well pretty much because of the office suite. With Word, Excel and PowerPoint now on the mac it equals the playing field. Since I'm a "dual user" I know that there are some differences, but most of them are insignificant. If you teach a child to use a computer, they'll be able to easily switch from one to another system. And the iLife suite is sweet!!
As for teachers who already use Macs. Yikes. Being in the position I'm in, I'd say Mac all the way because they know Mac (or at least they know it the most). And let's face it. Adults don't like change. They'll make the small differences into big deals. I'm not sure I want to deal with those "big deals".
As an educator we know that technology we teach today is going to be outdated by the time these kids have to use it in their adult life. Who knows, programs like Word, Excel and PowerPoint might not exist. That's why we teach process, vocabulary. That's why we teach how to think and find and guess
I think I'll always be a Window's user in my personal life, but you know....Mac's really good too. I think as long as the computer is 0-4 years old, it doesn't matter what type of machine it is. Kids will learn what they need to know to be productive and fluent users of technology.
Thursday, September 25, 2008
NATS
In just 16 days I am presenting at the Nebraska Association of Teachers of Science (NATS) Conference. A good friend of mine from Elmwood Murdock introduced me to the conference many years ago and I fell in love with it instantly. It's a smaller conference with people I love to be around. People who love teaching. Love teaching science. And, maybe, just maybe a little zany. In fact, I think this would be a great conference for my American Idol, Bill Nye the Science guy, to attend. I think he would fit right in!
My presentation is going to be Integrating Technology into the Science Curriculum and I've been working on it for almost 6 months. It won't be nearly as engaging as Doc Gizmo or some of the other phenomenal presenters, but I really wanted to start sharing with others. A small (and forgiving) audience like those at NATS seemed like the perfect place to start.
Sometimes I feel what I have to share is of value and other times, I don't know if what I have to share is worth much at all. I just know that I have a passion for technology in education and if I could get just one teacher to increase their use of technology with students through this conference, I would call it a success.
I'm a little nervous. I've never really presented professionally to anyone. I hope it goes okay. I hope what I have to share if valuable to those who attend. Wish me good luck. I'm going to need it!
My presentation is going to be Integrating Technology into the Science Curriculum and I've been working on it for almost 6 months. It won't be nearly as engaging as Doc Gizmo or some of the other phenomenal presenters, but I really wanted to start sharing with others. A small (and forgiving) audience like those at NATS seemed like the perfect place to start.
Sometimes I feel what I have to share is of value and other times, I don't know if what I have to share is worth much at all. I just know that I have a passion for technology in education and if I could get just one teacher to increase their use of technology with students through this conference, I would call it a success.
I'm a little nervous. I've never really presented professionally to anyone. I hope it goes okay. I hope what I have to share if valuable to those who attend. Wish me good luck. I'm going to need it!
Tuesday, September 2, 2008
The Funny Thing About Teaching
I'm going to take a step off my chosen path to talk about technology and instead...just this once...talk about teaching in general.
The funny thing about teaching is that our goal is for students to not need us anymore and when that happens you have succeeded.
The funny thing about teaching is that a good teacher is actually a good student.
The funny thing about teaching is that we teach so much, but the only thing our students will really remember is our personality, who we were.
The funny thing about teaching is that you have no idea what kind of impact something you say or do might have on a student, both positive/negative and yet you do it every day.
The funny thing about teaching is that you don't have to be a teacher to teach.
The funny thing about teaching is that some of the most valuable lessons aren't in a text book.
The funny thing about teaching is that your classroom goes far beyond the walls of your room.
The funny thing about teaching is that you teach more than just your students.
The funny thing about teaching is that no matter where you are, you're still a teacher.
To be continued....
The funny thing about teaching is that our goal is for students to not need us anymore and when that happens you have succeeded.
The funny thing about teaching is that a good teacher is actually a good student.
The funny thing about teaching is that we teach so much, but the only thing our students will really remember is our personality, who we were.
The funny thing about teaching is that you have no idea what kind of impact something you say or do might have on a student, both positive/negative and yet you do it every day.
The funny thing about teaching is that you don't have to be a teacher to teach.
The funny thing about teaching is that some of the most valuable lessons aren't in a text book.
The funny thing about teaching is that your classroom goes far beyond the walls of your room.
The funny thing about teaching is that you teach more than just your students.
The funny thing about teaching is that no matter where you are, you're still a teacher.
To be continued....
Monday, September 1, 2008
Directories
So, why don't we have e-mail and cell phone directories yet? I mean these aren't new technologies. People have been talking about directories for ever, so why don't they exist yet? Is it because Corporate American can't cooperate and compile their information together? You know the information is there. I'm sure it's all sitting on some data bases in some server closets across the country/world. With a few clicks of a button, I'm sure that all the information could be combined. One of the first things we teach children is to share and to cooperate. Why in the world can't we get these companies to just love one another? Or is there a good reason that I'm overlooking?
Sunday, August 24, 2008
Technology: The Great Divide
I was talking to my older brother yesterday and he admitted to me that he used Word for the very first time yesterday. I cringed and was shocked with disbelief. I've been slowly turning my family to the "dark side", the side that uses technology, but it was a real shock that my brother who is only 2 years older than I am was so far behind!
My brother is a farmer and doesn't use a computer for work. In fact, he got his first computer this year and his first e-mail address. We didn't have a computer in our home until after my brother had graduated from high school, so he didn't really have an opportunity to work on one at home.
We went on to compare our lives with technology. When I was a 9th grader I took keyboarding, on a computer. When my brother took keyboarding in 9th grade (2 years before me), he did it on a typewriter. I asked him how he typed his papers and he told me that he had used Appleworks. I then remembered that the year after he had graduated, my high school got its first IBM lab.
It amazed me that with just two years difference it had really been that different. I believe that there is a divide in technology. People talk about the digital natives and the digital immigrants. We state that digital natives are those people who grow up with technology as an every day part of their lives. Therefore I have never classified myself as a digital native. Technology became part of my life around the age of 15. I've always thought of myself as a digital immigrant because I have prepared myself to use technology. But perhaps there is a different line. A line that is drawn somewhere between the years 1994 and 1992. A fine line it must be. Are those people on "my side" of the line those adults ready to take on the challenges of today's technology? Are they the ones ready to teach it, embrace what's new? Are they are present day technology leaders?
What about those people on "my brother's side"? Where are they? Many of those people became technology leaders despite the lack of use. How did the people on "his side" become technology leaders? How did they come to embrace and embed technology into their lives? Is there really a divide or is it just a choice a person makes to either be on one side or the other?
My brother is a farmer and doesn't use a computer for work. In fact, he got his first computer this year and his first e-mail address. We didn't have a computer in our home until after my brother had graduated from high school, so he didn't really have an opportunity to work on one at home.
We went on to compare our lives with technology. When I was a 9th grader I took keyboarding, on a computer. When my brother took keyboarding in 9th grade (2 years before me), he did it on a typewriter. I asked him how he typed his papers and he told me that he had used Appleworks. I then remembered that the year after he had graduated, my high school got its first IBM lab.
It amazed me that with just two years difference it had really been that different. I believe that there is a divide in technology. People talk about the digital natives and the digital immigrants. We state that digital natives are those people who grow up with technology as an every day part of their lives. Therefore I have never classified myself as a digital native. Technology became part of my life around the age of 15. I've always thought of myself as a digital immigrant because I have prepared myself to use technology. But perhaps there is a different line. A line that is drawn somewhere between the years 1994 and 1992. A fine line it must be. Are those people on "my side" of the line those adults ready to take on the challenges of today's technology? Are they the ones ready to teach it, embrace what's new? Are they are present day technology leaders?
What about those people on "my brother's side"? Where are they? Many of those people became technology leaders despite the lack of use. How did the people on "his side" become technology leaders? How did they come to embrace and embed technology into their lives? Is there really a divide or is it just a choice a person makes to either be on one side or the other?
Thursday, August 21, 2008
Trouble with Technology
One of my very first experiences with technology in my professional life, wasn't so great. In fact, I got in pretty big trouble. I was young. Just 22. I was ....stupid.
You know those chain e-mails you get. Well I had gotten one from someone about how teachers should get paid babysitting wages. If we were we'd be paid pretty well. I liked it so much, I thought the whole world should see it. So, I accessed (legally) a database of and ESU's e-mail lists. I started sending it out to entire school's e-mail addresses.
It wasn't long before my principal got called into my principals office. Apparently I had clogged up entire servers with my mass e-mailing. She'd gotten calls from the superintendent of another school.
Thank goodness I was a good teacher or I'm sure I would have been fired immediately. Good thing this was before internet use policies (at least for that district). Sometimes I wonder if I caused districts to start writing internet use policies!
I apologized to my principal and sent an e-mail apology to the superintendent that had called and complained. From that day on, I rarely read a chain e-mail and never send one. I also have never complained about teacher salaries since then either!
It just seems weird that now, I'm in the place that I am, dedicating a whole blog to my thoughts about the uses of technology only 10 years later.
You know those chain e-mails you get. Well I had gotten one from someone about how teachers should get paid babysitting wages. If we were we'd be paid pretty well. I liked it so much, I thought the whole world should see it. So, I accessed (legally) a database of and ESU's e-mail lists. I started sending it out to entire school's e-mail addresses.
It wasn't long before my principal got called into my principals office. Apparently I had clogged up entire servers with my mass e-mailing. She'd gotten calls from the superintendent of another school.
Thank goodness I was a good teacher or I'm sure I would have been fired immediately. Good thing this was before internet use policies (at least for that district). Sometimes I wonder if I caused districts to start writing internet use policies!
I apologized to my principal and sent an e-mail apology to the superintendent that had called and complained. From that day on, I rarely read a chain e-mail and never send one. I also have never complained about teacher salaries since then either!
It just seems weird that now, I'm in the place that I am, dedicating a whole blog to my thoughts about the uses of technology only 10 years later.
Technology and the Faceless World
I believe technology has created a faceless world. For example, I e-mail someone 4 times in one day, but couldn't pick them out in a line up. Never seen them before in my life. Have no idea who they are.
I call our help desk and talk to Jon, Kara, Sven, etc. on a regular basis and don't even know what they look like. Technology is great! I couldn't live without it, but I'm thinking that an advancement needs to be made to make a physical connection. An e-mail that has a picture with the signature line. A photo on the screen of the phone of the person you are talking to.
I'm a people person, I'm not asking to know their life story, I'd just like to know what they look like. One of these people could be my neighbor and I wouldn't even know it. I could pass them in the store without a 2nd glance.
You know what would be nice, to meet these people at one of our meetings "face to face" so we can make the world we work/live in just a little less faceless!
I call our help desk and talk to Jon, Kara, Sven, etc. on a regular basis and don't even know what they look like. Technology is great! I couldn't live without it, but I'm thinking that an advancement needs to be made to make a physical connection. An e-mail that has a picture with the signature line. A photo on the screen of the phone of the person you are talking to.
I'm a people person, I'm not asking to know their life story, I'd just like to know what they look like. One of these people could be my neighbor and I wouldn't even know it. I could pass them in the store without a 2nd glance.
You know what would be nice, to meet these people at one of our meetings "face to face" so we can make the world we work/live in just a little less faceless!
Tuesday, August 12, 2008
10 Web Tools I Couldn't Live Without
1. e-mail
I am an e-mail junky. If I can e-mail you, don't expect me to call you.
2. Jott
This is a new tool I learned and now I can't live without it. As a person who constantly e-mails myself when I need a reminder it has become a tool for when I need a reminder and am not by a computer. Frequently I use it when I'm driving. That's when I seem to remember things. All I have to do is make a quick call and it will e-mail me the message.
3. Miro
This tool is also a new one from me, but has become a time/life saver. Since youtube is blocked in our school, sometimes I need a video from there to show/use with students. This allows me to download any video on earth and then take it to my school to use. LOVE IT!
4. Flikr
I have taken literally thousands of photos. I'm needing to share them with others to use. Flikr is the best way to do that. All my pics couldn't fit onto a CD and I don't want to buy a gazillion flash drives, so this meets my needs totally!
5. Blogger
I have 6 blogs. I personally like to write my thoughts and ideas down. I have this blog (my professional blog). I have a blog about my past, a blog about my present, and 3 blogs for my 3 children. I don't really think many people read my blogs, but it really is for my thoughts, my ideas. Its all for me.
6. del.icio.us
del.icio.us is a bookmarking site. It's supposed to be a "social bookmarking" site. I don't think anyone seems to care about the sites I have bookmarked, but I do go and look what my "friends" have bookmarked and I "steal" sites from them. What I do value the most about del.icio.us is that I work on multiple computers. 3 for sure. Sometimes more. It is nice to be able to access all of my bookmarks no matter what computer I'm working on.
7. Twitter
Twitter is a microblog and I love it. Most posts aren't really "needed" but at least once a day someone posts some info about some tool or teaching concept that I really need. Its also a good place to ask quick questions and get some advice.
8. Popurls
Once a day I go and look at the popurls site. This site shows me the most visited sites of the day. I can catch up on new things out there. In a world where millions of new things are created every day I need help finding what I really need to know. Popurls help me filter.
9. Google
I love google docs. I love the ability to collaborate on projects. My husband and I have used this a great deal to communicate and create things together. I have yet to collaborate with my staff, but I collaborate with myself. I love my gmail. I love my iGoogle. I love my Google Reader. I love Google!
10. Net News Wire.
I'm new to RSS feeds. I was a constant webpage visiter. Now I can just subscribe and Net News Wire will let me know when things have been added. It's a great time saver for me.
I am an e-mail junky. If I can e-mail you, don't expect me to call you.
2. Jott
This is a new tool I learned and now I can't live without it. As a person who constantly e-mails myself when I need a reminder it has become a tool for when I need a reminder and am not by a computer. Frequently I use it when I'm driving. That's when I seem to remember things. All I have to do is make a quick call and it will e-mail me the message.
3. Miro
This tool is also a new one from me, but has become a time/life saver. Since youtube is blocked in our school, sometimes I need a video from there to show/use with students. This allows me to download any video on earth and then take it to my school to use. LOVE IT!
4. Flikr
I have taken literally thousands of photos. I'm needing to share them with others to use. Flikr is the best way to do that. All my pics couldn't fit onto a CD and I don't want to buy a gazillion flash drives, so this meets my needs totally!
5. Blogger
I have 6 blogs. I personally like to write my thoughts and ideas down. I have this blog (my professional blog). I have a blog about my past, a blog about my present, and 3 blogs for my 3 children. I don't really think many people read my blogs, but it really is for my thoughts, my ideas. Its all for me.
6. del.icio.us
del.icio.us is a bookmarking site. It's supposed to be a "social bookmarking" site. I don't think anyone seems to care about the sites I have bookmarked, but I do go and look what my "friends" have bookmarked and I "steal" sites from them. What I do value the most about del.icio.us is that I work on multiple computers. 3 for sure. Sometimes more. It is nice to be able to access all of my bookmarks no matter what computer I'm working on.
7. Twitter
Twitter is a microblog and I love it. Most posts aren't really "needed" but at least once a day someone posts some info about some tool or teaching concept that I really need. Its also a good place to ask quick questions and get some advice.
8. Popurls
Once a day I go and look at the popurls site. This site shows me the most visited sites of the day. I can catch up on new things out there. In a world where millions of new things are created every day I need help finding what I really need to know. Popurls help me filter.
9. Google
I love google docs. I love the ability to collaborate on projects. My husband and I have used this a great deal to communicate and create things together. I have yet to collaborate with my staff, but I collaborate with myself. I love my gmail. I love my iGoogle. I love my Google Reader. I love Google!
10. Net News Wire.
I'm new to RSS feeds. I was a constant webpage visiter. Now I can just subscribe and Net News Wire will let me know when things have been added. It's a great time saver for me.
Let's Stop Talking About 21st Century Skills
I see a minor problem with the discussion that is going on about technology education today. We frequently talk about the 21st Century Skills students need. I propose that we stop talking about the 21st Century Skills, but move on to the 22nd Century Skills. There are only 92 years left in the 21st Century. It is very likely some of the kids we are teaching today will see the 22nd Century. I think we should start thinking now about what kids are going to need in the 22nd Century so we have a head start. I think we started behind when the year 2000 came. We didn't start talking about what the kids were going to need this century until at least 5 years into it. If we start thinking now for what kids will need for the 22nd Century, we might actually be ready for them when the year 2100 comes around.
Friday, August 8, 2008
Technology for Teachers
ChanLin (2007) claims that, "Teachers who are willing to spend time in using computers are more likely to gain confidence in using computers” (p. 46). That is how I’ve learned almost everything I know about using technology. I was willing to spend the time to learn about computers and how they worked. As I learned more, I was willing to use more with my own students. When technology is embedded into the classroom curriculum, teachers themselves learn more about technology and how to use it. That was the philosophy of my past school. They wanted to educate the educator on technology so that they would use it more in the classroom. And it worked. Because technology was embedded into their classroom, they were forced to learn the technology themselves.
Sadly, embedded technology isn’t a priority and, "Unless administrators take the lead and make a difference, school will continue to lag behind other sectors in society” (Bauer & Kenton, 2005, p. 539). I would love to see a school improvement goal to be using technology in the classroom and that teachers would be required to use some type of technology in their classroom with their students. Some teachers might need a little push to get started. Trying it once in the classroom might lead to trying it again. Soon technology might be embedded more into their curriculum as teachers become more knowledgeable about the tools and how to use them with their students.
ChanLin, L.-J. (2007). Perceived Importance and Manageability of Teachers toward the Factors of Integrating Computer Technology into Classrooms. Innovations in Education & Teaching International. 44(1), 45-55.
Bauer, J., & Kenton, J. (2005). Toward Technology Integration in the Schools: Why it isn't Happening. Journal of Technology and Teacher Education. 13(4), 519-546.
Sadly, embedded technology isn’t a priority and, "Unless administrators take the lead and make a difference, school will continue to lag behind other sectors in society” (Bauer & Kenton, 2005, p. 539). I would love to see a school improvement goal to be using technology in the classroom and that teachers would be required to use some type of technology in their classroom with their students. Some teachers might need a little push to get started. Trying it once in the classroom might lead to trying it again. Soon technology might be embedded more into their curriculum as teachers become more knowledgeable about the tools and how to use them with their students.
ChanLin, L.-J. (2007). Perceived Importance and Manageability of Teachers toward the Factors of Integrating Computer Technology into Classrooms. Innovations in Education & Teaching International. 44(1), 45-55.
Bauer, J., & Kenton, J. (2005). Toward Technology Integration in the Schools: Why it isn't Happening. Journal of Technology and Teacher Education. 13(4), 519-546.
Thursday, August 7, 2008
Moving Towards the Future
Katie McMillan Culp, Margaret Honey and Ellen Mandinach (2005) believe that, "Technology is the embodiment and the means of much of the social and economic change of the past century” (p. 286). We can’t live in the past. We must move into the present and the future. One of the most important reason technology needs to be embedded into student’s daily school life is because; technology has become part of their daily life. Wherever you go, we are surrounded by technology and it is only increasing. We must teach them how to use it properly and effectively. According to Okojie and Olinzock (2006):
Schools have the responsibility of preparing the American workforce for competitive domestic and global markets. Therefore, it is imperative that teachers keep pace with the technological transformation and show a willingness to continually update their knowledge and skill. (p.33)
If we do not teach technology to our students on a daily basis, it will be impossible for us to continue to maintain, "The economic and political dominance of the United States globally” (Culp, Honey & Mandinach, 2005, p. 283). Other countries will surpass us if we remain stuck in the past and don’t change the way in which we educate our students. We must teach, “Technology skills critical to the future employment of today's students” (Culp, Honey, & Mandinach, 2005, p. 283). That future will undoubtedly be heavy in the use of technology. ChanLin (2007) asserts that our, "Educational practices need to prepare students to thrive in an ever-changing technological society” (p. 46). Schools must work towards what our students will face in their future. Whether it is in their job or in their personal life, technology will be there. We must help them prepare for that. Currently many students are not receiving enough technology education to give them the tools they will need for their future. This is our responsibility as educators, and elementary school is too early to start.
Culp, K. M., Honey, M., & Mandinach, E. (2005). A Retrospective on Twenty Years of Education Technology Policy. Journal of Educational Computing Research. 32(3), 279-307.
ChanLin, L.-J. (2007). Perceived Importance and Manageability of Teachers toward the Factors of Integrating Computer Technology into Classrooms. Innovations in Education & Teaching International. 44(1), 45-55.
Schools have the responsibility of preparing the American workforce for competitive domestic and global markets. Therefore, it is imperative that teachers keep pace with the technological transformation and show a willingness to continually update their knowledge and skill. (p.33)
If we do not teach technology to our students on a daily basis, it will be impossible for us to continue to maintain, "The economic and political dominance of the United States globally” (Culp, Honey & Mandinach, 2005, p. 283). Other countries will surpass us if we remain stuck in the past and don’t change the way in which we educate our students. We must teach, “Technology skills critical to the future employment of today's students” (Culp, Honey, & Mandinach, 2005, p. 283). That future will undoubtedly be heavy in the use of technology. ChanLin (2007) asserts that our, "Educational practices need to prepare students to thrive in an ever-changing technological society” (p. 46). Schools must work towards what our students will face in their future. Whether it is in their job or in their personal life, technology will be there. We must help them prepare for that. Currently many students are not receiving enough technology education to give them the tools they will need for their future. This is our responsibility as educators, and elementary school is too early to start.
Culp, K. M., Honey, M., & Mandinach, E. (2005). A Retrospective on Twenty Years of Education Technology Policy. Journal of Educational Computing Research. 32(3), 279-307.
ChanLin, L.-J. (2007). Perceived Importance and Manageability of Teachers toward the Factors of Integrating Computer Technology into Classrooms. Innovations in Education & Teaching International. 44(1), 45-55.
Connected/Disconnected World
Technology has created a world that is, in some ways, connected more. You can virtually visit almost anywhere in the world with technology. I don’t go to the store. I shop online. Our students will be engulfed in this type of connection with the world. Alan November (1997) states that we must focus, "On how a communication network can prepare our students to live in an interconnected global economy” (p. 56). We must teach them how to effectively be connected to the world. In other ways our world has become less connected, especially in the way in which we communicate with others. I don’t use the phone. I instant message. I don’t write letters. I e-mail. We need to also prepare our students on how to operate in the world of disconnect appropriately and efficiently.
November, A. (1997). Magic Links--Changing the Focus of Technology Planning. Learning and Leading with Technology. 24(8), 54-56.
November, A. (1997). Magic Links--Changing the Focus of Technology Planning. Learning and Leading with Technology. 24(8), 54-56.
For Students 2
Michael Golden (2004) says that the, "Ability to convey information more dynamically, the capacity for deeper cognitive learning, and the empowerment to strengthen their talents while expressing their own ideas” (p. 44). Technology gives students numerous ways to gain the knowledge they need and new ways to present that information to others. With the increase use of technology we must acknowledge that our students will be approaching things in a different way than maybe we are used to.
Golden, M. (2004). Technology's Potential, Promise for Enhancing Student Learning. T.H.E. Journal. 31(12), 42.
Golden, M. (2004). Technology's Potential, Promise for Enhancing Student Learning. T.H.E. Journal. 31(12), 42.
For Students
There are many reasons why today’s learners should be exposed to technology on a daily basis. Tamar Levin and Rivka Wadmany (2006) report that, “Technology encourages greater student-centeredness,” and “Greater openness toward multiple perspectives on problems” (p. 161). Student centered learning is extremely valuable and teaching children that there is more than one way to look at a problem is invaluable education for our students. Technology is also instrumental in, "Helping them (students) solve complex problems” (Bauer & Kenton, 2005, p. 520). The world is full of complex situations. Teaching student how to use technology to solve these issues helps prepare them for there future.
Levin, T., & Wadmany, R. (2006). Teachers' Beliefs and Practices in Technology-Based Classrooms: A Developmental View. Journal of Research on Technology in Education. 39(2), 157-181.
Bauer, J., & Kenton, J. (2005). Toward Technology Integration in the Schools: Why it isn't Happening. Journal of Technology and Teacher Education. 13(4), 519-546.
Levin, T., & Wadmany, R. (2006). Teachers' Beliefs and Practices in Technology-Based Classrooms: A Developmental View. Journal of Research on Technology in Education. 39(2), 157-181.
Bauer, J., & Kenton, J. (2005). Toward Technology Integration in the Schools: Why it isn't Happening. Journal of Technology and Teacher Education. 13(4), 519-546.
Technology as Part of the Curriculum
Okojie and Olinzock (2006) believe that, "Teachers should recognize that technology in education is part of the curriculum and should be viewed as one of the curriculum components” (p. 34). Teachers should begin to find ways to use technology to support their daily lessons. Lih-Juan ChanLin (2007) defines it as, “Educators use of technology to enhance instruction and to create rich environments to help each individual students develop a depth of understanding and critical thinking skills” (p. 46). Okojie and Olinzock (2006) give a definition of integrated technology. They define it as, "An inclusive concept, which embodies the ability and the skill to use various kinds of resources to enhance and aid teaching as well as promote meaningful learning" (p. 38). I would argue that they are describing embedded technology, not integrated technology.
Okojie, M. C. P. O., & Olinzock, A. (2006). Developing a Positive Mind-Set toward the Use of Technology for Classroom Instruction. International Journal of Instructional Media. 33(1), 33-41.
ChanLin, L.-J. (2007). Perceived Importance and Manageability of Teachers toward the Factors of Integrating Computer Technology into Classrooms. Innovations in Education & Teaching International. 44(1), 45-55.
Okojie, M. C. P. O., & Olinzock, A. (2006). Developing a Positive Mind-Set toward the Use of Technology for Classroom Instruction. International Journal of Instructional Media. 33(1), 33-41.
ChanLin, L.-J. (2007). Perceived Importance and Manageability of Teachers toward the Factors of Integrating Computer Technology into Classrooms. Innovations in Education & Teaching International. 44(1), 45-55.
Technology in the Classroom
I would like to see teachers using technology in their classroom, not solely inside a computer lab. The vision and goal is for technology to be not integrated, but embedded into what students are doing in the regular classroom. John Bauer and Jeffrey Kenton (2005) define embedded technology as a, "Full-time daily operation within lessons” (p. 535). The best use for technology is for it to be used every day. Students in my school get technology instruction once a week for fifty minutes. That isn’t enough time for good instruction in any curricular area. Evan Glazer, Michael Hannafin and Liyan Song (2005) define embedded technology is when, "Students learn with technology, while simultaneously becoming increasingly comfortable with technology tools” (p. 62). Embedding technology into classroom curriculum helps build better understanding in areas such as reading, math, science and social studies along with helping students gain better skills in the use of technology. It also helps students see that technology isn’t something that should be separate from all other subjects, but a tool to enhance all subjects.
Bauer, J., & Kenton, J. (2005). Toward Technology Integration in the Schools: Why it isn't Happening. Journal of Technology and Teacher Education. 13(4), 519-546.
Glazer, E., Hannafin, M. J., & Song, L. (2005). Promoting Technology Integration through Collaborative Apprenticeship. Educational Technology Research and Development. 53(4), 57-68.
Bauer, J., & Kenton, J. (2005). Toward Technology Integration in the Schools: Why it isn't Happening. Journal of Technology and Teacher Education. 13(4), 519-546.
Glazer, E., Hannafin, M. J., & Song, L. (2005). Promoting Technology Integration through Collaborative Apprenticeship. Educational Technology Research and Development. 53(4), 57-68.
Integrate/Embedded
Technology is being integrated in most of the elementary school computer labs in our school district. When students are using technology, in the context of the computer lab, it is usually based on classroom curriculum. This is what is meant by integrated technology. Integrated technology is using technology outside of the classroom, but focusing on classroom curriculum. According to Dr. Mabel CPO Okojie and Dr. Anthony Olinzock (2006), "Technology becomes an appendage" (p. 34). Technology isn’t meant to be a separate course of study. Technology is meant to be used within the context of the regular classroom. It is best used as a support for learning in all areas of study. It is meant to be infused, or embedded, into the classroom.
Am I a visionary or a supporter?
"Communities comprising visionaries, supporters, and skeptics need to shape the standards and expectations for technology use and mentorship and professional learning programs, as well as allocating resources to support the schools goals (Glazer, Hannafin, Song 2005)."
I haven't decided yet if I'm a visionary or a supporter. I think I'm a visionary, the only problem is that I'm not "strong enough" so I'm forced into a more supporter role. And yet, when faced with
adversity I don't say anything at all.
I haven't decided yet if I'm a visionary or a supporter. I think I'm a visionary, the only problem is that I'm not "strong enough" so I'm forced into a more supporter role. And yet, when faced with
adversity I don't say anything at all.
Technology Engages Learners
A master teacher will find ways to engage their students in learning. If I think back to what I remember from my own school career, it is easy to say that I remember the times in which I was engaged in my own learning. Since I remember them, you could say I learned them. That in itself is what teaching is. A master teacher is constantly trying to find ways in which they can engage their students. That same master teacher is likely to use, "technology-infused lessons that pique learner's interests (Golden 2004)." It can be stated as a fact that technology engages learners and therefore is becoming essential in the every day education of our students.
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