Week 5 Assignments
Article 4 - Teaching the Teachers is an article from James Tenbusch a superintendent and technology coordinator from north-central Illinois. The article explains how to get teachers to use and be confident using technology with their students. At the beginning of the article, explains the digital generation gap that exists with teachers and its students. Children are much more comfortable using technology and are more willing to overcome glitches. The biggest problem that exists using technology with children is the fact that teachers receive the least amount of training in technology than any other professional job. I think this is very true. Since I started teaching I have participated in only about 3 hours of training using technology. Most of what I have learned has been experimental on my part. My district has not given many opportunities for training. They have brought in a lot of hardware and software, but not the training to use it.
James says that the trick to get teachers excited about technology is to bring it to a personal level. Bring in programs that interest the teachers and show them how to use them during an in-services. The other key is to make it hands-on. Once you get them interested, provide multiple inservises. Teachers like students learn differently and have different technological backgrounds, so start with the basics of a computer. If teachers want, they can test out of particular sessions, just like we do with children sometimes when we give pretests. Once teachers go through multiple staff development sessions and prove their understanding, allow them to practice what they learn. This should not be just a few weeks, but at least 6 months to a year. Then introduce them to more programs and applications. When teachers have the confidence, they should get one-on-one training in more complex programs related to their field. The last thing James talks about is give teachers strict punishments for not using technology. If teachers continue to refuse to learn or use technology, then take it away from them. James calls it the "use-it-or-lose-it" policy. Once teachers realize that technology is important and needed in each classroom then give it back to them.
The cost of this concept of staff development is very expensive and time consuming that many districts can not afford, but has proven to be effective. Giving teachers stipends for learning and going to confernces also can get very expensive for a school district. I think that this process is on way to make technology effective in the educational field. In my district, I think it will be a long time before we can get the funds to make this possible with all of the budget reductions we are going through. This article has shown me once again the importance of taking this masters program to better myself as a teacher and computer user with my students. With time and practice, I can only get better at bringing technology into the classroom.
Tenbusch, J.P. (1998). Teaching the Teachers. Electronic School, Retrieved 10/14/2007, from http://www.electronic-school.com/0398f1.html
Week 4 Assignments
Chapter 4 Review
Technology in Educational Administration is the title of chapter 4. This chapter deals with databases, spreadsheets, and office automations. Databases are the oldest and most used in administrative tasks. The first databases for management evolved in the 1950's. Over time these systems have become more and more useful and complex. As our district have just changed it management system. It was a big deal. The old system was over 20 years old. The new one is great and seems to be easier to use. It is also interactive with the online grading program we use in Waukesha. Spread sheets are used for budgeting, enrollment predictions and analyzing test score data. Most spreadsheet software programs can automatically perform mathematical computations used to be done on calculators and had room for human errors. Spreadsheet software can then put data into graphs and charts easily. Office Automations is mostly used for word processing, but is moving beyond just that. With the internet, communication has allowed for e-mail to send messages to a larger groups of people and less paper is used. With desktop publishing software, more is able to be done at schools rather than sending it out to companies to create for example the schools newsletter. Putting these programs together have allowed for the office to work easier and faster.
Waukesha Tech Plan Evaluation-
Waukesha School District's technology plan was what I thought well written. It seemed to follow the Wisconsin's DPI criteria for technology plan. The goals, history, objectives and actions are clearly stated. The district seems to have all the right ideas in place to create, maintain, and accomplish its goals, but recently with budget cuts I think they will fall short in many categories. The plan was also written in 2004, which a lot has changed since then.
The School District of Waukesha seems committed to bringing technology into each and every classroom. With high expectations and goals for its staff and students. They can be successful in many areas, but as I stated this will be difficult with the budget cuts for the 2007-2008 school year and beyond. Having teachers a 100% growth in using technology shows the commitment. I do think the have gotten teachers to use more technology through attendance programs and grading programs. This however, does not bring technology into the classroom for students. There are still teachers that do not ever go to the computer labs, use the computer carts, or any other technology with their students. They only use technology for administrative purposes. Losing the Technology Resource Teachers(TRT's) this year will hurt the districts goals and progress with using technology. I know I used Glen (Central's former TRT) a few times over the last few years for ideas, especially the statistics unit I do with my kids each year.
In conclusion, I think the plan has many great things in its 190 some odd pages, but I think it could be updated more frequently and changed with events that occur over time. I also think that it should be more available to staff and parents. I had a hard time finding it, no one knew what I was talking about when I asked for a copy. They gave me a one page technology action plan that was for the building, not the district.
Software Program Evaluation-
This software evaluation form could be used to help narrow down some choices in determining a program. Not all of the survey questions are relevent. This would be more geared toward a program for the kids to use. I do like that it allows for general comments. I think when choosing software there needs to be a basic easy one, two, three form and a more detailed form. This would be the easy form, that the whole staff could use to help narrow the choices down. A more detailed form should be used once you have it down to 2 or 3 choices. That form could be done by a smaller committee and data compared to help with the final choice.
I got this form from the internet:
Software Evaluation Form. Retrieved October 4, 2007, from Georgia Department of Education Web site: http://209.85.165.104/search?q=cache:JJnBpKJRZ_MJ:www.louisianaschools.net/lde/intech/introduction/georgia/softwareevaluation.rtf+Software+Evaluation+Form+Georgia&hl=en&ct=clnk&cd=1&gl=us&client=firefox-a
Week 3 Assignments
- third technology review - The World at Your Finger Tips
Article Review
Although this article was written ten years ago, I still think there is a lot to gain from Jan's article. I feel that our schools have gotten beyond the just beginning to explore technology, but with new ideas and programs coming out each year we need to be trained and use them. She mentioned that technology brings richer materials to learning. This is so true. We have access to much more now than we did when we were in school via the internet. New information is at the tips of our fingers and by the click of a button everyday. A textbook give us information that is often outdated within a few years and sometimes even days. Example: Think of a History Book, the history book in my school has nothing on the War in Iraq or 9/11, but with the internet we can see what happened just yesterday. Jan also talks about TIME. This is a huge issue in many classrooms, especially with budget cuts. Being able to work one on one with a student is nonexistent. Having classes over 30 in 45 minutes gives us less than 2 minutes for every kid. With technology, we can give more independence to the students and give the much needed one on one time when needed. The last thing Jan talks about is using professional development to the staff. In order to stay current with the ever changing technology, districts and schools need to give ongoing chances to learn what is out there, with on going support. This is often difficult with tight budgets, but there are ways around it, like getting support through email or via a teleconfernces with support staff. Her last thought really hit home, "Used in the context of intelligent decisions about other aspects of education, technology enables learning to be limited by only one thing -- imagination." This is very powerful.
Hawkins, Jan (1997,7,1). The World at Your Fingertips. Edutopia.org(The George Lucas Educational Foundation), Retrieved 10/4/2007, from http://www.edutopia.org/world-your-fingertips
Week 2 Assignments
- Article 2 - 10 tips for School Technology Planning -
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Chapter 3
Chapter 3 Review
The beginning of the chapter says to use a cautious approach to the use of technology in the classrooms. It should be used as a vehicle to help with understanding and delivering a message. It also states that computer should not replace the teacher, but should be an aid to them. The chapter introduced the question of when should computers be used in a school? It then explains reasons that the more or earlier the better. The problem is that some of the younger students do not have the hand and eye coordination concept down yet which could cause some difficulty. The book says that this is not critical. It also says that schools and districts need to choose appropriate software for the younger ages. More and more elementary schools are getting computers and using them with their youngest students.
Students with special needs have benefited from technology. Technology has provided many doors for students with special needs to learn with their peers. Text can be read to student, students can use voice recognition software to help with writing, switches have been used with students that do not have the full functions of their arms or legs. Choosing the right software and staff is key to using technology with special needs students.
The chapter then looks at Equity. Males have long dominated the technology field in terms of programming, but more females are getting involved. Recent research has indicated inconsistencies with gender differences, but consistent results for attitudes. Males tend to use the computers for activities or to play, while females use them for productivity. Minorities often do not have the same access to technology than that of the white counterparts. This area of equity is very complex issue and can often be linked to the socioeconomic levels as well. Socioeconomic levels results in different amounts of computers available. A national survey indicated that owning a computer was doubling every 5 years, but not across all family characteristics. Families of with children have a better chance of having a computer. It also showes that whites and Asian families rates are much higher that that of Black and Latino.
Article 2
This article I thought gave a good basis to keep the planning real. It breaks the idea of technology planning into 10 categories or ways to make it successful. I found it interesting on how they related it to outside the education field. The first tip was Keep first things first. That means to stick to the schools or districts mission. If trend or idea comes up, ask how does it going to fit into the big picture. Next tip was Sell on Strategy and spend on tacktics. I felt this was indicating that we need to get everyone on board, by spelling out the step of the plan. The next couple of tips reminds the reader to keep an open mind for new things and not be afraid to go with a risk when bring or buying new technology into the district. The fifth tip was to remember to upgrade the new and old equipment. The best tip I thought was to remember to invest into technology staff and staff development. 25% of the technology budget should go to this support. The 9th tip suggests sharing the risk of technology with the companies that are supplying it. We should ask for pilots, or trial equipment. This will help with maybe longer contracts. The last tip was to involve the kids in our choices. They probably know more of what is out there than most of the staff.
I think my district does some of these things, but we do not hit all of the tips. From what I know and see, my district tries to update some of the software and hardware through out the buildings, but because of staffing and budget restrictions it definately does not happen in a timely matter. As far as investing in technology staff and staff development, my district just cut almost all of the TRT's so we are dropping the ball on that tip. When we adopted the new math textbook series, we were given pretty much anything we wanted and in the end the company that gave the most also got the most. That is the math series we went with. It was really nice because not only did we get the books, but we got some clicker sets that can be used with the students, projectors, on going help and support and much more.
Revenaugh, Mickey (2007). 10 Tips for School Technology Planning. Scholastic, Retrieved 10/4/2007, from http://content.scholastic.com/browse/article.jsp?id=52
Week 1 Assignments:
- Summarize Chapters 1 and 2 from our text.
- List the Technology Needs Assessments you find
- Article/resource review on Change
Chapters 1 and 2 Review
Chapter 1 - This introductory chapter lets the readers know what the book is going to intail. It also gives a background on how computers became part of the educational system. Introduction to Technology and Planning overs a reason why computers and technology in schools are still way behind, but have improved.
The idea that 800 students to 1 computer in 1980 seems so distant and would be very difficult to teach today. Compared to 1 computer to every 5-6 kids in 1999. That ratio has to be even closer today. This only shows that the educational field is closing the gap with computers, but the idea that the instructors need to know how to teach how to use them is very key in this chapter. We deal with teachers in our buildings that do not know how to use the computers the way they should be. Often teachers will use them for just one method (word processing) and our students already know this task.
Chapter one also shows the importance of planning when using technology. In the past, finacial issues caused delay's with having current programs,or support staff to help. Now, choosing software and hardware without evaluating it prior to buying it can cause problems and those that do evaluate the programs might feel differently than that of people within the same building.
The last point in chapter one I want to touch on is the administrative systems. These programs have adapted to the educational setting very easily because of their nature. The administrative systems are very buisness like, unlike the many instuctional systems we use. Teachers have benifited to some of these administrative systems such as gradebook programs.
Chapter 2 -
The second chapter focuses on planning hence the title Basic Concepts of Planning. The four major elements to have a successful plan are: Comprehesiveness, Collaboration, Commitment and Continuity. Comprehensiveness needs the total picture of what the schools view is. Collaboration needs to include anyone and everyone involved. Commitment needs to start at the top and be from everyone. Continuity needs to flow with change as time progresses. These are the basics of the four C's.
Another point in this chapter is that evaluation has to occur. Not all plans will be successful, but if we learn from the setbacks the better off we will be. Plans will also normally take at least 3-7 years. And the plan will change from year to year as new technology is introduced
NEEDS ASSESSMENTS -
1)Technology Competencies:
I liked this survey in particular. It is pretty short and is yes/no answers which will be easier for staff to fill out. I think that being yes/no it would take less time and knowing how busy we as teachers can be this would get more responses from the staff. This survey can also be done using email. The questions are straight forward and give a good understanding on how much and how comfortable the person is with using technology. It will give a good idea on where to start with some of the staff on training and who can help with teaching or used as support members while moving toward the goal.
Source: Smith, Russell Russelltexas.com. Retrieved September 15, 2007, from Computer Usage Survey Web site: http://russelltexas.com/usagesurvey1.html
2)Monroe County Community School Corporation Technology Skills/Interests/Needs Assessment
This assessment is another survey that could be used to judge how much indiviuals are willing to get profesional development, find out skills and usage of technology both at home and at school, and find out who is willing to share their knowledge. This survey is a little different, because it has multiple parts. I like this one because it gives a place for comments and tells what type of computers they feel comfortable using. Again this survey is relatively short and not very time consuming for the teachers to fill out. Like the other survey I found, the provider has allowed it to be modified and used for educational purposes.
Source: Monroe County Community School Corporation, (1996, May 5). Retrieved September 15, 2007, from MCCSC Technology Skills/Interests/Needs Assessment Web site: http://www.mccsc.edu/survey.html
Article Review-
FACILITATING CHANGE IN OUR SCHOOLS is an article I found that really helps with understanding that change in a school takes time, support from all and that a plan is needed. This article give some good guidelines and steps to take when presenting a change in a school.
The first guideline is to come up with a reason for change. A lot of staff members do not see a reason for change and think that problems don't happen at their school. Issues need to be brought up in both small and large scale settings and brought up repeatedly inorder to get the message out. In the first guideline, it also says to include everyone from teachers, administrators, and community members in the process. Also, to keep these members informed of what is happening and why.
Guideline number 2 says to seek support for change. This means to give a reason why the need for change and do research on other districts that have done the change you are trying to accomplish.
The next few guidelines state ways to use staff developements to inform and train individuals on the change that is occuring. The fifth guideline reminds us that there will be emotions of those involved with the process. The more involved the more the individual will be effected by criticism by resistors, but to remember the support system you have when you have a group working toward the goal.
The last few guidelines revert to the idea that problems will occur and to come up with ways to solve them, get the change into the classroom as soon as you can, and to share the roles of leadership.
This article in general I felt reiterated what occured during week 1's class. Change will not occur overnight and that there will alway's be the Irene's out there that will affect what we do, but to be patient with the change process.
Source: Campbell, L.M. (1991). Facilitaing Change in Our Schools. New Horizons for Learning, Retrieved September 15th, 2007, from http://www.newhorizons.org/future/Creating_the_Future/crfut_campbelll.html
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