Technology Integration Presentations

I enjoyed the presentations from Thursday’s class.  Prezi, Wordle, and Edmodo are three technologies I would potentially use in my classroom.   Prezi would appeal to students because of the different possibilities with regards to manipulating the graphics and words throughout the presentation.  Wordle also has an artistic element to it that I think students would enjoy, though it didn’t seem to have as many options as Prezi does as far as ways in which to present information.  With social networks being as popular as they are in today’s society, Edmodo would likely appeal to the vast majority of students at all levels. 

I am not currently using any of the technologies presented in class, but I feel I could incorporate Wordle into each subject area in elementary school.  Students could use it as a brainstorming activity before beginning a writing or prior to starting a unit in any of the content areas.  Students could do this individually or a teacher could do it with the class and then words that were mentioned most often would appear bigger in the wordle.  In addition, a teacher could use a wordle as a culminating activity where students listed the key vocabulary words that they remember from a specific instructional unit.  This would be a creative way for a teacher to know what words students are most familiar with and those vocabulary words that may need reinforcing. 

Prezi would be another tool I could use in my classroom.  I really liked the zoom feature and the way the group presented it.  I could use it to make presentations and also to analyze paragraphs and identify parts of speech or grammatical errors.  Students could also use Prezi to create their own presentations on whatever unit was being studied. 

I would be compelled to use a new technology if the presentation of that technology was delivered in a way that effectively explained the benefits and at the same time didn’t make its use seem too difficult or overwhelming.  You’re still going to have your resistors and saboteurs, but the number can be reduced with how the initiative is presented.  In many teachers’ minds, it won’t matter what the benefits of a specific program are if the implementation of that program is deemed too difficult or too time-consuming.  If teachers leave a staff meeting or in-service with that mindset, they will most likely become resistors or saboteurs.  For me, it really is all about the delivery.  Well, not all about, but the introduction and delivery does lead us to form an immediate opinion about the technology or initiative being presented.    The presentations on Thursday gave me an opportunity to gauge what may or may not work in the future when presenting a new program to staff members.

Current Issues Reflections

In the "Problems with Tests: Authentic vs. Objective" presentation, the group did a good job of comparing and contrasting the two types of testing.  I agree with the group that teachers shouldn't have to choose between the two forms of testing.  Both forms of testing should be used to help educators better assess students. 

With teachers already being asked to do more and more, a switch to strictly authentic testing seems next to impossible.  I know I would have a difficult time creating all authentic tests for my students.  It would not only take longer to create those tests, but longer to grade them as well.  With that being said, technology would make the increased use of authentic testing more feasible.   Authentic testing also allows educators to assess students using real-world situations, which will better prepare them for higher levels of education and future job opportunities.

Does Technology Actually Enhance the Learning We Seek?  I believe the group did a good job of presenting opposing viewpoints as they detailed both pros and cons of technology.  But even so, the pros seemingly outweigh the cons.  It is hard to deny the impact technology has had on our society, both at home and in the workplace.  Notice I didn't say at school.  While technology is used in schools, we have barely scratched the surface of what is possible with the technologies available today.  If we are to better prepare students for "the real world", then we as educators must find ways to integrate technology into our daily lessons.  Using the technology isn't the goal, but rather the goal is to meet the educational objectives by using all available resources, including different technological tools.  If we are able to use these tools to meet the objectives, then we are not only meeting our educational standards, but we are preparing students for a workplace where knowing how to use different technologies is a necessary skill.

WebLog - Week 2: A Lot to Think About

A Lot to Think About…

Being a Technology Leader and implementing a technology plan in your school takes much more thought than buying the latest software program and telling your teachers to use it in their classrooms.  In Conditions for Classroom Technology Innovations, I appreciate the fact that the analysis begins with the teacher, or innovator.  The authors state how important the teacher is with regards to the implementation of technology. They understand the effect teachers have on the extent to which technology is used in the classrooms and schools.  Three factors were said to be associated with how successful a teacher can be in incorporating technology into the classroom.  These factors are “technology proficiency, pedagogical compatibility, and social awareness.”  (Zhao, 2002)

            It does seem to me that all too often administrators or district officials instruct teachers to implement certain technologies into their classrooms without taking these three factors into account.  The truth is that there are many teachers (good teachers… great teachers… or even expert teachers) who are not technologically savvy and who have been able to be successful without the extensive use of technology.  In the educational landscape of today, technology can possibly make them even better teachers, but administrators need to take into account the fact that many teachers aren’t sure how to operate many of the new pieces of equipment and software programs, let alone incorporate them into their classroom instruction.  Oftentimes the implementation of a new technology requires teachers to have prior knowledge of the program or device and how it connects to other technological devices already being used. 

            As stated previously, there are teachers who have been successful without the extensive use of technology.  While teachers should understand the importance of technology in today’s society, there are teachers in our schools today who still remember life without cell phones and some of which who remember pushing a typewrite from side to side.  A little far? Maybe… but you get what I’m saying. What of the teachers who have a hard time incorporating technology into their pedagogical style?  This is where it is important for administrators to know the culture of their school.  How many teachers are there like this in the school?  Administrators must be able to demonstrate to these veteran teachers how important technology is in today’s society and the impact it will have on students’ lives in the future.  Principals and school leaders must put a plan in place that allows for extensive professional development for those teachers with little technological proficiency as well as those who are reluctant due to their attachment to a predetermined teaching style. The professional development should include instruction on how to use the technology being employed, and also ways in which the teacher can realistically use it to aid student learning.  In this way, teachers who lack the technological know-how will feel more comfortable, and confident, as they begin to implement the required technology into their classrooms and pedagogical style.           

            Another factor in the successful implementation of technology is the teacher’s ability to interact with his peers and co-workers, especially with technicians and administrators. Teachers must be socially aware that with regards to technology and its use, there will be instances where they will need to seek assistance and guidance from those outside the walls of their classrooms.  Teachers must now where to go to get this help.  Today’s technology will require teachers to interact with staff members, either to help set-up the program or software, or to complete an assignment when using the device or software.

            To conclude, these are just the factors associated with the teacher when considering a technology plan.  Administrators also have to determine what technological devices and software they want to use in their building.   Certainly they will be addressing the potential effectiveness of each device and whether or not it will enhance student learning.  But before deciding what devices and software to buy, and how to prepare the staff to use it effectively, the principal must have the support from the district superintendent and school board.  Becoming a technology leader and preparing and instituting a technology plan within a school building is a lot of work.  There really is a lot to think about.

Reference:

Zhao, Y., Pugh, K., Sheldon, S. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482-515.

WebLog - Week 1

Personal Information

1.       I was born in Portsmouth, Virginia and raised in Suffolk, Virginia.

2.       I go by my first name, Garrick.

3.       I graduated from Radford University in 2001 with an undergraduate B.S. degree in Interdisciplinary Studies.  I am licensed to teach K-5 in the state of Virginia.  I am currently employed by Suffolk Public Schools where I teach fourth grade at Mack Benn, Jr. Elementary school. 

4.       My hobbies include reading and watching sports on television.   I have traveled to a few different places in the country and have also been to Jamaica and Antigua outside of the country.  I enjoy all types of music, but especially reggae.  My family and I attend Western Branch Community Church. 

Learning Style and More

5.        For me to take an intellectual risk in class, there would have to be a reward, or benefit, worthy of the risk being taken.  If I feel the risk is going to help me grow and learn, then I would be willing to take it. 

6.       As a student, I believe I adequately participate in class conversations.  Though I do procrastinate from time to time on individual assignments (they’re always completed on time), I do come to class prepared to engage in class discussion and competently complete class assignments.  I always come prepared for group assignments and don’t mind doing what needs to be done for the assignment to be completed successfully.  If during a class or assignment I am having trouble understanding a concept or idea, I would attempt to find the answer on my own either through reading or research, but if I was still having trouble, I would either ask a classmate or professor for assistance and explanation. 

Technology

7.        The most important technological invention in history?  I will go with the computer, and more specifically, the internet.  I picked the internet because of the far reaching impacts it has had on society.  It has affected the way we communicate, the way we purchase things, and the way we retrieve information, just to name a few.  

8.       Electricity (Too broad?)

Automobile

Lights

Cell Phone

Computer (Internet)

Computer (Microsoft Office)*

9.       At the end of a typical school day, I shut down the computer at my desk, grab my cell phone out of the desk drawer, lock my door, and flip the light switch off as I leave my classroom.  I walk to the parking lot where I get into my car, and put the key into the ignition, which lights up a dashboard and sends gasoline to an engine that is going to propel my car forward, or backward, towards my destination.  Before I pull out of the parking space, I plug my IPod into the car adapter so I can listen to my favorite music on the way home.  My ride home takes about 20-25 minutes, depending on how many times those lights hanging above the street turn red.  As I near my house, I use my garage door opener so that I can pull my car straight in.  I then use my house key to unlock the door to my house, where I adjust the thermostat if necessary after being away all day.  Depending on the day, I either grab an ice cold beverage from the refrigerator or fill a glass of water using the faucet.  I will then log on to my computer to complete school work.  I may turn on the television to watch a show or game with my wife after we’ve used our stove or oven to make dinner.  My day usually ends after I’ve read a book by lamplight. 

10.   I believe technology in general is being used excessively by most children, and increasingly it seems, many adults.  Children are often watching television (oftentimes shows or movies they shouldn’t be), playing video games (oftentimes video games with adult content), or on the computer on social networking sites or websites with adult content.  The job of regulating these technologies falls on the adults these children live with.  Certainly, if they are being used in school, then it becomes the job of the teacher or school staff member to regulate and monitor their use.  In addition, schools can monitor student use on computers even after they’ve logged off.  Parents can, and should, do the same.