Thursday, June 28, 2012
Day 4
Today we spent most of the time reviewing software with which I am very familiar. We spent plenty of time collaborating with our groups. My group got a lot done. The Roaming Gnomes are awesome!
Ed Technology Days 2 & 3
Day 2
Today we got an overview of some great ways to use productivity software in the classroom. I was particularly excited to learn more about some of the features of Word. Not only will the use of headings help students navigate and categorize information, it will also help me in navigating assignments. I put it to good use already for an assignment in another class.
I know I'm pretty technology savvy, but this class is helping me get a deeper understanding of ed tech in the classroom. The software we're using will be of great value in the virtual setting in which I work. This won't just be of use to students, but teachers and parents as well.
Day 3
Today we spent a lot of time in SecondLife, and I was interested in finding out how it is being used in training new teachers. I found it more interesting that students found virtual environments more engaging than face-to-face. Allowing them to engage on their own time and "where they live" gave that exchange more value.
Then we went outside and discussed dissertations and the process involved. I'm not entirely sure I'm going to go on to the Ed.D at this point.
Today we got an overview of some great ways to use productivity software in the classroom. I was particularly excited to learn more about some of the features of Word. Not only will the use of headings help students navigate and categorize information, it will also help me in navigating assignments. I put it to good use already for an assignment in another class.
I know I'm pretty technology savvy, but this class is helping me get a deeper understanding of ed tech in the classroom. The software we're using will be of great value in the virtual setting in which I work. This won't just be of use to students, but teachers and parents as well.
Day 3
Today we spent a lot of time in SecondLife, and I was interested in finding out how it is being used in training new teachers. I found it more interesting that students found virtual environments more engaging than face-to-face. Allowing them to engage on their own time and "where they live" gave that exchange more value.
Then we went outside and discussed dissertations and the process involved. I'm not entirely sure I'm going to go on to the Ed.D at this point.
Monday, June 25, 2012
Day 1: Educational Technology
Today was spent mainly covering the "business" of the course and fleshing out our responsibilities in the coming weeks. Dr. Dunn took us through how technology has changed the way we live, survive, thrive and view the world. From OK Go and Phil Coulter to a discussion on "stealing music" and copyright laws. We also worked in some time to share our thoughts on the Christian aspect of using technology. That turned into a discussion on how it has affected our language and the need to educate students on the situational appropriateness of tech-speak.
Dr. Dunn led a discussion on the educational philosophies concerning technology and some we ought to know. After lunch we introduced one another and shared our research interests. Dr. Dunn helped to pair interests with specific chairs for possible (or pending) dissertation work. We then had time to work with our groups. The Roaming Gnomes got a good start by classifying our trending topics in the literature review and set up a game plan to move forward.
Dr. Dunn led a discussion on the educational philosophies concerning technology and some we ought to know. After lunch we introduced one another and shared our research interests. Dr. Dunn helped to pair interests with specific chairs for possible (or pending) dissertation work. We then had time to work with our groups. The Roaming Gnomes got a good start by classifying our trending topics in the literature review and set up a game plan to move forward.
Sunday, June 24, 2012
Technology in the Classroom
Using technology in the classroom is like losing weight. Everybody is for it! It sounds good in theory, but often lacks in effective execution. Few truly understand the time, discipline, and commitment it takes to effectively use these tools to promote learning.
There is no doubt that technology is a powerful tool. It is necessary to use it in today's classrooms in order to prepare students for tomorrow. Much like a medicine, when applied correctly it is highly effective at achieving gains. But, misuse of those tools can do far more damage that good. By this I mean teachers and students both misusing this resource. In my opinion there are three levels involved in effective use of technology in the classroom: administration, teachers, and students.
Administration: This term applies to those involved in the decision to purchase technology and implement it in the classroom. This means the principal on up to the superintendent. This would be the decision and facilitation team, if you will. They pull the trigger on buying equipment, getting it installed and making sure teachers are properly trained on the technology. On their shoulders lies the burden of making sure the technology is the proper fit for their needs and budget. They must research the needs of the students and find tech solutions to fit those needs. The part where I have seen failure at this level is the facilitation portion. I've seen technology put into a classroom without being properly installed (a IWB covering the traditional white board, but the IWB is not set up rendering both rather useless) becoming a hindrance and distraction. Also, teachers are not properly trained in how to use this technology. That leaves them floundering while using the "monstrosity" and leaving potential capabilities untapped. While the teachers are floundering, students smell this frustration like sharks smell blood. This leads to off-task behavior and discipline problems. If an administration is not going to take the time to provide adequate training, they should just save the time and money by skipping the purchase all together.
Teachers: Let me begin by addressing a point which will seem like a contradiction to the point I just made. It is the teacher's job to get trained on the technology in the classroom. Yes, the administration should provide training. When they don't it is still up to them to make sure we can effectively use this tool to help students succeed. So, administration should provide the training, but it is our job to become trained despite obstacles put in our way. The second part of a teacher's responsibility is to effectively use that technology. This means planning. From font choice, to white space usage, to standards of learning covered in the lesson teachers have to plan in order to effectively use this technology. So many teachers run around wielding technology like "The Star Wars Kid" swinging that golf ball retriever. It is clumsy, ineffective, and wastes time. You are the implementation team. You plan and implement this technology as a part of the curriculum. Teacher should work together to make sure the technology is being used to present the standards in an effective way. In essence, you are where the rubber meets the road. The greatest amount of responsibility falls on you. You must show the discipline to be trained and to plan effective lessons using this technology. You have know how to troubleshoot and work the buttons. You have to know how to make this thing enhance the learning of your students. This does not just mean technology for the whole class. This also means assistive technology for exceptional learners.
Students: Students are the end user group. Their responsibility is to properly use and care for the technology. Their role is to learn from/with it, and not use it to look up viral videos or as a tennis racket. The end goal is for them to become responsible consumers of information and to be able to adequately use this new literacy to enhance their lives both academically and personally.
There is no doubt that technology is a powerful tool. It is necessary to use it in today's classrooms in order to prepare students for tomorrow. Much like a medicine, when applied correctly it is highly effective at achieving gains. But, misuse of those tools can do far more damage that good. By this I mean teachers and students both misusing this resource. In my opinion there are three levels involved in effective use of technology in the classroom: administration, teachers, and students.
Administration: This term applies to those involved in the decision to purchase technology and implement it in the classroom. This means the principal on up to the superintendent. This would be the decision and facilitation team, if you will. They pull the trigger on buying equipment, getting it installed and making sure teachers are properly trained on the technology. On their shoulders lies the burden of making sure the technology is the proper fit for their needs and budget. They must research the needs of the students and find tech solutions to fit those needs. The part where I have seen failure at this level is the facilitation portion. I've seen technology put into a classroom without being properly installed (a IWB covering the traditional white board, but the IWB is not set up rendering both rather useless) becoming a hindrance and distraction. Also, teachers are not properly trained in how to use this technology. That leaves them floundering while using the "monstrosity" and leaving potential capabilities untapped. While the teachers are floundering, students smell this frustration like sharks smell blood. This leads to off-task behavior and discipline problems. If an administration is not going to take the time to provide adequate training, they should just save the time and money by skipping the purchase all together.
Teachers: Let me begin by addressing a point which will seem like a contradiction to the point I just made. It is the teacher's job to get trained on the technology in the classroom. Yes, the administration should provide training. When they don't it is still up to them to make sure we can effectively use this tool to help students succeed. So, administration should provide the training, but it is our job to become trained despite obstacles put in our way. The second part of a teacher's responsibility is to effectively use that technology. This means planning. From font choice, to white space usage, to standards of learning covered in the lesson teachers have to plan in order to effectively use this technology. So many teachers run around wielding technology like "The Star Wars Kid" swinging that golf ball retriever. It is clumsy, ineffective, and wastes time. You are the implementation team. You plan and implement this technology as a part of the curriculum. Teacher should work together to make sure the technology is being used to present the standards in an effective way. In essence, you are where the rubber meets the road. The greatest amount of responsibility falls on you. You must show the discipline to be trained and to plan effective lessons using this technology. You have know how to troubleshoot and work the buttons. You have to know how to make this thing enhance the learning of your students. This does not just mean technology for the whole class. This also means assistive technology for exceptional learners.
Students: Students are the end user group. Their responsibility is to properly use and care for the technology. Their role is to learn from/with it, and not use it to look up viral videos or as a tennis racket. The end goal is for them to become responsible consumers of information and to be able to adequately use this new literacy to enhance their lives both academically and personally.
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