Chapter 4 Summary

Chapter 4 discussed the most common forms of technology use in schools at an administrative level. Technology is typically used in schools and businesses in three forms; databases, spreadsheets, and automated office applications.

Databases are primarily used to organize information; they conveniently reduce if not completely eliminate the need for file cabinet storage space. Databases in schools contain endless information including student records, grades, family details, behavior records and contact information. They have similar databases for past budget information and employee records. Databases are such a huge innovation because they can be accessible from anywhere; there is no need to walk to the file cabinet.

The second form of common technology use is with spreadsheets. Spreadsheets are mostly used for planning and for presentation. Budgets, teacher and student schedules as well as building usage are all simple examples of complex planning tasks, which are organized in various spreadsheets. Spreadsheets are also used for presentation tasks because of the ease with which data can be displayed, organized, and compared with tables and graphs. School board meetings, budget meetings, projected enrollment, and student body/community demographics are all ways spreadsheets are used to present information.

The third category of administrative technology use is automated office applications. These applications include email, which, we all know has become such an important communication tool. This communication is not limited to the school building but also includes the community and beyond. Email provides for easy access to written records and automated mailings.

Administrative Software Evaluation Process/Policy

I came across Arizona State University’s policy on implementing new software at the administrative level. The policy is through but not overwhelming. With slight tweaks, I believe the policy could be used in any organization, including school districts. New software implementation begins with a nomination process. Simply, a member of the organization needs to state their thought that the software should be implemented. On the nomination, the individual needs to include details such as the name of the software, how much support will be needed, a brief description, a statement of who will use the software as well as a brief comparison to other similar software.

After the IT department receives the nomination they rate the software’s category as well as necessary support then create a committee to further research the software. The evaluation team will then further investigate the number of people who will use it, necessary hardware, if it is compatible with Mac and Windows, the product’s quality, how easy it is to use, and of course the cost of the software.

All of the components that the team researches are categorized and rated based on significance. The categories that are most highly researched include the funding, the defining characteristics of the software, where and how it will be installed, training details, and problem solving support and plans.

From the evaluation the team then devises an implementation plan to phase out the old software and phase in the new. The team may also hold an open forum for the stakeholders to ask questions and give feedback. The team will then begin the implementation process. Interestingly, the process is similar for nominating and upgrading current software as well.

Having the strategy and plan clearly drawn out in a clear and systematic format leaves little room for mistakes or uncertainties. Detailing the process from introduction to implementation and follow up helps cover all the bases and helps provide seamless transitions to new or upgraded software. This, or a similar process should be used in schools and business alike to ensure well-thought-out changes and improvements.

Arizona State University, (2007). Software Support Policy. Retrieved October 3, 2007, from http://www.west.asu.edu/IT/software/swsupport.htm

Staff Development in Instruction

This article, by Gayle Kolodny Cole is written from a great perspective and offers many great ideas, tips, and strategies for planning and conducting professional development for teachers. The title of the article rings true throughout. Teachers and professional development experts must ‘practice what they preach.’ Simply put, professional development must be presented in such a form that demonstrates more than just the details of how to use technology. One major shortfall of many professional development programs is the fact that the participants can’t visualize using the technology in their classroom. Teachers need to participate in meaningful activities, as they would appear in their classroom. This is difficult because creating such activities is time consuming, but if it is too time consuming to organize for a professional development program then it is probably too time consuming for a teacher to develop and use in their classroom. The professional development, it is suggested, should be called adult education because learning to use new technology is so much more than just how to use the technology, it should also encompass examples and practice of implementing it into a classroom.

All too often schools find the funds to purchase new technology, which is great. However, they don’t put aside the time, money, and resources to prepare teachers to use the new tools in their classrooms. For this reason, the Cole suggests utilizing in-house experts to conduct the education. This provides more than just a money savings. It also builds pride in teachers and a feeling of support because the other experts are in the building to help when needed. Further, adult education should include follow-up activities for teachers to give and receive feedback and suggestions.

The observations and generalizations in this article ring true for my district and the suggestions really hit home in a great way. I have definitely experienced our building/district purchasing new, great technology. However, there never seems to be enough energy put into training teachers to use it, or the training focuses only on how to use it instead of actively using it in a classroom setting. Not only will these suggestions help me improve my group’s professional development project but it will also help me make suggestions at my building for future professional development opportunities.

Kolodny Cole, Gayle (2003). Practicing What We Preach. The Educational Technology Journal, 12, Retrieved 10 2, 2007, from http://fno.org/feb03/practicing.html

Technology Integration Resource Review

The most important message this article addressed was the need for teachers to be taught with technology the same way students should be taught with technology. There are many comments which I agree with and speak to the main message of the article. First, the purpose(s) of technology expand beyond engaging students but it needs to provide students with a sense of ownership and empowerment over their learning. In order for technology to be beneficial I agree with the authors, it needs to “functional”. This means the technology must enable students and teachers to be able to accomplish something they could not otherwise do. What makes technology even more powerful is when it is a true reflection of how technology is used by experts in the actual field of mathematics or sciences. They also list six principles to guide teacher preparation for using technology. Of these, there are a few that really stuck with me. As we discussed in class, technology must be reserved for use at the proper time and in the proper place. Secondly, technology must enable students to do what they could not do without them. Simply reading an article on the computer screen does not qualify as using technology. Interestingly, they stated that the technology needs to be less complex than the learning process itself. If students spend too much time learning how to use the technology they will not get to the importance of what the technology is attempting to teach them.

While this article, at first glance is titled for creating a teacher preparation program but it provides great information for teachers as well. The authors’ perspective is simple and straightforward but meaningful and important. Their six guiding principles for planning the use of technology is something that I will post or file in my paperwork and a good quick reminder of what makes an effective lesson utilizing technology. In my opinion, their most important point was that technology needs to be used at the right time in the right place. This simple statement encompasses, in many ways, all of the other guiding principles.

This article provided many examples of applications of proper integration of technology in the classroom. As they stated, technology should enable students to do something they would not otherwise be able to do. Technology does just this when used to facilitate and increase communication. This can be communication between students in the class, between teacher and student or even better, between students from across the world or between experts in specialized fields communicating with students. There are many website which facilitate this communication but it is also easy enough to look up an expert on a certain subject to provide students with a contact for more in depth questions and explanations.  The use of mathematical technologies, such as Geometer Sketchpad or the graphing calculator also provides great experiences if used at the proper time. An interesting statement was that ‘doing research’ is not an authentic learning task using technology because you can do research without the use of technology.

Flores, A, Knaup, J, Middleton, J, & Stanley, F Integration of Technology, Science, and Mathematics in the Middle Grades: A Teacher Preparation Program. Cite Journal, 2, RetrievedSeptember 24, 2007, from http://www.citejournal.org/vol2/iss1/mathematics/article1.pdf.

Assisting K12 Instructor

Needs assessments and technology planning are typically thought of as components of an administrator’s role. They are the individuals who initiate, organize, and carry through on such research and planning. However, like one of my readings stated, if schools continue to do things the way they’ve always done then they will continue to get the same results. This holds true for initiating change, if the same people use the same route then the results will, without surprise, be the same. An entire shift needs to occur in the systems. This shift in the way things are done could begin with teachers! However, many teachers do not have the knowledge or experience to head-up such an ambitious task. With the enough understanding of the change process, I believe, teachers will find the time and energy to make a difference.

Further, if any group organizes and puts into place a process to attempt change, a teacher who is well versed in the process can, at least, provide as a source of information for other teachers. Change will always face adversity and skepticism. Some may not understand the need for such a slow process or the need for investing time and money into researching and communicating change plans. A teacher who understands why these components are necessary can help justify and educate other teachers. Having a working knowledge on planning and the change process may also make a teacher a good candidate to serve on a committee associated with the change. This will provide the opportunity for another, well educated teacher’s voice to be heard.

Technology Planning Resource Critique (Used as Resource #2)

The founder/director of The National Center for Technology Planning, Dr. Larry Anderson, has complied a pretty comprehensive list of resource for all things related technology planning in schools. He is a retired associate professor of technology at Mississippi State University. He continues to be a public speaker and technology consultant to schools. Although Dr. Anderson does advertise and market his books and seminars on the website there are more than enough free resources here for everyone!

He includes links to planning related articles for all areas from building-level to state to national planning. He also has links to technology needs assessment tools. Dr. Anderson also posts podcasts relating to various planning topics. Even more impressive is his blog (http://nctpcast.blogspot.com/). It has not been updated since April, which is disappointing however acceptable considering we just completed a summer vacation and are only a few weeks into the school year. I believe this blog could have a ton of potential for great discussions, debates and sharing of ideas among teachers but probably even more so among administrators and technology coordinators. Among his current resources include a guide to struggling through a technology audit as well as a podcast about how to think like a technology leader.

Anderson, Larry (2007, 6 10). National Center for Technology Planning. Retrieved September 18, 2007, Web site: http://www.nctp.com/

Chapter 3

I believe, as this chapter suggests, technology should continue to be used as a tool to improve and strengthen learning. Schools seem to be cautious with integrating technology, they seem to wait and wait almost to just see if the technology is just a fad. However, there needs to be an earlier tipping point. It may not be realistic for schools to be on the cutting edge but they shouldn’t always lag so far behind.

Technology should be introduced as early as possible. Children will adopt to it’s requirements easier than we may believe, it is usually the teachers who have the issues. In order to be prepared for college or the workplace students need computer skills. The need to know about the responsibilities associated with Internet usage, but before that, they need to know how to use the Internet, before that they need to know how to use the computer. These skills should not be taught solely in the upper grades. With appropriate grade level activities young students can begin learning everything from how to operate a computer to appropriate and responsible use.

Special education has many uses for technology. For students who have difficultly reading there are programs, which will read to the student so they can still comprehend the information, typing may be a perfect alternative for students who have poor motor skill or penmanship. As the chapter points out, technology in special education does not have to be limited to computer use. It can far extend to a variety of technology, which can vastly improve quality of life and opportunities for students living with a special need.

I believe that one of a school’s major responsibilities, besides meeting the state standards of course, is to open doors and provide endless possibilities for all students regardless of any minority-related concerns. If students can’t afford computers at home, all the more reason to utilize them at school, another door has just opened for those students. The more parents, students and teachers are educated the more doors that will open.

 Nice summary - Louis

Chapter 1 Summary

Schools have clearly not evolved with their use of technology as quickly and efficiently as other businesses. This chapter outlines a few interesting explanations for this dilemma. The text states that teachers who received their training before the 1980’s had little or no technology included in their undergrad work. This, to me, seems like a weak argument because employees in any sector who received their education (if they even attended post secondary school) before the 80’s also did not have technology integrated. Other sectors, however, I believe have found a way to plan, train and integrate technology efficiently into their day. An interesting argument for why schools missed the initial wave of technology during the 60’s and 70’s is because schools were forced to focus on the fight against racial segregation, which dissolved many important resources.

The onset of consumer technology use was focused on data related applications not instructional applications. For this reason, computers more naturally and readily made their way into the administrative offices at schools. Secretaries were trained to do very specific administrative duties using software specifically designed for their needs. Instruction is not as clear-cut and simple as the need to organize information. Instruction is beyond multidimensional just as each individual student. What helps one individual learn may not help the next, meaning that technology cannot seamlessly fit into a classroom without extensive planning.

Planning is not an easy task in schools. There are so many people, each with their own unique and valid philosophy, and each of whose time is already spread as thin as possible. These administrators and teachers are the individuals who are left to plan. Most schools do not have the luxury many businesses have to hire a team of trained technology professions to integrate technology. I have seen it happen, it is easy for teachers to become excited about an application or software, put in a lot of time to campaign and apply for grants to receive this application. Once they have it they then find that they are not trained well enough to use it effectively and/or they do not have the proper hardware support. It ends up being too much work put in without enough return on that time invested. It is a frustrating cycle, and proper planning is key!

Melissa

Chapter 2 Basic Concepts of Planning Summary

This text defines the three most important aspects of planning as comprehensiveness, collaboration, commitment, and continuity. Comprehensiveness is planning that is very individualized to each school’s unique circumstances. Identifying strengths and weakness for each aspect is important in order to adequately address all needs.

Collaboration needs to be connected to communication in every way. There needs to be thorough, ongoing communication between teachers and administrators, between grade levels, between subject areas, and between the school and community. The next component is commitment, which, I believe is a really vague statement. People can say things and occasionally do things which make them appear to be committed but more importantly there needs to be accountability. Within the commitment component there needs to be, among other details, timelines, goals and assigned tasks. Finally, the fourth component is continuity. Again this goes hand-in-hand with communication. In my opinion continuity is truly about reevaluating process, assessing the commitment and then recommitting each member toward reaching the vision.

I believe planning for a school setting is different from planning in a business setting in more ways than it is the same. Businesses often have a narrow focus and members within the business have similar technology needs. In an instructional setting, however, there is a wide range of subject matters, each of which require different technology applications. There is a wide range of abilities as well. Businesses can choose to hire or fire employees based on their knowledge and comfort level with technology. Schools however must educate and inspire every student regardless of anything! 

The one similarity that is invaluable is the need to have consistency. Whether it is in schools or in the business world there needs to be a system for decision making and planning. Decision-making needs to include representatives from all impacted populations and the process needs to be the same regardless of the purpose of the planning purpose.

Melissa

Thoughts on Podcast151

This podcast raised some really great points of discussion. Early in the interview Dr. McLeod mentioned text written by Robert Scoble regarding corporate blogging. This is a timely connection for me, as I am currently reading Naked Conversations. The social networking, learning, teaching, collaborating and growing possibilities through the use of blogs is endless as their popularity and understanding grows. (Funny how as I’m typing this the words ‘podcast’ and ‘blog’ have bright read squiggly lines under them because Word thinks they are spelled wrong. Is this an old version of Word I am using? How long before these words appear in Webster’s?) Problem is, as Dr. McLeod stated, educators are not aware of cutting edge technology. I’d like to add that those who are familiar are met with a multitude of challenges as they attempt to start discussions regarding implementing them in the classroom; budgets, time restraints, resources and skepticism. Blogs are a great way to start, they are free, easy and convenient to start and maintain. Their potential power is much greater than that of a newsletter or even a lecture. Anyone can access posting on blogs, anyone can add input to blogs. This availability leads to powerful learning, debates, discussions, and endless sharing. I had this “ah-ha” moment when Dr. McLeod was discussing the use of blogs instead of publishing scholarly articles. Blogs make information accessible; people will actually read them whereas taking a time-consuming trip to the library to search through shelves of smelly journals just doesn’t happen. With the aid of RSS feeds and a few minutes of a working lunch sitting down at the computer to read the latest blog posts is realistic, convenient and doable.

Article Review – The Change Process

In his article, “A survey of educational change models”, James Ellsworth provides many valid explanations for why change is so often met with strong resistance as well as some tips for easing the difficulties associated with changes.

Ellsworth believes opposition, in large part, is due to a group’s fear of the unknown or lack of confidence in the leadership. When people develop a comfort with the way things are then it is common to ask why stress with changing a good thing. Changing can cause undesired stress and that’s where many people’s thought process ends. They often fail to see or understand the possible improvements that can be made as a result of the change. Change, Ellsworth states, needs to be organized and systematic. The system with which any large group of people attempts to create change should be similar. Subtle differences in the systems should be evident based on the individual and unique components of that group. Specific personalities, nuances, quirks, and relationships within the organization need to be specially catered to. However, regardless of the domain, be it a business or a school district, the systems with which change occurs should be similar. Schools struggle because we are trained to educate children not necessarily to run a business. As educators our plates are full and our days are confined by strict bell schedules. We are typically unable to schedule time in our workday to plan, meet, research or collaborate with other professionals regarding change processes let alone educating the students. Ellsworth suggests collaborating with business professionals who are trained in organizing large groups of people to change, progress, and improve. Further, Ellsworth provides a short reading list of resources, which focus specifically on the educational change process.

Many of the points Ellsworth make ring true with my own beliefs and experiences. Although, personally I am open minded and willing to take on new challenges and changes I can also be skeptical. I believe individuals may feel they are doing their work the best they can and feel slighted by someone’s suggestion that they should change. What they fail to recognize is they are doing the best they know how to do, change could, at least promote gained knowledge and experiences.

Reference

Ellsworth, James (2001, February). A Survey of Educational Change Models. ERIC Digest, Retrieved September, 14, 2007, from http://www.ericdigests.org/2001-2/survey.html