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After reading Chapter 1, thinking about your personal experiences, and reflecting on other articles you have read, please discuss your philosopy on technology in schools.  Is it really necessary to teach technology when students today already know how to use it?  Do you believe that we should stick to school the way it used to be?  Where does accountability fit in?  Technology does not really help with test scores, does it?  What about teachers who do not want to learn about technology?  What about administrators that only want high test scores? 

 

Help us to understand your foundational beliefs on technology in education.  Please respond to at least two other posts.   You may either add to this page or you can post in the comments. If you add to this wiki page, please include your name below your discussion.

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I have to say that technology is a vital tool in the classroom these days. If we were to go back to the way school used to be we would have a much greater problem than what we have already. I remember what it was like. I am used to a very different type of technology than most teachers are used to. I am used to Medical Technology. I have worked on million dollar, mulit-functioning analyzers that are very sensitive, and precise. They are mostly computer operated, but not just any regular computer operation will do. Each analyzer has a different computer and a different type of system. When I was in college for my lab degree we used Flinstone machinery that was donated to the college for student use. It wasn't until I got to go to clinical rotations that I saw the awesome new machines that they had. Trust me, it was useful learning on the old machines and then seeing what the new one's are like, because no 2 labs have the same analyzers. We have also come a long way from mouth pippetting! I was lucky to have started working in a lab that had similar Flinstone analyzers to the one's I learned on (or so I thought). But then the hospital decided to upgrade. We got all new analyzers within a week, and we had one 12 hour shift to figure out how to use them, run Q.C. on them, run controls, troubleshoot (yes we had to fix our own machines, unless they needed a service rep. for the problem) and read the results. We also had to figure out how to get it on-line and talking to the computer system that the hospital had upgraded to. I was using 3 or 4 different computer systems in 1 lab in one 12 hour shift every night! OPUS to release results to the floors, POETS to order tests that the nurses didn't know how to order and to look patients up, HEMOCARE for bloodbank, Quest and Labcorp systems for ordering test that we did not run. Not to mention the 6-8 different analyzers in the different departments ( blood bank, hematology, chemistry, urinalysis, coagulation, another chemistry, etc..) because there was only one tech. on the night shift. I alternated with another night tech. but there was only one per night. Since I am teaching the future health care professionals I feel it is extremely important to get them exposed to as much technology as possible, because it is used in every department in the health field. Even nurses are doing their charting on a computer now instead of overfilling a patients chart with a few trees worth of paper. Yes, I feel that test scores are improved with technology. Our school incorporated a program this year that increased our scores greatly. However, administration did not let us start using it until 2 weeks before the test, it was still beneficial. We even got kids that you would never think in a million years would go to a TAKS tutorial to come use the program. Maybe it was the free pizza they gave every night, whatever the case may be, the scores went up and I totally believe that the computer program that we used was the key factor. I do not think the students today know how to use all of the technology that is out there. Especially not in my class. I applaud all teachers that are willing to learn the new trends of teaching and using technology. I feel really bad for the ones that are not willing to move on with the upgrade. They will be in a world of trouble when all chalk boards are replaced with smart boards, and that will be the least of the problems. What are they going to do when light bulb companies don't make bulbs for overhead projectors any more? What are they going to do when the only transparencies they have left are the one's that they have right now? These are serious questions that need to be answered. Administration needs to get on the ball as well, because when the new age teachers start bringing in the technology and the need for new equipment in the classroom, they are going to have to get it. Tax payers are going to wonder where all the money is going, and someone will have to supply them that information. It is already happening.

~Julie Parker-Garza~

 

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I believe that technology is a valuable tool in support of learning and should be used in the classroom to strengthen the teaching.  The computers and other technology should not take the place of the educator. Studies, such as The Milken Exchange 1999, show that using computers in the classroom can “accelerate and deepen basic skills.” In one of my library science classes I learned how students can use mindtools to show what they know. Mindtools is a way of using computer applications to engage students in critical thinking skills which is ultimately what state assessments test. Unfortunately sometimes computers are just used for babysitting or as rewards to students. I believe that in order to have effective use of technology in the classrooms the school should set a vision of how they want technology to improve the teaching and learning. This vision should drive the technology use. Although there are technology expectations in the TEKS, these might be a bit vague and a more specific approach would be more useful.

 

Cynthia Balderas

 

Coral Palmer

 

I am simply in love with this book Teaching with Technoogy".  It completely fulfills all my wishes, understasnds me and  I feel it to be my soul mate.

The first time I heard the concept of the students' brain to be completely diferent than the students' brain from several decates ago, I understood the changes that SCHOOL had to make in order for these students to be successful academicatly in their lifes. 

At the beginning I was so excited in transmitting all I had learned from reading some articles that Dr. Buttler had brought to my attention in one of her seminars.  I was successful in transmitting excitement to my school teachers, however, just like Norton and Wiburg  wrote, “Projectors, radios, televisions and computers are sometimes scarce, sometimes undependable.  Teachers are not always skilled at their use and have few if any experience seeing the ways in which others use these tools to promote learning.” So the road starated being BUMBY.  And it will be Bumppy for quite a while, BUT however I DO see the light.....   Our students themselves are going to force us to make the CHANGE. They WILL PROMOTE the CHANGE. They are third-stage technology users that have all the inate restlessness, curiosity of experimenting and having been born in the digital era, will definativly want and need to learn diferentely.They WILL promote a change and it will bein this  order...and in a circle: Teachers will see that their students DON'T learn anymore the same way the used to 15 years ago with their same comfortable known teaching methods. (chalkboard, textbooks, lectures, recitations, seatwork and homework from books (Norton and Wiburg))  Their TEST SCORES, so important to ALL, will be different from thoes schools that ARE implementing Technology in their curriculum, using (fun)software to reinforce reading, math, and science.ADMINISTRATORS will learn from THAT! And these will push POLITICS to help with the funding for all these changes!!!!!!!!  And of course, BUISNESSes will also defenitlvly want a change and will also help PROMOTE it.And the circle will begin.

 

Actually, the circle has allready began. We can see the by reading the Horizon Report 2009.  "This publication was made possible through a grant from the Microsoft Corporation. Microsoft works with local, national, and international education communities to create technology, tools, programs, and solutions that help address education challenges, while improving teaching and learning opportunities. We believe that the evolving demands of the global economy make education vital to sustainable social and economic success. We also believe that education is a fundamental human right and is the single most important investment in the future of individuals, communities, the nation, and the world." !

 

Now, us Master Teachers will be very very happy.  We will be able to live our dearm, us Digital Natived becoming completely submerged Digital and thus becoming not only  now Natives but just like the students, INOVATORS! Of course we have alot of work now and ahead.  One of our first steps is to know  and work TECHNOLOGY PLANNING.

I myself have been very luck to be able to attend several TEA conferences, in whch in one I was in the Conference were the "Long Range Technolgy Plan 2006-2020" was discussed. I have been also lucky to be part of de DEIC committe where I participated  and was a  member in BISD's "Technology Plan Committe". And also I am the TST (Technology Support Teacher) at Sharp Elementary School, where I am responsible in writing the Technology Plan for the Campus.

 

The road is bumppy, but with the help (all around) of our Digital Students, we will see the future in our present. And with our help as teachers , caring, supporters, knowledgeable, skillful adults, we will  "help emerging learners develop the fundational habits and dispositions necessary for llifelong learning." (Norton and Wiburg) And teaching proper, safe and effective uses of technology.   The cherry on the top is; : In this way, caring adults can shape the contents of learning just as technology-using N-Geners are shaping the process" (Norton and Wiburg).   I love it!   "Our responsibliblities are to them [N-Geners]- to give them the tools and opportunity to fulfill their destinies"   !!!!!  (Norton and Wiburg)    And becuase of them, us teachers have the opportunity to fullfill our destenies too!!!!!     That says it ALL!

 

           Sylvia Rezaresponds:  Coral, your description of the 3rd stage techies brings to mind the lyrics "this is the dawning of the age of aquarius"! Yes, I agree that students themselves will force us to respond to todays students' need to learn different than we did.  I tell my students they may have been born with a mouse in their hands but they need to be taught to use their powers for good.  That is our job as educators.  What an awesome time to be a part of this wonderful opportunity!

 

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Sylvia Reza

 

Based on my personal experience as a Business Computers Information Systems teacher, my philosophy is that it is not only necessary, it is vital that technology be taught in school.  One cannot assume that students already know how to use technology.  Surfing the internet, answering email or competing against others in a game room on the net does not necessarily make an N-Gener savvy.  One very basic example is trying to break students habits of what I consider “hen pecking” on the keyboard.  If we are going to expose elementary students to computers, then we should teach them to input (type) the data using the touch system.  This is doable; I myself taught my 3 daughters how to type in second grade.  Before this, the only input device they were allowed was the mouse. While the Net Generation may feel that they do not need to rely on teachers or other adults for facts or theories, the successful integration of technology in the classroom will facilitate student-centered learning under the guidance of a trained professional. Technology will not replace print, if used correctly; an educator can design learning opportunities using technology as an “engine”.

 

 

Our required reading TOUCH CHOICES, TOUGH TIMES The Report of the New Commission on the Skills of the American Workforce discusses that the problem is not with the educators, rather, it is with the “system”. The system needs to change several things, among them society’s attitude about the teaching profession especially in regard to compensation when compared to firms in the private sector as well as our teacher pool.  An excerpt by Bitner Noel and Bitner Joe “Integrating Technology Into the Classroom:  Eight Keys to Success” Technology and Teacher Education , Vol 10, 2002, discusses the same issues involving the successful integration of technology that educators face in the classroom. A classroom can have the latest technology available, but the skill and the attitude of the teacher will determine its effect on the curriculum.  “Teachers must learn to use technology and must allow it to change their present teaching paradigm.” In teaching technology, “change” is inherent. Try purchasing a computer today and within a short span it is obsolete.  By the same token today’s teaching methods are obsolete and if teachers don’t want to learn about technology as an engine of change and student-centered learning, they too will become obsolete. 

 

 

Presently, test scores are a priority for administrators and a source of stress not only for them, but also for the teacher, students, school boards, state agencies and of course our nation with its “no child left behind” philosophy.  The design of today’s education system stresses test scores as a measure of success.  Scores do not necessarily indicate success.  A number simply indicates a measure that has been set as “acceptable”.  Acceptable and exceptional are not necessarily the same thing.  Try settling for acceptable the next time one has to make a trip to the emergency room and has two doctors to choose from, acceptable or exceptional. 

 

 

TOUCH CHOICES, TOUGH TIMES The Report of the New Commission on the Skills of the American Workforce discusses teaching strong mathematical reasoning skills. a sound conceptual grasp of science, strong writing skills, and world-beating capacity for creativity and innovation.  After which a set of Board Examinations will be created to find out if the student has learned from the course at end of 10^th grade.  The tests would be on three levels: state, national, and international.  Countries that do the best job educating their students set the standards.  The path students take thereafter are based on their scores.  If tests are important now, they will be paramount on an international level in the future.  The challenge will be to train and educate the American workforce to meet competitive changes of the future – lifelong learning, discipline-based knowledge. “The most effective strategies for economic development are technologically based.”

 

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Luis Troncoso

 

I believe that technology integration in the classroom depends on two factors, how aware and knowledgeable are students and more important, how

skillful and knowledgeable is the teacher in technology.  When technology is exposed to students, obviously we need to begin with age appropriate

stages of learning and build from there.  In this discussion, I concentrate more on what I believe is happening with teachers and the use of technology.  Indeed, technology has become an integral part in the educational environment. However, there are still many uncertainties that consequently have questioned the effectiveness of technology in the classroom.  This may be the result of various barriers teachers experience once they are in the field.

 It is safe to say that technology resources are out there, yet many schools don’t acquire the necessary technology due to the shortage in funding.

Maybe the funding is there, yet many school leaders are simply not technology oriented people and rather purchase other resources such as textbooks

or curriculum programs that should help improve test scores.  It is no secret that a grand majority of teachers do not possess the necessary skills and knowledge of effectively integrating technology in the classroom.  It is also evident that potential teachers need to have a more extensive understanding

in educational technology resources before going into the classroom.  If we as teachers lacked that familiarity, we should have the commitment to

somehow prepare ourselves with the necessary skills and knowledge to integrate technology in the classroom.  This is where accountability comes in for those of us who are in this profession.  Nonetheless, these are only few barriers that I consider have prevented an efficient integration of technology in schools.

               

As a teacher, I have also observed that education has become more of a challenge to those teachers who have minimal or no interest in adapting to

change that requires a more extensive use of technology.  I am a firm believer that technology can be a great teaching tool and my reality is that it

helped me improve test scores, yet using the basic ways of teaching is still very important.  We always need those elements that only we as humans can

provide such as motivation, a smile, a good feeling, eye contact, convincement, or even re-directing a child when doing something wrong.  We always

hear of teachers who have positively impacted the lives of many students and that is something that can’t be replaced with technology.

 

Sheri Higgs

Luis, I agree whole heartedly.  When we rely too much on technology we can lose the "personal" touch.  It is vital for me, as a teacher, to be able to see in the students eyes and know that "it clicked".  Students today are already isolated in their own worlds outside of school with internet, texting, chat rooms and do not get the live social contact they need.  Technology is a tool, not a babysitter.  Unfortunately, computer lab time is often used as a "filler" or where the kids go when they have a sub. 

 

Griselda Garcia Response: 

Hey Luis would you please share how technology has helped you in your classroom.  Sharing is caring J/k.  I read on your comment that technology helped your students.  Can you give some examples of how you integrate technology in your classroom.  Thank you. 

 

Sylvia Reza responds:

One of the ways we use technology as a teaching tool on my campus is through paceodyssey.bisd.us. This year my lab was utilized for Math and Algebra camps for specifically identified students preparing for the TAKS test. I couldn't tell you the criteria used in the selection process. I do know that the Math teachers had to set up each individual students program according to the objectives they were having the most trouble with - talk about student-centered learning. The program is awesome. The students log in, their objectives are set, they have their headphones on. The screen is divided - in one part of the monitor they are listening to the instructor explain a concept while in the other part they can visually see a close up of him/her working out the problem. My job was that of a facilitator. The aforementioned scenario was not available for every single element so I had to reach back to my 1968 and 1969 Algebra and Geometry years. Of course, what I couldn't do I went to the math department and asked for assistance.  I agree with you that technology is a tool just as much as a book is.  The human element especially that of a positive motivator/reinforcer can never be replaced.

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Jenna Springfield writes:

 

Even though today’s students (Net Generation a.k.a. natives) are better able than us old folks (immigrants) to navigate their way through technology, they still need to learn the mental processing skills to get the most out of the massive amount of information available.  It is not so much “how to use it” but more of how to process and apply it.  These higher level thinking skills must be modeled and mentored through educational settings.  Obviously as a homeschooler, I don’t think that students must sit in a traditional classroom in order to acquire these higher level thinking skills.  As our text explains, we want our students to be a generation of innovators.  Students no longer need to be sponges for massive amounts of information (that information is readily available to them through technology).  However, they do need to be sources of illumination, or beacons, through the development of new ideas, solutions, etc.

 

As a homeschooler I am not able to adequately address the situation of accountability through state tests (Texas does not require homeschoolers to take state assessments).  As a former teacher, however, I sympathize with my comrades still on the frontline.  I don’t think the current tests are a good indicator of students’ ability to think outside the box.

 

My own personal philosophy for technology in the homeschool setting is that just like everything else there is a healthy incremental process through which technology usage is achieved.  Some younger children are allowed into the online world when they are too young to adequately “survive” it.  On the other hand there are older students who are thrown into the “real world” with no technological experience.  Technological growth must happen, but it must happen gradually over time in steps that match each child’s development.  The key to this in my situation is to get parents on board with understanding the need for their children to acquire technological skills in order to help them become producers of new ideas and not just consumers. 

 

 

 

O. Castillo Response:

I agree with you 100% when students have to learn how to process and apply it! If that is being taught, they will see how technology will be used and how easy it will be when using it. This is where I have trouble sometimes getting my point across to dinosaur teachers (I hope I don't offend anyone) when explaining or trying to persuade them over to “the force.” I am teaching them the concepts to the students, but I get frowned upon on giving them the option to not using paper and pencil. Double edged sword.

 

R. Balli Response:

I agree as well.  There is a healthy process that the students must go through in order to become efficient with technology.  I believe it can be done though.  Technology usage can and should be presented in steps with growing expectations each year. 

 

F. Kaplan Response:

I'm curious how you convince your students (re: children) of the relevance of their education?  Or, in other words, how do you respond when you're home schooling them (say, in algebra), and they ask the inevitable question of, "Where are we going to use this stuff in real life?".  I know what I tell my students, but I'm curious of how your answer might differ when the atmosphere is more intimate.

 

Julie Parker-Garza response:

I agree with you when you say that they still need to learn higher level thinking skills. They also need to be taught study skills. Most of my students really do not know how to study. I can't even tell you how many times my students fail one of my tests that the answers were so painfully obvious to most of them after they failed the test. I give the same type of test throughout the year, and most of the students catch on, but there are some that never get the important information that is just throwing itself out to them to get. I don't think technology could ever replace a teacher, nor do I think it should, but it is a great tool to keep the students motivated and interested. I agree with you on the state tests issue as well. Our school gave each teacher in my department a copy of an old TAKS test or one that was not used anymore, and I looked through some of those questions. They were as bizarre as a $3 bill. And the sad thing is that Texas sets the standards pretty low for our standardized tests compaired to a lot of other states that give tests. I would like to meet the people that come up with some of these questions and ask them if they would ever teach some of that stuff in one of their classes. I think south Texas sets them even lower, and we still have poor scores. Here there is a lot of language barriers, and poor test takers. Which brings me back to the fact that teachers need to show students how to study, or at least how to study for their class. Another thing that is disturbing is that administration says that they don't want us to teach to the test. We are supposed to teach to the TEKS. Sure, then they should stop making it seem that the only important issue in school is the TAKS test. It is hard not to teach to a test that you want all of your students to do well on. Isn't that what we are supposed to do. Teach students what they will see again on a test somewhere someday? It is a very confusing and aggravating topic. You are lucky you don't have to go through it anymore!

 

 

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Griselda Garcia

 

I work with second graders and I try to expose them to technology as much as I can.  I do not agree that all students today know how to use technology.  At first I had a very difficult time teaching them about the keyboard, mouse and Internet.  The students that have computers at home did not struggle but, the students that did not have a computer at home had a difficult time maneuvering the mouse and clicking.  But, I was surprised that they learned very quickly.  My next step was to teach them how to research their assigned dinosaur.  I guided them through their assignment and showed them how I would research a dinosaur and write a report.  The students had to present their research to the class.  They were not allowed to read their information to the class.  I wanted them to discuss the information that they found.  The children did a good job.  The children would say what type of dinosaur they had, interesting facts, etc.  So, from this experience I can say that schools should not teach students in a traditional way.   By the way, when the other teachers saw how I was implementing this project, they too decided to use the laptops in their classroom. The world is rapidly changing, so we need to change our ways of teaching.  I think that the foundation skills should be taught.  But there is a balance of how much teacher centered lessons there should be.  If children know how to read and understand they will do well in tests.  When we work with computers there is a lot of reading and writing involved.   Students will be exposed to this skills and acquire a lot of practice.  I believe that once teachers know how to integrate technology in their classrooms they will.  Teachers have a lot of work so if they are given a SmartBoard without any training they will be scared of using it.  But, once they get trained or see the ways that other teachers are using them they will want to use technology.  I remember when we first got a SmartBoard in our campus some of the teachers did not want the bulky board in their classrooms but, once they saw how they are used they were requesting a SmartBoard.  Teachers need to get trained how to integrate technology, in order for them to use technology in their classroom and make our student N-Geners. 

Note:  Once the students learned how to research whenever they had a question I would let them research and share their finding with the class.  The last day of class, I was trying to find an online radio because the children wanted to listen to music.  The Internet was very slow and the children thought that I was not able to find the radio station.  So, some of them wanted to help me find an online radio station.  Some of my Net-generation students would tell me, “Ms. Garcia you need to go to Google.com and type the song that you want.”  I thought that was very funny.  But, I do agree with Norton, when we integrate technology in the classroom the children have a lot of fun learning and that motivates them to learn.     

Jenna's Response:  Griselda, You are absolutely right that not all students know how to use technology.  Like all learning, they need to be exposed to technology in developmentally appropriate ways.  Teaching your students keyboard and mouse skills and having them conduct internet research with guidance follows a developmental path that is explained at the following site: http://www.deltasee.org/CTC/Overview.pdf  I have used this site before in deciding what is appropriate for my own children.  Of course there are those exceptions and cases of students who are well versed in technology even at a young age (like your student who suggested you get a song at Google). 

 

                    Luis Troncoso Response: Griselda I teach 3rd grade and agree with you that students can learned quickly when exposed to technology

                    at an early age. It is our responsability as educators to make it as fun and interesting for them so that they always have that desire to

                    continue learning.  Afterall, we are not only teachers or facilitators (especially in elementary), we are entertainers and a great way of doing

                    this is through the use of technology.

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Daniela Guardiola

 

I must say that I was very pleased with the first chapter of the text.  It is not only very easy to understand but also provides great examples of the topics that it discusses.  I believe that technology is a necessary tool in the school setting.  It needs to be embedded throughout the content areas and beyond that it needs to be a vehicle through which our students gain access to learning.  It is a means through which they learn content.  I don't assume that "students already know how to use technology" because the fact of the matte is that even though there are many who are very proficient in technology, there are many more who don't have enough proficiency to even open up a program.  Of course, this varies depending the population which we serve, but we must not assume that everyone already know everything about technology.  If we did that, then we could assume that everyone already knows enough about every other content area and teaching would be useless.  Besides, technology is constantly advancing and every day, there is something new to learn if not thousands of things to learn.  Teaching technology is necessary.

 

Our society is in constant change and because of that, our teaching methods must change.  I know several educators that say, "Well when I was in school.... it used to be this way..." With all due respect, yes there are many things that teachers used in the past that are still effective today, but there are also many new teaching strategies that have changed and the things that used to "work" in the past don't "work" any more.  The students who are in our classrooms now at days are light years ahead of the students who were in the classroom even 20 years ago.  Things need to change.

 

Accountability has always been a very heated issue.  There are many who believe that our current accountability measures are not aligned to the needs of our society.  In other words, our society won't benefit from students who know how to select an answer from a list of choices.  There are many more aspect to teaching that we are not holding teachers and students accountable for.   However, the system of accountability will not change until our teaching itself changes.  Although technology is not measured in any sort of state test, it can aid students to gain the content that is assessed on the state exams.  

 

Teachers need to embrace the current changes in teaching and specifically in technology.  There are many who don't want to learn about technology.  What they don't realize is that everything is constantly changing and that we need to constantly be learning.  Administrators who only focus on high test scores are missing such a huge part of the puzzle.  They need to open themselves to the possibility of education beyond standardized testing.

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Fred Kaplan

 

    What is my philosophy on technology in schools?  I think it's best to illustrate with an anecdote.

 

    I was driving home after work the other day, listening to a story on NPR.  In this story, the commentators were describing how two different school districts--one in Virginia, and the other in New Jersey--use technology in the classroom.  And, I laughed.  Out loud.  Hard.

 

    What was so funny?  It was this particular segment (found at http://www.npr.org/templates/story/story.php?storyId=105259682 ) that had me in stitches:

 

"At John Adams Elementary School in Alexandria, Va., teacher Amberleigh Klaus is getting her class of first-graders hooked up. Each of her students has a laptop, and they're all connected wirelessly to the Internet.

 

Miray Guneric, 7, is so young, she can't spell the password she needs for World Book online. She stares at her screen and asks a visitor for help: "I don't know how to spell 'student,' " which is the password she needs. "

 

    Now, I live for technology.  I have three laptop computers and four desktop computers that I tinker with just for fun.  I rescue old computers in the same way the Humane Society rescues cats and dogs.  And I'm a very strong proponent of technology in the classroom (hence, my major.).

 

    But, for the love of Pete, if your students are so young as to not be able to spell the password for their own computer, then perhaps...just perhaps...they shouldn't be using a computer.

 

    I would even go so far as to suggest that abandoning the computer for some old-fashioned spelling workbooks (re: paper) and ancient writing tools (once referred to as 'pencils') might be in order before attaching a small legion of persons (whose fingers are too small for the keyboards anyway--see NPR story) onto $800 laptops.

 

    All snark aside, there seems to be a national obsession with using computers in the classroom at all costs.  And, while I think it's a noble gesture, my personal belief is that classrooms should have less technology--not more.

 

    Personal computers are a tool.  Just like a screwdriver or a hammer.  And, following the hardware analogy, they should absolutely be used for certain things.  But, I would not distribute a collection of roofing hammers to a group of 7-year-olds just because I thought that it was important for them to be well-versed in construction fundamentals.  I'd probably wait until they were old enough to actually hold the hammer, first.  And, even then, I'd want to make sure that I (as a teacher) were proficient enough with the hammers to teach those students value-added lessons with the hammers.

 

    In my opinion, technology in the classroom should be approached in the same manner.  Use computers as a learning tool when:

• students are old enough to benefit from the learning medium, and
• when teachers are proficient enough to use the technology in a manner that teaches the students more effectively than with the 'traditional' low-tech method.

 

      Sheri Higgs Response

      Fred, we seem to be of the same mind.  We don't give preschoolers college rule paper and ink pens and suddenly expect them to write an essay (or even their full name).  We need to be sure the teacher, student AND the school environment is ready for the technology available.

 

O. Castillo Respone:

$800 computers! They must be a very wealthy school district! But then I read that they were using the latest mini computers. Which is great and smart! Easier to lug aroung the COWS (computer on wheels) and also much more inexpensive. Responding to your post, this is a great example of over exposure to technology too quick, the throwing a person learning to swim into the pool and hoping they will learn to swim at all costs. There is a time and place for everything, leaving it up for the grown ups to decide when it is the right time to expose them to such things.

 

R. Balli Response:

I believe you are right when it comes to younger children.  They do need more of the traditional teaching methods because they are still building foundational skills needed for other areas including technology.  I don't think that elimination of technology at the lower grade levels in necessary, but maybe more teacher modeling and usage would be more appropriate.  It will at least give the children some exposure of what is available.

 

Elvia Villafranca Response:

 

Excellent points on technology in the classroom.  I tend to agree that students, everyone seems to be so hung-up on "computers" in the classroom but not at the expense of these tools overshadowing the prime focus on teaching of content and mastery of specific learning objectives.  Teachers and technology don't always go hand-in-hand.  Effective use of the technology tools can enhance learning, key words here are "effective use".

 

Griselda Garcia Response: 

Age does not matter when learning something new.  I don't think that we should keep a child from learning a new technology application because we believe that the child is too young.  It is our responsibility as teachers to expose and teach the children many skills so that they become independent and successful citizens.  Maybe not all children will be able to learn the new application but at least they are getting exposed to this new learning experience.  In this article, http://www.iste.org/source/orders/excerpts/itsele.pdf, you will find that when technology is integrated appropriately in the classroom the students are motivated and engaged which promotes higher student achievement. 

 

Elizabeth Castillo response:

I agree that age does not matter.  Children can be taught how to access the computer when given the proper steps of how to do do it.  My four year niece has been accessing the computer since she was three and she loves to be on the computer.  She loves using the computer to access www.starfall.com and I also play several educational youtube videos for her as well.  At my campus, the kindergarten teachers also use a variety of websites and programs for the children to use.  They also use their smartboards and have the high frequency words continually flashing throughout their workstation time. 

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Sheri Higgs

 

Technology for technology's sake seems to be the push at many schools.  Administrators and other non-classroom education professionals are becoming quite adept at finding new hardware/software that is designed to enhance teachers instruction.  There are a multitude of grants available to assist schools in the purchase of technology, and even in providing limited training for teachers in the "bells and whistles" the new technology brings to the table.  However, very little if any training is provided to teachers to learn how to design their lessons using new technologies.

 

A simple example is a software purchased by my school that is intended to enhance mathematics instruction.  the school spent 5 figures for the software and training.  However, training consisted of two days spent writing lesson plans that would utilize the software.  We weren't taught how to incorporate the software, we were just told to do it.  One of the major hurdles was that if Algebra II students needed reinforcement on an Algebra I or Geometry concept, it could not be done without assigning the students to the courses (at an additional charge).  Once this was done, the student had to "bounce" between courses.  There was no way to design one, coherent lesson that would marry the needed concepts and practices for all three courses.

 

In short, technology is a tool, just as textbooks, paper, pencil, calculators are tools.  As educators, we should have our toolbox ready and our tools available to be used for the appropriate job at the appropriate time.  Students should be taught the proper use of these tools so the tools will assist the student in their learning. Yet, students should use the tools they are most comfortable and proficient using.  In the same vein, teachers should be taught the proper use of tools provided to them and be allowed to have the time and resources to design their instruction utilizing the appropriate tools necessary for successful instruction.

 

          Luis Troncoso Response:  I agree, it is true that there are many grants out there available for schools to acquire technology resources.  It is also true that there is limited training provided by our administrators.  However, although technology is a great tool, sometimes teachers simply don't take the initiavtive to use it.  I have attended various 3 hrs technology trainings provided by the district on Saturday mornings and have had less than 10 teachers show up.

 

Fred Kaplan Response:  Ack!  What a wasted opportunity at your school!  If only the administration had dedicated more time to the use of the software, just think of how much more they would have benefitted from their investment.  It's endemic of industry in general--only looking at the up-front costs and not the total cost of ownership--so it's not terribly surprising.  Too bad there isn't a Dilbert-type comic for education.  The person who invents it could make a fortune.

 

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Oscar Castillo

 

 

As a first year teacher, I have noticed and have created many assumptions, opinions, and theories to everything that has come my way.

 

Technology in schools is a great tool, only if, (ONLY IF) it is used in a constructive way as to meet the overall goals of the school, their in part, the district as well.

 

Students nowadays are very technology savvy as they are the generation that was brought up in a world with everything at their fingertips, but do they know how to use it? They know how to point, click, drag, copy, paste, enter, etc. but do they know how to use the information to their advantage? I see that not happening. The technology used the most in my classroom are the graphing calculators. Solving linear equations are easy when typed in the calculator, “let the calculator do the work for you,” I say, “but remember garbage in, garbage out.” They know exactly when to use them, for whatever type of TAKS word problem, setting it up is the hard part, but solving it is easy. Am I doing the wrong thing in teaching them NOT the “old-fashioned way,” rather the “now way”? My state mandated scores are good, even as a first year teacher, the whole math department went up. I'm using technology constructively, aren't I? I'm helping in the improvement of the overall campus/district goals. I still have a lot of questions, though. I started using that method, after the fact that I realized that the students of now want the answer as quick as pointing and clicking. There is a shift happening, and we are at the pinnacle of it, at the turn of technology. Not really fully understanding the writing every single step in solving a linear equation will help, yes paper and pencil, but the calculator way, the now way. Am I teaching my students the quickest way to solve these pesky equations so that when they are designing the next fleet of new energy vehicles they're not spending minutes solving equations (vs seconds), when thinking about newer strategies to implement. That's how technology emerged, to make things easier. From pencil and paper to buttons and screens.

 

(Do you know how cell phones work? How about regular phone landlines?)

 

Charles RIch says, "Yes, but is this a retorical question, or do you want an answer provided here? ;-)

 

Sylvia Reza response

Oscar the Tough Times Tough Choices article talks about changing the "system" and providing opportunities for creative innovative thinking and analysis. By explaining the GIGO (garbage in/garbage out) you are forcing them to think and analyze.  This takes me back to one of my brothers (I come from a family of 9).  I remember the excitement when my father bought him a slide rule.  Talk about having to think and analyze! I often wonder what he would think of the wonders of today's technology were he still alive.

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Charles Rich

 

This is a common debate these days and I must admit it seems ludicrous to me at times. I have embraced technology since grade school when my father brought home an old civil defense radio and about six boxes of radio tubes and told me I could asemble it because he really didn't have time. By the time I got to high school our district had bought some of the first PCs on the market and a couple of Hewlett Packard CAD workstations and I fell in love instantly (my friends drug me out of the computer labs and into the daylight on many different occassions). I used to joke that if I could be cybernetically and physically wired into my network I wouldn't hesitate to sign up for the implant procedure. Of course my iPhone comes pretty close to that and is my constant companion now. So, having said all this it often amazes me when people around me cower behind their desks when asked to do something more than check their e-mail on their computers.

 

I agree with the author, though, when she similarly discusses the idea that books didn't replace oral tradition, television didn't replace books, and computers won't replace all of the other technologies that came before. Current technology puts the library of congress at my finger tips, but that doesn't mean I support plans to tear down the actual library. A computer is an information sharing and creation tool, nothing more and nothing less.

 

Should students be taught computers in school? No, not exactly - they should be taught how to effectively gather and process information and mold their findings into something new, just as we have with printed material for centuries. The skills are the same, only the delivery mechanism is different. There is one caveat, though, and that is that while there is a lot of useful information on the Internet, there is much more opinion, untested or unproven theory, and misinformation. More than ever students need to be able to test the authority and validity of the information they find. At times there is too much information available, so it is more important than ever that students learn good research and study skills and that is what we should be teaching, in my opinion.

 

 

Jim Higgs Response:  Charles my dad worked on the old NORAD system for the Air Force. He traveled all over the US and Canada keeping the 1950 and 60's radar systems working.  He also worked on televisions and tube radios as a result.  Some of my favorite childhood memories is going with daddy as he went to fix someone's tv and he let me use the tube tester to find the blown tube.  It made a 5 year old feel very grown up.  I did not inherit my dad's ability to work with the hardware, I am more of a use the software guy. Not create it but use it.  My wife is the hardware / software person.

              Enough of this personal stuff....... I believe today's technology is just a tool and not the end all of end all's.  The greatest technology ever created was the human brain. The development of this machine is the greatest challenge and provides the greatest amount of satisfaction. 

 

 

 

Julie Parker-Garza response: I  remember when my dad brought home our first computer, an Epson computer. He would mess around with it for hours. That was when you had to type in all your own commands (which comes in handy sometimes today, especially when you are on a CS call to Time Warner) and if you didn't have a program on a floppy disk you were not doing much at all. He introduced me to a program called Q X Draw, and that was the coolest program I  have ever worked with. That was actually the only way I could draw. I  agree with you when you say that we shouldn't teach the students computers, but we do have to teach them what they can do with them, and what they are capable of, and the different programs that can be used.

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Reva Balli

I believe integrating technology in the classroom is of great importance.  Our world is saturated with technology and our children need to be able to utilize the various sources effectively as they prepare for the future.  I saw a presenter last year who really opened my eyes.  He spoke of how we take cell phones and electronic items away from children on TAKS day.  He then started speaking of nano-technology and how technological capabilities will soon be in jewelry and clothing. He presented this question- how are we (schools) going to deal with that?  He brought up an interesting point about how if students look up an answer on the internet, the action is viewed as cheating.  But in reality, that is what we do as adults.  It is called research.  We may not know the answers to everything, but we know how to utilize a variety of sources to obtain the needed information.  This is where technology comes into play.  The speaker stated that maybe our views of assessment and how they are administered should be changed.  After all, these kiddos are growing up in a world where they have a wealth of knowledge at their fingertips.

I do not agree with not teaching technology because the students already know how to use it.  A lot of our students come from low socio-economic areas and don't have home access.  Then you have children who do have access but it is being used inappropriately because of lack of supervision.  I believe it is the school's responsibility to prepare our children to become productive citizens.  In order to accomplish this, the students must be taught how and when to use technology appropriately; therefore, schools cannot continue with their traditional methods of teaching.  It should be a combination of traditional, cooperative learning and the integration of technology because that is what we do every day in actuality.  The learner needs to enjoy enhanced responsibility, interactivity and connections with others as the book states.  They need to learn how to become social learners.  This, in turn, will automatically result in high test scores because it takes higher level thinking skills to develop ideas and problem solve.  These processes just need to occur with the objectives in mind.

 

Griselda Garcia Response:

I agree with you, as educators we need to teach our children how to use technology.  We cannot have a traditional method of teaching in the classroom, as teachers we need to move on to student-centered learning and use technology as a resource to promote higher thinking.  But, only because teachers know the basic skills of computers does not mean that the teacher is ready to implement technology in the classroom.  In this article http://www.edtechleaders.org/about/research/articles/myths.asp, you will find that teachers need to get the proper computer training, in order to implement technology in their class. 

 

Coral Palmer Response:

 

Reva, I agree with you just like Griselda, we need to teach our children how to use technology.  We need to get ourselves trained too.  Definetivly, In the Long Range TEchnolgy Plan more teacher training should be included.

 

Response:

One of the things about technology is that while it provides solutions it also creates problems.  I want to chase a rabbit with you for a minute.  As the District's TAKS coordinator I had to give the mandate that cellphones be taken from the kids during testing. This happened because two years ago a district caught students texting answers to one each other during the test. Talk about ruining test security.  I had a situation in my band class where I thought the kids were leaning forward to mark something in their music.  Turns out they were texting a friend IN ANOTHER SECTION IN THE BAND.  I was not real happy about that.  One other rabbit dealing with cellphones is their picture taking capabity.  Several districts nationwide have had problems with students taking inappropriate pictures of other students in locker rooms and then posting them on the web.  Yeah,  sometimes things which helps also hurts but we have to adapt and carry on.

                    James Higgs

_______________________________________________________________________________________________________________________________________________________

James Higgs

 

            Technology is a wonderful thing….. when it works. This is a crucial consideration when one considers what kind of “technologies” a school invests in.  In some districts that I have worked in one always hoped the electricity did not go out when a storm came through because almost always did.  Or, one hoped that another car did not hit the transformer in front of the school and knock out the district’s power.  This happened three times in four years at one district I worked in.

            Invest in an important word.  The state provides at no cost to the district a textbook for every student.  This money comes from permanent foundation fund which is funded by the states share of the wealth that comes from oil and natural gas. A portion of this fund is also to be used to provide higher technologies such as computers. It is a very small share. The district’s share is based upon a districts WADA.  WADA is the Weighted Average Daily Attendance allotment formula that provides the basis of state funding. Each student is worth a certain amount of money for a district.  The amount each child is worth depends upon many factors that include special educational needs, the family social economic condition and property wealth of the district.

            As a result, the amount of higher level technology depends upon a local district’s ability to fund it. Textbooks, whiteboards, overhead projectors and other older methods of delivering instruction are relatively inexpensive and more foolproof.  They do not become so obsolete that after 3-4 years that it is impossible to support them with newer methods of technology or software. They also have the advantage of being usable by practically any generation under a great variety of conditions.  Books work without electricity.

            One of the factors that drive education funding is equity. It is the constitutional requirement for the state of Texas to guarantee that any student in any school has the access to the same quality of education.  This is without regard to where that student lives or their social economic background and special needs.  The problem this provides when it comes to technology is that fact that not all students have access to the same technologies at home or at school.  Students from a lower social economic background or who live in a rural setting will most likely not have access or experience with the same technology that a student in a metropolitan area. Many students have parents who are able to provide access to computers, the internet or even cell phones. 

            I recently taught students who did not have any of these things at home and some of them do not have cable or satellite television.  The only place they came into contact with the technologies that drive our world today was at school.

            The last school I taught in was pretty well wired with two high school computer labs. Each lab had 25 -30 computers. There was a lab for the elementary / middle school with the same number of computers.  The computers were from 7 years to 1 year old. Each teacher had a computer and some had 2 or 3 in the class for student use. Through grant funding each class was being provided a PowerPoint projector and an ELMO was being made available for each building. This was for a district of 285 students in grades pre-k to 12^th.  Yet this still only allowed a limited amount of time online or using software offline.

            I believe that it is necessary to infuse our instruction time with a larger amount time dedicated to interfacing with modern technology but as a former administrator I recognize the difficulties of providing this to our students.  The only way many of our students will be able to rise above their condition is by our introducing them to and helping them become masters of modern technology but the challenges of providing this opportunity is very great indeed.

 

Jenna's Response: James, Even though I have been out of the classroom for many years,my past experience allows me to agree with what you are saying. The school I used to teach at is a rural school. Even though the school had a pretty good technology program, it did not make-up for the lack of technology available to students in their homes. Many of our students got their only meal of the day while at school.  Schools must find some way to bridge the gap between home and school to create the equity you referred to. Textbooks remain a viable link between home and school until a solution to our technology inequalities comes along. 

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Elvia Villafranca

 

Children most often get bored and curiously may fray toward other avenues in learning where there may be fun, inventing, discovery opportunities in the learning environment.  Indeed these N-Geners are assuming more responsibility for their own learning but as educators I feel it is still necessary to provide support, guidance, direction, etc. towards a more constructive use of this technology as part of the educational learning process.  Yes, for the most part  N-Geners in today’s schools can pretty well use technology; however, that is not to say they can use it very effectively. Here is where the accountability factor as educators seems to fit in.  As educators are we using technology just to say we are using technology even though it is perhaps not being used properly, and/or is not being integrated in the classroom in an effective manner?  Are we being held accountable for ensuring that the technology that is in place in the schools is doing what it was intended to do and as teachers are we doing our part in taking the initiative to learn about technology and how to use it effectively in the learning process?  Certainly, so many issues to address when it comes to this seemingly endless debate concerning these technological challenges.

 

If technology is not being integrated effectively by the teacher in the classroom or by the student, then perhaps it will be a futile attempt in trying to positively affect the learning curve.  Yet, technology could very well help with higher test scores if it is being effectively used as part of the learning process.  Hence, at this point I’m not totally convinced that technology does not help with test scores although administrators are very much wanting technology to somehow be a high contributor to the achievement of high test scores. In my opinion administration needs to remember that technology’s effectiveness in the learning process will transpire gradually as the education system evolves to better constructive form of integration of technology in the classroom.

 

Personally speaking I’ve witnessed many a times where students are quite capable of using technology yet are not doing so in an effective manner that would benefit the learning process.  In fact, I come to realize that my own child has learned to make use various forms of technologies yet she still lacks and must acquire how to effectively make use of the technologies as a means to enhance her own learning.  Undoubtedly, I tend to find myself directing, guiding, and supporting her efforts toward more effective use of the technologies she is allowed to make use of.  I anticipate that over time students will not only become more responsible active learners, but also more effective users of technology as well.

 

Coral Palmer Response:

Elvira, I really think you are right, that over time students do tend and will become more responsible and effective users of technology.  However, our role as teachers and/or parents is to direct, guide and support their efforts with our knowelge and skills.

 

Griselda Garcia Response:

I strongly agree with you, some teachers are not integrating technology in an effective manner.  There are some teachers that will let students use computers to play games that are irrelevant to education.  Then we have other teachers that integrate technology in an effective way.  Lastly, we have some teachers that would like to integrate technology but cannot because they do not know how to; that is why it is very important that schools have inservices that will train teachers to integrate technology in various ways.       

 

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Rosa Garcia

 

I think that technology should be intergrated with other classroom activities. The one thing that I disagree with is that the only technology that students use are programs like Study Island and Century 21. I know that these programs can help students with additional practice. I would like to be able to teach students how to effectively create a PowerPoint or even conduct research. As we all know children are able to use technology, but do they know how to use it to their advantage, not only to play games. I really do not think that we should stick to the way school used to be. Doing that will only make our future professionals fall behind or not be adequetly prepared for a technological future. As time goes on technology keeps improving and new technology is developed. We would like to have our students be prepared for this future. Teachers that do not want to embrace technology will find themselves having a terribly hard time in helping students that are very interested in technology. These same teachers might find themselves overwhelmed with the demand for assistance that their students will have on them.

 

Elvia Villafranca

 

Response to ctanguma.  I agree that it would be ideal for Curriculum Writers to also team-up with the MTT people to properly integrate and align technology into the instruction. But even then I'm not sure that teachers who are not tech savvy would be too willing to implement.