Monday, May 3, 2010
Project Evaluation
If I was going to attempt a project similar to this in the future, or if someone I know was planning something like this, I would definitely advise them to plan it out further in advance. One of the unfortunate aspects of my TechQuest is that, due to the nature of PD at most schools, the material that is covered is generally scheduled far in advance. As such, while I would have liked to implement my TechQuest before the end of this school year, due to scheduling I cannot do it until the 2010-11 school year. When I am able to present my TechQuest I will have to evaluate how my project is received by my peers, in order to evaluate changes for the future. If all goes well, I hope to expand this program in the future to focus on the knowledge and skills that my staff would like to learn more about.
Monday, April 19, 2010
Project Implementation
Here is my podcast
(Transcript)
So far my project implementation has proved to be a bit more challenging than I initially expected. I am working on a school-wide professional development training session for SmartBoard users in my building and, as part of this program, I have been planning a face to face introduction and initial training session. I was a bit surprised when I found out that, unfortunately with the professional development schedule finalized, I cannot meet with the staff before the end of the school year. On a positive note however, I have spoken with my principal and he has offered me the opportunity to work with the staff at our first PD day in September so I will get a chance to really try out the program that I am developing on a larger scale then. In addition, my principal told me that he loves that I am taking the initiative on this issue (and didn't ask for money) and has suggested that I use this project as one of my professional goals for the year.
While I develop my resource, I plan on testing it out on my team. Thankfully two out of the three teachers I work with have Smartboards and have agreed to participate in a mini-training seminar. With any luck, this will provide me with the opportunity to work out any kinks early on rather than making a fool of myself later in front of the full staff. While I had hoped that this project would move along a bit more quickly, I am glad to see that I will get an opportunity to develop both my own skills and improve my position as a technology leader at my school.
(Transcript)
So far my project implementation has proved to be a bit more challenging than I initially expected. I am working on a school-wide professional development training session for SmartBoard users in my building and, as part of this program, I have been planning a face to face introduction and initial training session. I was a bit surprised when I found out that, unfortunately with the professional development schedule finalized, I cannot meet with the staff before the end of the school year. On a positive note however, I have spoken with my principal and he has offered me the opportunity to work with the staff at our first PD day in September so I will get a chance to really try out the program that I am developing on a larger scale then. In addition, my principal told me that he loves that I am taking the initiative on this issue (and didn't ask for money) and has suggested that I use this project as one of my professional goals for the year.
While I develop my resource, I plan on testing it out on my team. Thankfully two out of the three teachers I work with have Smartboards and have agreed to participate in a mini-training seminar. With any luck, this will provide me with the opportunity to work out any kinks early on rather than making a fool of myself later in front of the full staff. While I had hoped that this project would move along a bit more quickly, I am glad to see that I will get an opportunity to develop both my own skills and improve my position as a technology leader at my school.
Monday, April 12, 2010
Internet Research for TechQuest
The Search:
As I began researching professional development for interactive whiteboards a few things quickly became apparent. First, there are a horrendous number of name brands and interchangeable terms referring to the same basic technology. Second, the majority of research focuses around subject-specific training. Third, effective training requires extensive hands-on training with meaningful follow-up. In this portion of my TechQuest I will discuss some of the lessons that I have learned in my research thus far and what direction the information that I have discovered is pushing me in.
As noted above, one of the first challenges that I encountered when searching for research had to do with simple semantics. While my school uses “smart” brand boards, this is just one of many brands and often times the information focuses around a particular system. The general term for these tools is interactive whiteboards, often shortened to IWB’s. My initial search was done using ProQuest and I was able to find a considerable number of articles involving general professional development and new technology training, as well as a couple of articles dealing with interactive whiteboard training. I also searched for articles using WilsonSelectPlus, ERIC, GoogleScholar, and I explored TechLearning.com. Each of these resources presented some useful articles and an unfortunate number of dead ends. Sadly, many research studies required a subscription to view them, while some promising dissertations were only available through other university libraries. Despite these challenges I found a substantial amount or research concerning professional development in the use of interactive whiteboards on a school-wide basis.
The Results:
My research thus far has brought up results focused around three primary subjects: general strategies for effective professional development for technology resources, case studies of interactive whiteboard training programs in schools, and tips and advice specifically centered around interactive whiteboard training. I believe that this combination or resources will help me to develop an effective hybrid training program which utilizes hands-on staff involvement and interaction with electronic resources to support and reinforce the training sessions.
General Strategies
This TechQuest marks my first foray into the world of planning professional development for my schools staff, and as such, I felt that it was important to look into what is needed for professional development to be as effective and painless as possible for both the instructor and the staff involved. In this research I found a great deal of literature focused around professional development in teacher technology use. In “An analysis of barriers and possible solutions in integrating computer technology into middle school curriculum: Findings from a mixed-method approach,” by Lois Cavucci the author surveyed teachers about the barriers to implementing technology in their classrooms. From these surveys, two of the top five barriers highlighted by the respondents were a lack of training and lack of time to learn how to implement technology in their instruction. Beth Coghlan also pointed out in “Addressing the barriers to technology integration” that there are four commonly noted barriers to technology integration: lack of tools, time, training, and support.
While the lack of time and training is quite obvious in my own setting, it is the atmosphere that this fosters that is troubling to me. We have an amazing tool at our disposal yet, due to the discomfort and uncertainty of my staff, many teachers do not feel comfortable taking risks and incorporating their interactive whiteboards into their pedagogical approach. In, “When teachers' computer literacy doesn't go far enough,” Cathy Jones noted that, in order for teachers to effectively integrate technology in their teaching, they must feel confident and competent in the training and use of the technology. In addition, in her article “Tech support: Preparing teachers to use technology,” Jones noted that simply having technology in the classroom does not lead to integration. Teachers need effective training in order for this investment to be effective. Cole explains in her article, “Technology has found its way into our schools...now what? ,” that the widespread purchase and distribution of technology to classroom teachers cannot be effective unless those teachers are given the training needed to use the tools with confidence.
So what have I learned from the research that I can apply to my TechQuest? In “Teachers As Learners: Implications Of Adult Education For Professional Development,” Amy Beavers points out that the key to effective and long-lasting professional development is collaboration and interaction during the initial training with continued follow up to reinforce the knowledge that was learned. Green and Cifuentes also support this idea in their article, “An Exploration of Online Environments Supporting Follow-Up to Face-to-Face Professional Development.” They also note that, while online support programs can be helpful to reinforce professional development it is most effective when it allows for collaboration and dialogue between the participants. As such, I plan on developing an online communication tool that will allow the staff at my building to easily share tips and tricks that they have learned with one another to continue their education beyond our group sessions.
Case Studies
With the background knowledge of general technology professional development underway I began exploring resources from educators who had either attempted to introduce whiteboard training programs or who had observed a program of this sort. In 2001, researchers Derek Glover and David Miller conducted a research case study entitled “Running with technology: the pedagogic impact of the large-scale introduction of interactive whiteboards in one secondary school,” which centered on the introduction of interactive whiteboards and the associated training. In this study the authors interviewed and surveyed teachers within the program to discover what they felt about the training and use of whiteboards in their school. The teachers generally stated that simple technique training is not enough to make whiteboards an effective educational resource. Teachers also need support in changing their pedagogical approach in order for whiteboards to be used to their full potential. In other words, rather than simply teaching the “how” of interactive whiteboards, training must also support the “why.” The most effective way that the authors noted to accomplish this is by supporting a mutual coaching relationship where staff members from various curriculum's can work together to develop resources and pedagogical strategies best suited to their content area.
In another case study entitled, “Teachers Tell Their Story: Interactive Whiteboards at Richardson Primary School,” Beth Lee and Maureen Boyle interviewed teachers who were going through interactive whiteboard training to discover what they felt was most effective in their training. One of the reoccurring statements of many teachers interviewed was that in order for training to be effective it must be followed up with opportunities for hands-on follow up and interactions. In addition, time must be given for teachers to collaboratively develop resources to share with fellow teachers in order to avoid overwhelming teachers with the sheer volume of “reinventing” ways to teach using a new tool.
Tips and Advice
The final area that I researched was tips and advice about how to go about creating an effective professional development program for my schools staff. Luckily for me, Diane Coggins wrote an excellent article for TechLearning.com entitled, “How to Introduce New Technology to a Staff,” which focuses on her own plan for developing a staff training program for interactive whiteboards. In this article, Coggins highlights the various steps needed in order to introduce interactive whiteboards into the school, obtain funding, and develop staff training. She stressed once again that simply having the technology is not enough. Teachers require training and one of the most effective ways to achieve this is through mini-workshops that allow modeling demonstrations and training while also providing practice time to the teachers attending. In “Teacher adoption of interactive whiteboards,” J. Rosevear notes that in order for interactive whiteboards to be used effectively and be truly integrated into the pedagogical practices of teachers, their must be an investment of time put into meaningful instruction and training.
As I began researching professional development for interactive whiteboards a few things quickly became apparent. First, there are a horrendous number of name brands and interchangeable terms referring to the same basic technology. Second, the majority of research focuses around subject-specific training. Third, effective training requires extensive hands-on training with meaningful follow-up. In this portion of my TechQuest I will discuss some of the lessons that I have learned in my research thus far and what direction the information that I have discovered is pushing me in.
As noted above, one of the first challenges that I encountered when searching for research had to do with simple semantics. While my school uses “smart” brand boards, this is just one of many brands and often times the information focuses around a particular system. The general term for these tools is interactive whiteboards, often shortened to IWB’s. My initial search was done using ProQuest and I was able to find a considerable number of articles involving general professional development and new technology training, as well as a couple of articles dealing with interactive whiteboard training. I also searched for articles using WilsonSelectPlus, ERIC, GoogleScholar, and I explored TechLearning.com. Each of these resources presented some useful articles and an unfortunate number of dead ends. Sadly, many research studies required a subscription to view them, while some promising dissertations were only available through other university libraries. Despite these challenges I found a substantial amount or research concerning professional development in the use of interactive whiteboards on a school-wide basis.
The Results:
My research thus far has brought up results focused around three primary subjects: general strategies for effective professional development for technology resources, case studies of interactive whiteboard training programs in schools, and tips and advice specifically centered around interactive whiteboard training. I believe that this combination or resources will help me to develop an effective hybrid training program which utilizes hands-on staff involvement and interaction with electronic resources to support and reinforce the training sessions.
General Strategies
This TechQuest marks my first foray into the world of planning professional development for my schools staff, and as such, I felt that it was important to look into what is needed for professional development to be as effective and painless as possible for both the instructor and the staff involved. In this research I found a great deal of literature focused around professional development in teacher technology use. In “An analysis of barriers and possible solutions in integrating computer technology into middle school curriculum: Findings from a mixed-method approach,” by Lois Cavucci the author surveyed teachers about the barriers to implementing technology in their classrooms. From these surveys, two of the top five barriers highlighted by the respondents were a lack of training and lack of time to learn how to implement technology in their instruction. Beth Coghlan also pointed out in “Addressing the barriers to technology integration” that there are four commonly noted barriers to technology integration: lack of tools, time, training, and support.
While the lack of time and training is quite obvious in my own setting, it is the atmosphere that this fosters that is troubling to me. We have an amazing tool at our disposal yet, due to the discomfort and uncertainty of my staff, many teachers do not feel comfortable taking risks and incorporating their interactive whiteboards into their pedagogical approach. In, “When teachers' computer literacy doesn't go far enough,” Cathy Jones noted that, in order for teachers to effectively integrate technology in their teaching, they must feel confident and competent in the training and use of the technology. In addition, in her article “Tech support: Preparing teachers to use technology,” Jones noted that simply having technology in the classroom does not lead to integration. Teachers need effective training in order for this investment to be effective. Cole explains in her article, “Technology has found its way into our schools...now what? ,” that the widespread purchase and distribution of technology to classroom teachers cannot be effective unless those teachers are given the training needed to use the tools with confidence.
So what have I learned from the research that I can apply to my TechQuest? In “Teachers As Learners: Implications Of Adult Education For Professional Development,” Amy Beavers points out that the key to effective and long-lasting professional development is collaboration and interaction during the initial training with continued follow up to reinforce the knowledge that was learned. Green and Cifuentes also support this idea in their article, “An Exploration of Online Environments Supporting Follow-Up to Face-to-Face Professional Development.” They also note that, while online support programs can be helpful to reinforce professional development it is most effective when it allows for collaboration and dialogue between the participants. As such, I plan on developing an online communication tool that will allow the staff at my building to easily share tips and tricks that they have learned with one another to continue their education beyond our group sessions.
Case Studies
With the background knowledge of general technology professional development underway I began exploring resources from educators who had either attempted to introduce whiteboard training programs or who had observed a program of this sort. In 2001, researchers Derek Glover and David Miller conducted a research case study entitled “Running with technology: the pedagogic impact of the large-scale introduction of interactive whiteboards in one secondary school,” which centered on the introduction of interactive whiteboards and the associated training. In this study the authors interviewed and surveyed teachers within the program to discover what they felt about the training and use of whiteboards in their school. The teachers generally stated that simple technique training is not enough to make whiteboards an effective educational resource. Teachers also need support in changing their pedagogical approach in order for whiteboards to be used to their full potential. In other words, rather than simply teaching the “how” of interactive whiteboards, training must also support the “why.” The most effective way that the authors noted to accomplish this is by supporting a mutual coaching relationship where staff members from various curriculum's can work together to develop resources and pedagogical strategies best suited to their content area.
In another case study entitled, “Teachers Tell Their Story: Interactive Whiteboards at Richardson Primary School,” Beth Lee and Maureen Boyle interviewed teachers who were going through interactive whiteboard training to discover what they felt was most effective in their training. One of the reoccurring statements of many teachers interviewed was that in order for training to be effective it must be followed up with opportunities for hands-on follow up and interactions. In addition, time must be given for teachers to collaboratively develop resources to share with fellow teachers in order to avoid overwhelming teachers with the sheer volume of “reinventing” ways to teach using a new tool.
Tips and Advice
The final area that I researched was tips and advice about how to go about creating an effective professional development program for my schools staff. Luckily for me, Diane Coggins wrote an excellent article for TechLearning.com entitled, “How to Introduce New Technology to a Staff,” which focuses on her own plan for developing a staff training program for interactive whiteboards. In this article, Coggins highlights the various steps needed in order to introduce interactive whiteboards into the school, obtain funding, and develop staff training. She stressed once again that simply having the technology is not enough. Teachers require training and one of the most effective ways to achieve this is through mini-workshops that allow modeling demonstrations and training while also providing practice time to the teachers attending. In “Teacher adoption of interactive whiteboards,” J. Rosevear notes that in order for interactive whiteboards to be used effectively and be truly integrated into the pedagogical practices of teachers, their must be an investment of time put into meaningful instruction and training.
Sunday, March 28, 2010
TechQuest Project Description
TechQuest Project Description
Someone teaching: Myself, developing staff resources for staff training
Someone learning: SmartBoard-equipped classroom teachers at Oak Valley
Subject matter: Smart operation, use, and implementation strategies
Setting: Oak Valley Middle School SmartBoard users
Background:
I am currently teaching 7th and 8th grade social studies at Oak Valley Middle School in the Huron Valley School district. At my school we divide seventh grade up into two teams of four teachers- one for each subject area. Behind our classrooms is a common space where we can send students back to work independently. When I was setting up my classroom for the first time I went back into this shared space and I found what I initially thought was a dry-erase board on legs. When I asked about it I found out that it was a SmartBoard (which I had never heard of). When I asked the three teachers on my team what it was, they explained to me that the school had purchased one for each team as part of an educational grant for the district. The math teacher explained that she used it for a graphing lesson with her students (about one week a year) and the language arts teacher said that she used it for diagramming sentences (one unit).
I started researching what a SmartBoard was and I found a ton of people online talking about how cool this thing was and how it made student-interaction and manipulation both fun and educational. I spoke with my team and asked if I could install the SmartBoard in my room on the condition that I would use it everyday for teaching. For nearly two years now I have been using a SmartBoard in my room and still each week I am discovering new things about it. When my team heard students talking about how cool the board was, they decided that they wanted one too. SmartBoard fever spread rapidly and somehow my administrators were able to acquire approximately fifteen boards for the school. While the materials are now available for many teachers in my school, training is entirely lacking. Everything I know about my SmartBoard has been learned through trial and error and independent exploration. My fellow teachers and I have received no training to date and I know of at least two teachers who have never even plugged in the SmartBoard and use it simply as an over-priced projection screen.
The Educational Need:
The educational need that my TechQuest will focus around is the need for effective teacher training in the basic operation, use, and implementation of SmartBoards in the classroom.
Justification:
While the technology is available, without effective training it becomes increasingly difficult to justify this rather sizable expenditure of funds. If I can develop a training plan for how to help my fellow teachers unlock the full potential of the boards in the classroom then we can become a more confident and informed staff. I believe that, with the appropriate training, we will be able to take the lead in our district in using educational technology in our classrooms. In addition, if the staff understands the tools that they have been given, they will be able to use them more creatively to enhance the learning of our students. While a hammer maybe a wonderful tool, if you don’t know what a nail is or how to use one the hammer is quite useless. With the proper training, I believe that this tool can be used for the crafting of high-quality educational instruction.
The Research:
Between speaking with m interactive whiteboard using colleagues, both within my school and in my SIG, the issue of inadequate or non-existent training is quite prevalent. In a 2009 report by Lois Cavucci (1) the author surveyed teachers about the barriers to implementing technology in their classrooms. From these surveys, two of the top five barriers highlighted by the respondents were a lack of training and lack of time to learn how to implement technology in their instruction. In a case study by Beth Coghlan (2) in 2004, the author identified for commonly noted barriers to technology integration: lack of tools, time, training, and support. Cathy Jones (3) also noted that, in order for teachers to effectively integrate technology in their teaching, they must feel confident and competent in the training and use of the technology. In addition, Jones (4) noted that simply having technology in the classroom does not lead to integration. Teachers need effective training in order for this investment to be effective. Shannon Cole (5) also discusses the widespread purchase and distribution of technology to classroom teachers with the reoccurring issue of teacher training getting in the way of effective use. In “Teacher adoption of interactive whiteboards,” Rosevear (6) notes that in order for interactive whiteboards to be used effectively and be truly integrated into the pedagogical practices of teachers, their must be an investment of time put into meaningful instruction and training.
The Plan:
Before the end of this school year I am planning to develop a face-to-face training tutorial and a supplemental electronic resource for the staff at my middle school. My tutorial will cover basic operation of the board, beginner strategies for incorporation of the board into daily classroom practices, and how to develop interactive resources using the Smart Notebook software. I am going to propose this to my administrator once I have the basic setup ready with the intention of some release time to provide hands-on training for the staff.
Resources:
1. Cavucci, L.. An analysis of barriers and possible solutions in integrating computer technology into middle school curriculum: Findings from a mixed-method approach. Ed.D. dissertation, Youngstown State University, United States -- Ohio. Retrieved April 6, 2010, from Dissertations & Theses: A&I.(Publication No. AAT 3357290).
2. Coghlan, Beth Ferguson (2004). Addressing the barriers to technology integration: A case study of a rural school. Ph.D. dissertation, Mississippi State University, United States -- Mississippi. Retrieved April 6, 2010, from Dissertations & Theses: A&I.(Publication No. AAT 3122177).
3. Jones, Cathy Areu. (2001, October). When teachers' computer literacy doesn't go far enough. The Education Digest, 67(2), 57-61. Retrieved April 6, 2010, from Research Library Core. (Document ID: 82213210).
4. Jones, Cathy Areu. (2001, May). Tech support: Preparing teachers to use technology. Principal Leadership, 1(9), 35-39. Retrieved April 6, 2010, from Education Module. (Document ID: 73997752).
5. Cole, Shannon L. (2000). Technology has found its way into our schools...now what? TechTrends, 44(6), 23. Retrieved April 6, 2010, from Sciences Module. (Document ID: 65223254).
6. Rosevear, J.. Teacher adoption of interactive whiteboards: A case study. Ed.D. dissertation, George Fox University, United States -- Oregon. Retrieved April 6, 2010, from Dissertations & Theses: A&I.(Publication No. AAT 3388209).
Someone teaching: Myself, developing staff resources for staff training
Someone learning: SmartBoard-equipped classroom teachers at Oak Valley
Subject matter: Smart operation, use, and implementation strategies
Setting: Oak Valley Middle School SmartBoard users
Background:
I am currently teaching 7th and 8th grade social studies at Oak Valley Middle School in the Huron Valley School district. At my school we divide seventh grade up into two teams of four teachers- one for each subject area. Behind our classrooms is a common space where we can send students back to work independently. When I was setting up my classroom for the first time I went back into this shared space and I found what I initially thought was a dry-erase board on legs. When I asked about it I found out that it was a SmartBoard (which I had never heard of). When I asked the three teachers on my team what it was, they explained to me that the school had purchased one for each team as part of an educational grant for the district. The math teacher explained that she used it for a graphing lesson with her students (about one week a year) and the language arts teacher said that she used it for diagramming sentences (one unit).
I started researching what a SmartBoard was and I found a ton of people online talking about how cool this thing was and how it made student-interaction and manipulation both fun and educational. I spoke with my team and asked if I could install the SmartBoard in my room on the condition that I would use it everyday for teaching. For nearly two years now I have been using a SmartBoard in my room and still each week I am discovering new things about it. When my team heard students talking about how cool the board was, they decided that they wanted one too. SmartBoard fever spread rapidly and somehow my administrators were able to acquire approximately fifteen boards for the school. While the materials are now available for many teachers in my school, training is entirely lacking. Everything I know about my SmartBoard has been learned through trial and error and independent exploration. My fellow teachers and I have received no training to date and I know of at least two teachers who have never even plugged in the SmartBoard and use it simply as an over-priced projection screen.
The Educational Need:
The educational need that my TechQuest will focus around is the need for effective teacher training in the basic operation, use, and implementation of SmartBoards in the classroom.
Justification:
While the technology is available, without effective training it becomes increasingly difficult to justify this rather sizable expenditure of funds. If I can develop a training plan for how to help my fellow teachers unlock the full potential of the boards in the classroom then we can become a more confident and informed staff. I believe that, with the appropriate training, we will be able to take the lead in our district in using educational technology in our classrooms. In addition, if the staff understands the tools that they have been given, they will be able to use them more creatively to enhance the learning of our students. While a hammer maybe a wonderful tool, if you don’t know what a nail is or how to use one the hammer is quite useless. With the proper training, I believe that this tool can be used for the crafting of high-quality educational instruction.
The Research:
Between speaking with m interactive whiteboard using colleagues, both within my school and in my SIG, the issue of inadequate or non-existent training is quite prevalent. In a 2009 report by Lois Cavucci (1) the author surveyed teachers about the barriers to implementing technology in their classrooms. From these surveys, two of the top five barriers highlighted by the respondents were a lack of training and lack of time to learn how to implement technology in their instruction. In a case study by Beth Coghlan (2) in 2004, the author identified for commonly noted barriers to technology integration: lack of tools, time, training, and support. Cathy Jones (3) also noted that, in order for teachers to effectively integrate technology in their teaching, they must feel confident and competent in the training and use of the technology. In addition, Jones (4) noted that simply having technology in the classroom does not lead to integration. Teachers need effective training in order for this investment to be effective. Shannon Cole (5) also discusses the widespread purchase and distribution of technology to classroom teachers with the reoccurring issue of teacher training getting in the way of effective use. In “Teacher adoption of interactive whiteboards,” Rosevear (6) notes that in order for interactive whiteboards to be used effectively and be truly integrated into the pedagogical practices of teachers, their must be an investment of time put into meaningful instruction and training.
The Plan:
Before the end of this school year I am planning to develop a face-to-face training tutorial and a supplemental electronic resource for the staff at my middle school. My tutorial will cover basic operation of the board, beginner strategies for incorporation of the board into daily classroom practices, and how to develop interactive resources using the Smart Notebook software. I am going to propose this to my administrator once I have the basic setup ready with the intention of some release time to provide hands-on training for the staff.
Resources:
1. Cavucci, L.. An analysis of barriers and possible solutions in integrating computer technology into middle school curriculum: Findings from a mixed-method approach. Ed.D. dissertation, Youngstown State University, United States -- Ohio. Retrieved April 6, 2010, from Dissertations & Theses: A&I.(Publication No. AAT 3357290).
2. Coghlan, Beth Ferguson (2004). Addressing the barriers to technology integration: A case study of a rural school. Ph.D. dissertation, Mississippi State University, United States -- Mississippi. Retrieved April 6, 2010, from Dissertations & Theses: A&I.(Publication No. AAT 3122177).
3. Jones, Cathy Areu. (2001, October). When teachers' computer literacy doesn't go far enough. The Education Digest, 67(2), 57-61. Retrieved April 6, 2010, from Research Library Core. (Document ID: 82213210).
4. Jones, Cathy Areu. (2001, May). Tech support: Preparing teachers to use technology. Principal Leadership, 1(9), 35-39. Retrieved April 6, 2010, from Education Module. (Document ID: 73997752).
5. Cole, Shannon L. (2000). Technology has found its way into our schools...now what? TechTrends, 44(6), 23. Retrieved April 6, 2010, from Sciences Module. (Document ID: 65223254).
6. Rosevear, J.. Teacher adoption of interactive whiteboards: A case study. Ed.D. dissertation, George Fox University, United States -- Oregon. Retrieved April 6, 2010, from Dissertations & Theses: A&I.(Publication No. AAT 3388209).
Sunday, March 14, 2010
Final Reflections
After completing my second educational technology course through MSU’s MATC program, I think that it is important to reflect on why I saw technology as being an important part of education. As teachers we spend everyday of our school lives living among the digital natives. No matter how hard we try we can never be one of them and as such we are faced with a choice. Do we try to “civilize them” by immersing them in our world of text books and lectures or do we “go native” and immerse ourselves in their world of digital interaction? While the “colonial” track may give us absolute control and certainty, the natives will have a difficult time feeling connected to our foreign ways and will remain somewhat remote. If however we “go native” we risk losing control and stepping out of our comfort zone. It is only through going native however that we can truly connect with our students at their level and in their comfort zone and as such, despite the risk and our own reservations, I believe that we must dive in and adapt to the rapidly changing world around us.
By using technology in the classroom we as teachers can make lessons that are more interactive, student-centered, and powerful than we could in the past. It is however important to realize that we must never use technology for the sake of technology and it must always be used in a way that makes it a powerful learning tool rather than a gimmick or novelty. When reviewing some of the web-based tech out their, it was easy to see that many well intentioned immigrants have created resources attempting to connect with the natives. If these tools however are not designed properly, they can serve to further distance us from the natives and highlight our inherent “otherness.” When used well, technology provides us as digital immigrants the chance to connect with students through a medium that they are comfortable with and present knowledge in a way that allows us to reach more students multiple intelligences with visual, auditory, tactile, and interactive educational tools.
Through this course and CEP 810 I feel that I have grown a great deal both in technical skills and knowledge. I have learned how to build my own website, WebQuests, and resources that support student growth and understanding. Sometimes the challenge of incorporating technology into my classroom in a meaningful way can be a bit overwhelming, but by breaking down this challenge into its individual components I was able to understand not only the how but also the why of technology integration. While I have raised my comfort level as a digital immigrant I still remain a stranger in a strange land and must constantly push myself to study the resources available to me and figure out new strategies for connecting with the natives in meaningful and powerful ways.
By using technology in the classroom we as teachers can make lessons that are more interactive, student-centered, and powerful than we could in the past. It is however important to realize that we must never use technology for the sake of technology and it must always be used in a way that makes it a powerful learning tool rather than a gimmick or novelty. When reviewing some of the web-based tech out their, it was easy to see that many well intentioned immigrants have created resources attempting to connect with the natives. If these tools however are not designed properly, they can serve to further distance us from the natives and highlight our inherent “otherness.” When used well, technology provides us as digital immigrants the chance to connect with students through a medium that they are comfortable with and present knowledge in a way that allows us to reach more students multiple intelligences with visual, auditory, tactile, and interactive educational tools.
Through this course and CEP 810 I feel that I have grown a great deal both in technical skills and knowledge. I have learned how to build my own website, WebQuests, and resources that support student growth and understanding. Sometimes the challenge of incorporating technology into my classroom in a meaningful way can be a bit overwhelming, but by breaking down this challenge into its individual components I was able to understand not only the how but also the why of technology integration. While I have raised my comfort level as a digital immigrant I still remain a stranger in a strange land and must constantly push myself to study the resources available to me and figure out new strategies for connecting with the natives in meaningful and powerful ways.
Sunday, March 7, 2010
Online Experiences
Before I start, I think it is important to mention that I teach 7th and 8th grade Social Studies. The reason I mention this is because I believe certain online experiences require a maturity level and mindset that comes at a later age for many students. One of the online experiences that I think can be the most powerful and successful with my students is a learning management system such as Moodle, BlackBoard, or Angel. Using and LMS, I could share videos and articles with the students, carry on threaded discussion groups, and allow for interactive collaboration among my students. In addition, this experience would help to prepare my students for a hybrid format of classroom that they will likely experience in high school and college. LMS's provide a wonderful opportunity for active, student-centered learning, but only when designed well by an instructor.
One of the online experiences that I do not think is appropriate for my student group is an asynchronous learning format. The reason I say this is that, developmentally, many of my students are not at a maturity level yet where they could responsibly manage their own learning on their own time table. I know from talking with my colleagues who have taken asynchronous format courses at the MA level, even they have a hard time staying motivated and focused on pacing. While I see the merit of students not learning a topic until they are motivated to learn it, in a classroom setting this would interrupt the basic operation of the classroom and make it quite difficult to have discussions and work together as a community.
One of the online experiences that I do not think is appropriate for my student group is an asynchronous learning format. The reason I say this is that, developmentally, many of my students are not at a maturity level yet where they could responsibly manage their own learning on their own time table. I know from talking with my colleagues who have taken asynchronous format courses at the MA level, even they have a hard time staying motivated and focused on pacing. While I see the merit of students not learning a topic until they are motivated to learn it, in a classroom setting this would interrupt the basic operation of the classroom and make it quite difficult to have discussions and work together as a community.
Sunday, February 21, 2010
Google Presenter
Google Presenter
Google Presenter allows for collaboration in the creation and editing process of creating a PowerPoint style presentation.
My Experience
Up until this point in my teaching career I have never used Google Docs in class or in my personal experience. As I started working with Google Presenter I was very excited as I started to observe the possible applications of this technology in my classroom. For anyone who has ever used PowerPoint, Presenter is a rather easy transition. In addition to creating new documents in Presenter you can also easily upload PowerPoint presentations and then combine, edit, or change the document online. Rather than having to e-mail the presentation back and forth up to ten people can simultaneously edit and design the presentation. In addition the help section provides excellent supporting information and there is a great Common Craft show about Google Documents on this site.
Student Background Knowledge
In order for students to use this application in the classroom they need to have a basic understanding of how to upload files and a basic knowledge of PowerPoint.
Sharing
Using Presenter up to 10 people can collaborate on a single presentation at any given time. The final product may be downloaded, shared via the internet, or printed out.
Teaching Social Studies with Google Presenter
There have been many times in my own classroom that I have had students collaborate when developing a presentation for my class. Before I learned about Google Presenter students had to e-mail their project back and forth with one student acting as editor and being responsible for putting their project together. Now I can have all members of a group work in a truly collaborative fashion with all students taking responsibility for their final product.
Student Collaboration
By teaching students how to collaborate using Google Presenter they could more evenly share the responsibility for their final product and truly take ownership of their project.
Teacher Considerations
In order for students to work with Google Presenter they must be able to setup their own Google account and then give their fellow group members access to their shared document. In addition, the teacher needs to make sure that they are also added to the user list so that they can edit/change/interact with the document. While the initial setup may take a moment, the payoff is student collaboration and cooperation makes it well worth our time.
Google Presenter allows for collaboration in the creation and editing process of creating a PowerPoint style presentation.
My Experience
Up until this point in my teaching career I have never used Google Docs in class or in my personal experience. As I started working with Google Presenter I was very excited as I started to observe the possible applications of this technology in my classroom. For anyone who has ever used PowerPoint, Presenter is a rather easy transition. In addition to creating new documents in Presenter you can also easily upload PowerPoint presentations and then combine, edit, or change the document online. Rather than having to e-mail the presentation back and forth up to ten people can simultaneously edit and design the presentation. In addition the help section provides excellent supporting information and there is a great Common Craft show about Google Documents on this site.
Student Background Knowledge
In order for students to use this application in the classroom they need to have a basic understanding of how to upload files and a basic knowledge of PowerPoint.
Sharing
Using Presenter up to 10 people can collaborate on a single presentation at any given time. The final product may be downloaded, shared via the internet, or printed out.
Teaching Social Studies with Google Presenter
There have been many times in my own classroom that I have had students collaborate when developing a presentation for my class. Before I learned about Google Presenter students had to e-mail their project back and forth with one student acting as editor and being responsible for putting their project together. Now I can have all members of a group work in a truly collaborative fashion with all students taking responsibility for their final product.
Student Collaboration
By teaching students how to collaborate using Google Presenter they could more evenly share the responsibility for their final product and truly take ownership of their project.
Teacher Considerations
In order for students to work with Google Presenter they must be able to setup their own Google account and then give their fellow group members access to their shared document. In addition, the teacher needs to make sure that they are also added to the user list so that they can edit/change/interact with the document. While the initial setup may take a moment, the payoff is student collaboration and cooperation makes it well worth our time.
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