| | | | | | | | | | | | | | | . | 9/18/2009 18:19:56 | Diana Fingal | Eugene, Ore. | | Editor for ISTE's L&L magazine | Yes | In many ways. The most notable is the use of Twitter, which allows all sorts of ideas and information to come to me. I also think webinars have allowed me to intend seminars that I would never have been able to attend otherwise. Of course, the Internet has put the world at my fingertips. | | | Many school filtering systems block valuable sites; some teachers feel like they are too busy to learn and incorporate technology; some teachers feel like their students can't handle technology (for example, will play games and surf when they should be doing a specific task).
I should note that I don't work in the schools, but have interviewed educators who have shared these obstacles. | It's fast and efficient. It gives you access to people all over the world and information in any subject. Cloud computing allows you to work anywhere, anytime. It allows you to share and collaborate instantly. It gives you real-time data. | Not sure. Starting small and being able to master one thing and realizing that this stuff is not that hard to learn. Getting over the intimidation factor is perhaps the biggest obstacle. | All students will have access to digital technologies, whether it be laptops, netbooks, cell phones or some other device not yet conceived. I think there will be more online learning. Fewer traditional schools. | Professional development is key. Districts and schools should organize less costly professional development such as webinars and other online PD. Get more pilot programs going where students are trained to conduct PD on podcasting, digital storytelling, etc. Students need to have the tools, and teachers need to trust them with the tools. If the tools are misused (and they will be!) those are great teachable moments. We don't ban kids from the playground for fear they may be called names or fall and hurt themselves. Let's not ban YouTube because we fear the may glimpse a naked body part! | . | 9/18/2009 18:31:41 | Christina DiMicelli (MrsDi) | New Hampshire | | Tech Integration Specialist - K-8 | Yes | In the spring of 2010 I will achieve my Master's of Education in Technology through a program that is completely online.
Once I mastered Twitter, my PLN exploded and I am now conversing one on one with experts in my field as well as with those "in the trenches". This is invaluable.
I participate in both real-time and archived webinars that encompass talent on a global scale. I am also a member of several Nings with vibrant discussion groups and forums.
Being on several listservs brings information directly to my email. Using RSS feeds brings information from selected sources into one easily managed summary.
Technology has allowed me to access a massive amount of data on every topic imaginable - I am also able to drill down to those topics that are specific interest and have that data delivered directly "to my door". Not only data access, but people access as well. | I teach computer classes and we use technology each day. I am a co-teacher for a current events style class and we access the internet for each class to find up to date information (which can change from morning to afternoon).
As the school tech integration specialist, I am always looking for ways to enhance our curriculum through technology (interactive whiteboard lessons, digital storytelling, presentation skills, podcasting, online publishing, etc.). The opportunities are endless.
Everything that I do in education centers around technology. | N/A | Budgeting is a tough one for us. The free versions of Web 2.0 tools do not always have all the features we would like obviously.
Training of teachers to actively use and seek out the technologies is difficult at times.
Not having enough access to secure online spaces to post pics/videos of students behind password protected security (without paying big fees). | Flat classroom ideal - breaking down the walls so that we can "see" and participate throughout the world. Having it all within the reach of a student is exceptionally powerful.
Allowing the creativity of students to shine as they personalize and explore with the help of technology is wonderful. | Organization. Persistence. Flexibility. No-ego. Patience.
I am a tech at heart (previously a PC/IT Specialist and Network Technician) before moving into education. So the tech part comes fairly easy for me. But one has to be very organized to bring the tech to all content areas, persistent in the search for good tech as it is constantly changing, flexible to roll with those changes, and be willing to hand-off as much of your talent and knowledge to those around you as you teach them patiently how to do it all! | Collaboration with groups of students in virtual classrooms that extend learning beyond the physical walls.
Research for lesson plans, ideas, resources.
Recording daily life & projects through digital means (audio & visual).
More cloud computing as data is stored online.
Methods for hands-on manipulation of concepts (like smartboards).
| More and better education of teachers about tech, how to use it, etc.
A system that educators can use to rank themselves on a scale of tech use/knowledge that corresponds to available training. They need goals and a means to get there.
Money, money, money. | . | 9/18/2009 18:38:34 | Don Adams | THINK Global School | mosaiccurriculum.com | Educational Consultant | Yes | It has exponentially expanded my immediate community of learners. The sort of sharing of ideas that was once done in the classroom or office amongst a few is now done worldwide amongst many. | One of the most important, for me, is that it provides a "voice" to students from other cultures who find direct response in a classroom difficult. | | Walls are breaking down, both walls of the classroom and the walls of the school. The old "silo" arrangement of subjects no longer holds sway -- students can see knowledge as integrated as we design challenge-based rich performance tasks for assessment and learning. | Immediate contact and sharing of ideas; a huge community of evangelists willing to share best practices; the idea that ideas themselves are truly open source!! | | I believe that smartphones are key, given that cellular connectivity is becoming ubiquitous. | | . | 9/18/2009 18:40:07 | | | | Educational Consultant, IT | Yes | The ability to learn from those beyond my F2F yearly conference has changed me tremendously. Before, my benchmark was a comfortable level I had set and maintained for many years. After the arrival of the tools of tech -- twitter, delicious. blogs, tech conferences, my benchmark changes often, if not sometimes weekly -- or daily -- because of new insights I could never have dreamed or imagined on my own. | I have totally eliminated paper from my teaching. It is all wiki, delicious, and email.
I have eliminated their paper usage to about 70%. | | Resources -- both in equipment and training.
Training and budgets
Support -- both in curriculum and in hardware/software
Administration buy in -- teacher recognition of importance and helpfulness
Acceleration of change -- in the past lessonplans, ideas, manipulatives, books, etc were pretty constant and dependable. Now options change daily.
| Workload is 50%.
My work is not limited to my personal computer and desk area.
Creative ideas, differentiated options, and teaching strategies are available 24/7.
| | | | . | 9/18/2009 19:11:47 | Dorothy Burt | Auckland, NZ | http://manaiakalani.blogspot.com | eLearning Team Leader K-12 | Yes | Exploded it.
I have access to the experts in my field from across the globe (after negotiating time/date differences) both for ideas, confirmation of my own direction, challenging my thinking, and practical help with tools | Exploded it
Can teach in a session what may have taken a month in the past. Thanks to collaborative tools, Vid Conf, YouTube, Google tools etc | Changed again
Collaboration, ease of access, RSS has totally changed the landscape. | Staff training - there is a long way to go in our country before teacher training matches where our students are at
Broadband - it is not ubiquitous in NZ and really holds us back
Access to technology for the low socio economic | Student engagement - completely changed when using 21st C technologies
Student outcomes are measurably raised (I have done reserach and the owrk my team is doing is being researched) | Creating intentional frameworks that apply to our own curriculum but are grounded in digital age technologies | Optimistic answer or pessimistic?
We may well see increasing diversity as those who embrace reach the stars and those coming out of teacher training are still replicating their own experience
Would like to draw a graph here to show you the split peeling off in two rapid climbs!
| I would love to see the results of this survey if possible :) | . | 9/18/2009 19:48:54 | Ernie Easter | New Sweden, ME | http://meholocausteducation.ning.com/ | Teacher (6th Grade - 8th Grade) | Yes | I create my own professional development from online webinars, pod casts, elluminate sessions, and ISTE seminars in second life. I have presented workshops in Maine about using technology in the classroom and creating and using nings in the classroom.
I have been a Teacher Leader in the Maine Learning Technology Initiative (MLTI) since 2002. | I work in Maine in a 1 to 1 laptop environment. My students use their laptops through out the day in a variety of ways. Students work in collaborative groups utilizing NoteShare on our MacBooks. I use email and StudyWiz to communicate and to deliver content. Technology enhances my use of Project Based Learning in my class. | | Content which is blocked via filters such as YouTube.
Digital literacy
Digital citizenship | Students are more engaged using technology.
It makes teaching more interesting and fun.
I'm connected to colleagues around the world, no longer isolated behind my classroom door. | Being involved in an extensive PLN using Twitter, Facebook, and Nings. | To communicate, collaborate, remix information, share information and create new products | | . | 9/18/2009 21:36:27 | JP Stewart | | | | Yes | It's given me spectacular access to research and shared knowledge and has sharpened my "detective" skills--my capacity to explore a problem or question. It's also made sharing and collaborating more available. | | | What is actually available in schools is far less than we suppose and even if it is present, it's often under-supported. Teachers still seem to see technology as an add-on or simply an information delivery system. And in the hurry and immediacy of schools there's little opportunity to learn otherwise. | The enhanced problem-solving capacity and the capacity for collaboration | Curiosity and a willingness to try and screw-up--and willing colleagues who share their expertise | I really can't say because I am an informed skeptic--so much is dependent on the desire to expand and push knowledge--and that desire is stuck in a school structure that simply doesn't support professional growth and risk-taking. The same problems for any ed reform are present in integration of ed technology--an evolving thing in a structure that doesn't change. | | . | 9/18/2009 22:18:13 | Linda Wallin | Palatine IL | www.dwna.net | Teacher (3rd Grade - 5th Grade) | Yes | I have spent years learning how to use technology with my students. I spend most of my free time keeping up with new developments in the field. | I used it extensively last year. This year, I have not received computers yet (Sept. 18). I was able to give MAP tests on laptops provided by the host district. I have one computer provided by the host district as well. I used the LCD projector to show a Tumblebooks story today. | | Technology is wonderful when it works. It is very hard for a special ed coop to service computers in sector classrooms. | Great assessment data. | taking classes, workshops, conferences and online courses. | It is hard to imagine. I have seen the development of classroom computers from the old TRS-80 to the present day machines. Just the amount of memory has grown beyond all expectations. Uses will continue to evolve. | I taught my students some Pirate vocabulary and then we watched "How I Became a Pirate" on Tumblebooks.com. | . | 9/18/2009 23:15:26 | Sharon Eilts | California | | Teacher (3rd Grade - 5th Grade), College or University Professor, Educational Consultant, Special Education Teacher | Yes | I pursued and earned a Masters in Instructional Technology. | I use technology with my special needs students to demonstrate what they can do rather than what they can't do and to "level the playing field" so to speak to help them better compete in the world and access the curriculum in ways they can understand. | | Challenges include bandwidth, access because of blocked sites, hardware issues, software issues, professional development for the continuously changing and evolving technologies. | My student better understand the curriculum when presented using technology. Their focus and task completion rates are much higher. | Too many to note here. | How educators use technology depends on their own comfort level, their sense of adventure in exploring how to use the new technologies, their institution's support and outlook regarding the use of technology in general. | | . | 9/19/2009 6:46:13 | Leslie Schecht | NYC | | Elementary School Administrator, Middle School Administrator, High School Administrator | Yes | I believe technology needs to be totally integrated throughout the curriculum and seamless. I am constantly learning new technologies and looking through the lens of education: how do i make this work in the classsroom, is what I always ask myself. I have created my own PLN through different social networks and co-workers who are constantly sharing knowledge. | | As the Director of technology, it is my role to bring new technologies into the classroom in useful and beneficial ways. | I can't believe that in these times, i have to state that teachers or the reluctant attitude of teachers to see the benefits of using technologies that the students enjoy using as a teaching tool is my biggest obstacle. I had a teacher say to me last year, "using technology is an added burden."
Convincing school leaders is another challenge. | the students take to the technologies much faster than teachers. I have seen students with autism gravitate to the smart board and interact who have never done anything like this before. | I would have to say having my own PLN has helped me in many ways. It keeps me curious and current. | Shift happens, who knows what new technologies are around the corner. | | . | 9/19/2009 8:32:21 | Lori Roe | Ocean View, DE | | Instructional Technology Specialist K-12 | Yes | Technology has increased opportunities for professional development in that it is accessible 24/7 and allows for continual and sustained growth and understanding of what's emerging in education, as well as other fields of the workforce. The iPhone has been the most powerful technology for me, personally and professionally because it offers such incredible access to anything and everything instantly. Therefore, on the fly, I can check email, visit internet sites, take notes, video chat, locate contacts to call or visit via gps mapping, (haven't used yellow pages since!) access facebook, get twitter updates, listen to podcasts, audiobooks, music, and movies, and so, so much more. I'm even using apps to check the number of calories and nutritional value of food I eat and practice yoga, which keeps my professional life in balance! My learning has expanded to embrace what is happening globally and my PLN continuously provides an infinite number of available resources to enhance education and keep learning fun and relevant! | Technology has become a priority as a means to reform and change old pedagogy in teaching practices. "No more chalk" and "No more paper" are my mantras in the educational setting. Students need continual access to technology to be used seamlessly and effortlessly in the classroom. The focus is on learning, not technology. I find that when students are immersed in a rich digital learning environment, they become more engaged, motivated, on task, and just plain "happy" about learning with the desire to expand their knowledge asking pretty sophisticated questions! | I'm not an "administrator", however I'm in a leadership position, as a district wide instructional technology specialsit. I feel a strong responsibility to advocate for districts/ schools to make technology a priority (second to safety) for teachers and students. It is vital for our educational institutions to keep up with a plan for continual purchases of new technologies, replacing the outdated and usable equipment. It is critical to provide timely and continual professional development, in a variety of formats, for utilizing the technology in meaningful and authentic ways for real world, purposeful learning. It is extremely important to have consistent and competent technical support teams who understand the instructional needs in the educational setting when configuring servers, networks, software imaging, inventory, deployment of new equipment and proper disposal of old technology. | The most challenging issues I have found in using digital technologies are:
1. Equitable access for all. Many federal grants target specific demographics thus eliminating schools with small margins bordering this criteria. Ultimately, funding is awarded to selective schools, leaving others to struggle in keep up with new technologies that support educational programs.
2. Competing with other learning initiatives for time to train staff in digital technologies. Teachers are often overwhelmed with new initiatives, staff meetings, clerical duties that maximize time and effort. Many administrators have not recognized that all professional development can provide opportunities to infuse technology. It is often considered a "separate" topic of focus and not recognized as a priority in meeting NETS and 21st century skills.
3. Timely technical support- teachers don't have time, nor should they be expected to use valuable planning/teaching time to troubleshoot technical issues. I'm not talking about a simple fix that might be worth a teacher's time to learn, but major scale obstacles that create barriers to using technology to it's potential. Ideally, tech support in every building with a 24/48 hour turnaround for simple problems, reasonable return on repairs and replacements.
| Efficiency
Creativity
Innovation
Global networking and collaboration
Meeting diverse learners needs
Removing barriers to learning
Accessing experts worldwide
Up to date information
| Builidng a PLN
Social networking/bookmarking
Listserves
RSS Subscripitions
Actively involved in state initiatives
Attending conferences, online webinars
Collaboration with other professionals
| All of the above.
Mobile/touch technologies for planning, assessment, evaluation, instructional management, content creation, distribution, and collaboration. | Re:question above.
"I understand that the results of this survey may be made public. *
"Parts" with discretion. Don't want to offend anyone with personal opinions.
Thanks for all of your innovative and collaborative efforts! You are amazing!
I am grateful to be part of the Google Educator's Community and other educational communities that inspire and support education today and in the future. | . | 9/19/2009 9:59:06 | Linda Rogers | Chico, CA | http://www.lindarogers.synthasite.com | Teacher (PreK - 3rd Grade), Teacher (3rd Grade - 5th Grade), Teacher (6th Grade - 8th Grade), Teacher (9th Grade - 12th Grade), College or University Professor, Currently college/university | Yes | I use the internet to do research. I subscribe to several journals online. It keeps me connected with colleagues. I share materials with other teachers. It is keeping me current. | I use technology every day with my students, in every lesson. Whether it's setting the mood with music selected from Pandora or using a Power Point to make a presentation. I use interactive websites. If I had a SmartBoard, look out. My students in my community college Spanish class are all registered with www.studyspanish.com. I assign a syllabus, they complete the free quizzes and tests, I check my virtual gradebook. They check their virtual report card. We use games and activities online for practice. In my developmental writing class the students take a diagnostic exam. The website of our textbook publisher automatically assigns them practice based on their deficits. Sometimes I use something as basic as online stop watches to time an activity in class. I use e-mail to communicate with my students. (K - 12, to communicate with parents and guardians). | | When technology fails, it obviously gets in the way. Just the other day I was presenting a workshop on How to Write a Research Paper to a room full of 30+ students when the power went out. I had printed my ppt slides and just kept talking but had to simultaneous speak while rebooting, starting the ppt over, and scrolling to find the current slide. That's an extreme example. Sometimes a website is down. Sometimes the server in the computer lab is overwhelmed... In the big picture-- many schools do not have the funding to be current with technology. In some it's balance of power issue. Teachers who are tech savvy and employ technology are the squeakiest wheel and will often get equipment long before other instructors. Then it's a situation of the haves and the have nots, both for the teachers and for the students. | It keeps me current. It's what the students want. It will help the students become better users of technology-- for their academic, professional, and personal lives. I still have students coming to community college in their late teen years who still aren't computer savvy. People assume that teens are more advanced in technology than the rest of us. I teach a wide range of ages and abilities at the community college and university. My use of technology which requires their use of technology, especially with the Blackboard/Vista online learning classroom community, assists them in furthering their skills. My international students at the university are strong in their computer skills but not in their English language protocol. I assist them with that through technology as well as in the classroom. | I am willing to try new things. I am not shy to ask colleagues to show me the ropes of something new. I attend workshops. I spend time searching for new tools/techniques. | Same as currently and more. Especially with Smart Boards. If done right, the classroom becomes more student centered. More will create student/class websites, blogs, and virtual publications and other products. More classes will interface with other classes across the globe.
Paper correcting robots?! | I haven't taught from a remote classroom yet but would like to do so.
I appreciate Lucy's sharing on Facebook.
I look forward to doing more sharing myself through FB instead of through my e-mail contact lists.
Thank you for this opportunity.
Cheers,
Linda | . | 9/19/2009 10:31:39 | Christopher D. Sessums | Gainesville, Florida | http://eduspaces.net/csessums/weblog | College or University Professor | Yes | Digital technologies have allowed me to effectively share, communicate, collaborate, and act with other educators around the globe. It has affected my own learning by removing the physical distance between us. | I use digital media to plan, organize, and design engaging lessons with students. Digital media allows me to move closer to a student centered curriculum in that I can enhance active learning opportunities by having the students practice collaborating with each other in innovative ways via wikis, Twitter, and document sharing. | | Working with pre-service and practicing teachers, the challenge is getting them to think about how to effectively bridge participatory divides, i.e., determining how to enable access for those students and parents who do not have access. This requires thinking in ways that these stakeholders have never considered. | The advantages of incorporating digital media into my professional practice include demonstrating how to become a critical consumer and producer of information. Digital media allows every one to be their own broadcasting channel, consequently I have an opportunity to share an awareness of this power with colleagues and the students I work with. We can also engage in discussions of ethics, agency, and social justice that are sometimes overlooked. | The most influential process that helped me to become a learner is curiosity and my thirst for understanding people and the way things work. Digital learning is just a small aspect of what drives this desire to know and become. | Imagine teachers collaborating around the globe to improve education. Sound like a fantasy? Is there a path that could lead from classrooms to a shared, reliable professional knowledge base for teaching? Is it because practitioner knowledge is highly personal, highly contextual, and lacks the vetting process associated with scientific research that such a path has never been developed? Given the millions of teachers producing knowledge of classroom practice everyday, it is worth examining what would be needed to transform teacher knowledge into a professional knowledge base for teaching. What would such a path look like?
|
"As Christensen (2008) documents, the over $60 billion that schools have invested in technology over the past twenty years has had little discernible effect on pedagogies or learning outcomes. He argues that only disruptive innovation—adopting digital learning wholesale—will change education. This disruption is most likely to emerge in places where traditional ways of teaching are outright failing; over time, Christensen says, educators and the general public will come to see the potential of powerful, individualized, and connected forms of media. Other studies of school change suggest that for systemic change to be widely adopted and successfully implemented, innovations must be at least somewhat familiar to stakeholders, and presented as a coherent system (Ellsworth 2004). Informed and skilled leadership is obviously essential as well (Fullan 2007)." (p. 15)
"[U]nless the schools are equal to the task of absorbing the new digital media, and making acute use of their potentials while guarding against their abuses, schools are likely to become as anachronistic as almshouses, teachers as anachronistic as barber-surgeons. Any culture that wishes to survive will ensure that learning takes place, but the forms and formats remain wide open." (p. 15)
Weigel, M., James, C., & Gardner, H. (2009). Learning: Peering backward and looking forward in the digital era. International Journal of Learning and Media, 1(1), 1-18.
| . | 9/19/2009 11:41:02 | Telannia Norfar | Oklahoma | pbl-birdside.blogspot.com | Teacher (9th Grade - 12th Grade) | Yes | Technology has enabled me to have opportunities for professional development that would not even be obtainable prior to the advancement of the Internet. Prior to Web 2.0, my professional development was limited to colleagues that were around me, speakers that were in the area, books and conferences local and far. Now, I have colleagues that are around the world, free conferences usually weekly and instant information through diigo, twitter, etc. All of this for a little under $20 a month in service. It is absolutely remarkable.
In addition to the easy availability to professional development, my own personal learning skills have changed. I know how to learn and this was not the case before technology. A year ago, I received my master's in teaching and learning with technology online at Ashford University. Never did I think I would be able to learn without the formal lecture, desks, chalkboard format. I learned more in my online environment then I did in all of my in-person classes. It made me be responsible for me. I had to seek the information. I had to formulate my own thoughts about the text and discuss it with classmates. It was true learning not regurgitating. | The phrase "transforming teaching and learning" is often heard by the ed tech community. It is used so much so that I believe non-tech teachers feel it is just another fad that will come and go. However, unlike any other teaching method technology truly has the power to transform a classroom. The challenge is getting enough teachers to use it in a transformational way.
I often start my class year and any speaking engagements with the following opening statement-"If it has a battery or needs electricity, we are going to use it. We are going to use it so much, you won't even know that we are using it after a few weeks." Technology enables me to teach math concepts that paper, pencil and even demonstrations can not do. Instead of trying to show students how the y-intercept affects a line by drawing them over and over again on paper, I can create a line on a graphing calculator or in geomter's sketchpad and drag the line while the students see the change in the equation. This is just a small example of what technology has done for my instructional practice. The greatest impact is simply the constant state of critical thinking that is now apart of my classroom. | N/A | Sometimes the technology does not work or takes up most of the class period to work. Other challenges include network problems/access and proper training of the technology. | | | | | . | 9/19/2009 12:03:01 | Nancy Jones | | | Teacher (6th Grade - 8th Grade) | Yes | Loaded question. It has really helped to change my philosphy of learning and the role of a teacher. In addition, I have a clearer vision of my students and our repsonibility to prepare them for the future. i have learned more in the last 2 years as a result of using google reader, list servs, contacting experts, viewing tutorials, participating in webinars, than i have in the last 10 years of reading books. I have connected with a variety of experts and taken advantage of face to face opportunities and workshops that not only taught me more and more, but allowed me to take advantage of the power of networking as a learning tool.
Most importantly, I am now a technology coordinator whose job is to share what I know with my colleagues and thus expand the technology experiences that not only they have, but almost more importantly, our students as well. | First thing I always think of is how people are quick to say the kids know how to use the computer. While that is in some ways true, I am not sure they understand its power and how to use it widely. In that regard, we have been doing them a bit of a sdisservice when we think that by allowing them to research online and then type a paper or create a power point, we are teaching them to use in correctly. Not only have I been focusing on the wise use of the internet and safety and protection, but also about validation, credibility and accountability. I find a lot of teachers assume too much. Not only are the students not aware of this stuff,m neither are the faculty. Also, there is a lot of automating going on, not innovating. I am working towards that goal, nurturing the creative,innovative side of our students as well as the power of coolaboration as a learning style. | N/a | For me personally, first and foremost, the attitude that technology should exist as a separate class and a skill that should stand alone. Some of my faculty sees it as ' one more thing." In addition, starting off the year, we have had technical problems, which never fail to occur at the wrong time or place. Another difficulty is working withing time constraints, such as a class period. Sometimes it takes longer than you think, or the students are so engaged they lose track of time. I feel awful telling them they have to stop. Finally, some students see computers as toys as a result of how a number of teachers treat them. They get to view youtube videos if they are done, they play non-academic games as a reward for finishing first. The students treat our machines with disrespect as a result and don't always take care of them. | First off, while it is more time-consuming in the beginning, it actually facilitates your teaching and makes it easier. I can easily retweak a lesson versus recreating it. I also find that , not surprisingly, the students are usually very engaged. Seeing how they approach things or the choices they make with project options, certainly provides an interesting insight into the student as a learner.
The really big difference to me is that with digital technologies, we become more of a partner or facilitator with our students as opposed to the "boss." Our students the become more responsible for their learning and it becomes a community of engaged, creative participants versus just a classroom. | Not sure what this question means, but as I seem to interpret it, the advantage of become a digital learner is that it is experiential. Learning is hands on and one can see results relatively quickly. There is a communal aspect to much of my personal learning with the use of my Google reader and webinar participation.
As an educator, most importantly is the surrender of total control and the ability to step to the side. My students help teach me while I teach them. I have learned a number of things about learning as well as about technology by being open to what they have to offer and suggest.
Finally, the ability to have access to learning at times that are convenient for me is a great asset as well, as it is more often than not that I am multi-tasking here at the computer. | I think the idea of online learning will become a bit bigger. It won't replace face to face. My own college aged children tell me that online learning is not as satisfying as face to face for much, but not necessarily all, of their learning. However, the ability to create and purse interests in depth with technology is of great interest to us all.
I also think/hope that we will be seeing more collaborative work being done, not just among classmates, but with the world at large. Networking will be experienced as an important component to the learning process, not as " the enemy;" The walls of the classroom will disappear so to speak, as the community of learners expands and we all learn to learn from one another.
I hope educators will use technologies to enhance the educational experience for their students and embrace the role of technology as a perfect vehicle to allow them to best facilitate learner and mentor the learners they work with. | | . | 9/19/2009 14:33:40 | Carol Broos | Northfield, Illinois | | Teacher (3rd Grade - 5th Grade), Teacher (6th Grade - 8th Grade) | Yes | It has completely changed the way I think, the way I instruct and the way I learn. I had a 13-station Mac MIDI lab put in 2004, that was the moment I changed. | I have a varied curriculum to meet the needs of the individual students. No longer "cookie cutter" projects where all the students do the same project. They are "allowed" to create and innovate within each project. Additionally, if they need more time, they are "allowed" to stay on the first project and not do the second or third project. I hope is to energize the student to think outside the box and create projects that have NEVER been done before. | Not an administrator. | Filters and the lack of educators within the IT department are the major challenges to using digital technologies, The IT departments seem to be "reactive" instead of "proactive." They tend to wait until there is a problem, then fix it. Additionally, the lack of educators within the IT department is another problem, they don't understand how to "teach" or what the curriculum is.
The second problem is administration. Many of the current administrators taught before technology was in the classroom, they still see direct instruction as the model. The interactive white boards are a good example. They see it as diret instruction, instead of interactive instruction.
Some administrators still see technology as a "tool." It is NOT a tool, it is a completely different way to teach and learn. The students today, in order to be competitive, MUST use technology in EVERY aspect of their life. Learning facts are gone, understanding how to self-filter all the information and then create, are the way students learn today. | I can get more accomplished within my classroom using digitla technologies. People are amazed that I still do all the same performance activities, along with all the web 2.0 compositions projects. I only see the students two days a week, so many of my students work at home on MY stuff. Why, because they see purpose. | Having a school laptop was first. Then came the lab. It became increasingly more important for me to have a PERSONAL computer. If I wanted to install additional programs or download important add-ons I had to write out what I needed and why. This started to happen on a daily basis.
I also use my Personal Learning Network to gleam new information. Twitter, Plurk, delicious, diigo are all checked at 5am. Life-long learner has been changed to Everyday learner!
My personal computer let me SAIL. I am on the network, so I have all the filters on. But, I now can install all the programs and add-ons I need at a moments notice. | Of course. I see that everyone will have their OWN personal computer. This is going to be a HUGE issue, access to technology, The students that have access will move ahead, lack of access, fall behind, Technology is about personalization. The more personal and individual you make the make it, the more efficient the student/educator will be. | If you need any other information, just let me know. | . | 9/19/2009 15:53:31 | Alan C | UK | | Vocational Education | Yes | I have used web based learning VLE's and informal web based systems for updating IT skills as needed. | In the classroom - not as much as I wanted. Whilst working forone of the biggest FE colleges in the UK with a very healthy set of accounts, the IT network is focused on word processing and browser based research. Blackboard is used but staff have very little / no time to develop this resource. Many of the materials amount to Word docs in electronic form. The cost of licenses necessary to support 40K+ students and the technical support this would generate is way beyond the capacity of 20 technicians. | | School networks (Primary schools) are often totally unable to cope with anything beyond the most basic uses. Most use shared folders making data insecure for everyone. Teacher and classroom assistant skills are often limited to specific applications. Security systems ie. disabled USB's, and inability to burn CD, highly restricted web access, no email etc. are all limiting. Technician support once a week for an hour is hardly adequate.
For my current workplace based, adult audience, security is always an issue. Highly restrictive network controls and web/email firewalls create near impossible restrictions to the use of anything but the most basic of materials. | Richness, impact, breadth of materials / experience on offer, shared experience, reduced paper, instant updates, 24/7 access, simulation, assessment (formative / summative), international access to / for students, online marking etc. | Research interests in online assessment, using / designing artificial intelligence systems, databases (access, ASP), web design, video and sound files, a focus on Linux facilities and the demands of teaching in a workplace delivery situation across a very wide range of vocational areas and using a diverse range of hardware and software prompted me to learn. | Many will be following the latest fads - Facebook, Twitter, e-Portfolios etc. and wasting time and effort.
However, as the shortage / cost of highly effective learning materials will not change, the social interaction sites are all that is on offer.
Truely effective delivery / assessment systems will not evolve until staff have a financial reward to move from the classroom to the IT lab; until software systems are evaluated via. empirical research evidence rather than untested theories; until schools/colleges/uni's relinquish the copyright / intellectual rights claims they make currently; until all staff have IT skills beyond those even dreamed of currently; until funding bodies wake up and smell the coffee.
see http://technologysource.org/article/via_technology_to_social_change/
| The intellectually constipated, anally fixated, politically smothered, underfunded and overcontrolled, ploitically correct education (indoctrination?) system endured today is unlikely to change. True education is perhaps set to become an underground, subversive activity.... | . | 9/19/2009 17:36:56 | Laurie Fowler | Tuscaloosa, AL | http://lauriefowler.blogspot.com | College or University Professor | Yes | Technology made professional development more interesting to me when I was a K-12 teacher. And by learning technology on my own, I really fell in love with it. So much so that I got my doctorate in technology. As an educational consultant,I try to integrate technology into all my presentations even if they are not "techie" subjects. As far as my own learning, I use the computer and internet to learn lots of new things from how to use new technology to finding a recipe. In my 2 years of recent under-employment, I used the computer to stay connected to other educators through my Personal/Professional Learning Network and I also used it to learn new skills and to collect new resources. | I try to model good technology use in my Technology and Education classes both at the undergraduate and graduate levels. I show my students new web sites I have found using my Delicious.com account and they have their own. I also have had to deal with issues of the network being down and other technology not working, but I used them as teachable moments to remind my students that having a Plan B is very important when using technology. I have also become more a risk taker. For example, I received a set of TurningPoint Technologies clickers on Wednesday last week and immediately created some questions to use with my class that night. There was a time I would have been afraid to use something I didn't know every single thing about, but I am getting over that. | I am not an administrator, but I have taken on a leadership role at my university to get the technology equipment we have (and have had for almost 2 years) installed and working. More than just getting it installed, I have taken the lead in having mini-workshops for faculty on the new technologies we are installing so they will know how to use them. | The main challenges I have seen dealt with teachers who were afraid to take risks and with equipment (hardware, software, and networks) not working. I try to make teachers and future teachers more confident with technology in my classes by giving them the opportunity to use it and learn it. I also try to teach them that it is okay for them not to know as much as the students do.
The other issue with equipment not working can make a teacher NEVER try technology again. I am not sure that Technology Coordinators, Technicians, and principals really understand this. I try to instill in my students an attitude of problem-solving and troubleshooting rather than just giving up on technology altogether.
One other issue that comes up is the limitations of the Internet in public schools. Many of the Web 2.0 technologies like podcasts, wikis, and blogs are blocked by school networks as a general rule. I encourage my students to give their network administrator (and principal) the educational reason for accessing a site and then invite them to see the lesson in progress. | I learn how to use the Technologies when I incorporate them into my classes and I am being a model for my colleagues and my students. I also model tech integration for teachers when I provide professional development and integrate the tools smoothly. | I have learned lots from my PLN by asking some silly and some serious questions. I have also learned a ton by reading other technology people's blogs through Google Reader. I also am a big trial-and-error girl, too. I learned a long time ago to just jump in and try something. This trait is sometimes NOT a good thing, but most of the time I figure it out by just trying it. I have also read lots of books that my PLN has recommended--some about technology, some about learning/teaching, and some about business--but all helpful for my consulting business and my professorship. | I can't even imagine some things, but I hope that more educators from Kindergarten teachers to Higher Ed professors learn how to teach their topics/content and choose the right technology tools when they fit. I also hope that more teachers will be open to using technology tools to motivate kids. My philosophy is if we teach them to be curious and how to find things, then we can get them to do well on standardized tests because they will be interested in the content--no child is interested in the tests! | Will this be sent to all of us who participated? Or will it be published on your blog?
Thanks for doing this. These were great questions to think about as I start a new job as an assistant professor for instructional technology. | . | 9/19/2009 23:37:09 | Carolyn Rains | Albertville, AL | http://web.me.com/crains4 | Teacher (3rd Grade - 5th Grade) | Yes | My professional development is now linked to educators all over the world, instead of only those who provide workshops and seminars to which my school system can afford to send me.
The chance to learn anytime, anywhere has inspired me to learn more. When I have a challenge to deal with I can always depend on my online educator friends to help with the solution. | It has energized my teaching! When my students and I are both teaching and learning together it creates a bond and strengthens the mutual respect we have for each other. | | Access is sometimes a challenge-equal access for all students to hardware at home and access to some 2.0 tools at school. | Cutting edge technology can be exciting. The chance to create a project to share with colleagues and students is very rewarding. | While I've always been interested in integrating technology, even when I paid for the installation, monthly subscription for internet access and phone line in my classroom, I feel that being a member of the Discovery Educator Network has added more to my life as a digital learner and educator than anything else.
The professional development provided and the network of educators is beyond valuable. | I think the ways educators will use technology in the future haven't been invented yet. :) | | . | 9/21/2009 6:59:24 | | | | Elementary School Administrator | Yes | | | | | | | | |
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| | | | | | | | | | | | | | | . | 9/21/2009 7:56:29 | John Faig | Connecticut | http://johnfaig.blogspot.com | Teacher (6th Grade - 8th Grade) | Yes | Technology has profoundly impacted my professional development and the way I teach. Professionally, it has enabled me to take online courses in pursuit of a Masters. It has also enabled me to setup a Personal Learning Network, which has become as important as oxygen to me. | In the classroom, technology has enabled me to demonstrate mathematical techniques different ways to try and reach all types of learners. Technology is also a great tool for "deep thought" types of problems. For example, there are excellent math "games" that require substantial thought to solve. I can also provide a basic tool like a spreadsheet that allows students to solve an optimization problem that may have several "correct" answers. Most importantly, technology has enabled me to do differentiated instruction. Students in the same class can be working on different challenges and I have the freedom to roam the class and help every student. | | The biggest challenge for me is getting other teaches to use technology. Change is difficult and integrating technology means MAJOR curriculum redesigning. Obviously, technology does not always work and so I need to have a backup (non-technical) plan just in case. | I keep up with best practices and stay current on emerging technology. I can also find resources more quickly. Years ago, I would search Google and design my own lesson plan. Now, I simply ask my PLN for resources. | Teachers need to be lifelong learners in order to continually improve their teaching skills - and use technology well. If a school has limited professional development or does not embrace change on a regular basis, then technology is doomed. | We have only scratched the surface. We need to find constructive ways for students to use their favorite tools - instant messaging, cell phones, and Facebook. These are seen as a distraction today. This means that educational usage of these tools is less interesting than using them for non-educational purposes | Feel free to e-mail me if you want to chat more. | . | 9/21/2009 13:05:13 | Bill Ferriter | Raleigh NC | http://teacherleaders.typepad.com/the_tempered_radical | Teacher (6th Grade - 8th Grade) | Yes | Technology had a significant impact on my own learning because it has given me instant access to both ideas and individuals. I've used digital connections to learn and to create learning experiences for my students. I've used digital tools to efficiently sift through mountains of content. I've joined online courses and presentations while sitting in my living room staring at the television. Digital experiences put me in touch with content and experiences that challenge my thinking every day. | My goal has always been to show students how to use digital tools to make their own learning more engaging and efficient as well. I do more now than ever before to expose students to blogs on content connected to what we're learning in class because blogs introduce an element of participation that children are comfortable with.
I also have my students create content for the web because I want them to have their own thinking challenged by outside audiences. For me, technology allows for more "talking" between students, regardless of their geographical locations----and the one who is doing the talking is always the one who is doing the learning. | N/A | I often have to overcome incredible barriers in order to use digital tools in school. Services that I've developed materials for will be blocked unexpectedly, equipment will be outdated and incapable of performing the kinds of tasks that I'm structuring for my students, central office technology personnel will have more discretion over what is appropriate for students to access despite lacking a background in pedagogy.
Being a digitally driven teacher requires a measure of resilience and flexibility. I'll often invest hundreds of hours troubleshooting potential opportunities that I know will motivate my students.
What I worry about is that it is impossible to expect ALL teachers to invest that same kind of professional energy. If exhaustion and frustration are the most common experiences that I have when starting new digital projects, is it any wonder that digital experiences remain uncommon in the traditional classroom? | As I mentioned earlier, instant access to ideas and individuals. Digital tools break down the traditional barriers---time and place----that separate me from the colleagues in my own building, easily connecting me to like-minded colleagues all over the world. | Determination, plain and simple. There are few traditional professional development opportunities within my district that offer a progressive vision of what digital learning and teaching can look like. I suspect that's because there are few professional developers who are full-time practitioners.
That disconnect makes it unlikely that ideas offered by those beyond the classroom will translate into the work that I do each day---which means that I have to diligently collect ideas, find connections to the work that I'm required to do, and craft digital solutions and opportunities for myself and my students.
That ain't easy! | Good question---and being a never-ending pessimist, I'm not hopeful.
In the near term, most research shows that teachers are still using technologies for office-automation purposes: sending emails, recording grades, posting simple communication websites. What's worse, because there are no accountability models that encourage more creative and innovative learning outcomes, there are few reasons for teachers to begin to explore digital learning solutions at all.
In the long term, I'm not sure that teachers new to the field will be any better prepared to teach with technology. I'm convinced that teaching with technology requires one to be excited about learning through technology. Because few teachers are showing students how digital experiences can lead to motivating interactions with ideas and individuals, our students tend to see technology and learning as two independent---and mutually exclusive---experiences.
How can we expect tomorrow's teachers to use technology in innovative ways to promote learning when today's teachers don't build bridges between content and technology? | | . | 9/21/2009 13:40:19 | Lesley Edwards | | | Teacher Librarian | Yes | By far the most extensive, rich professional development I have experienced during the past two years has been in an online environment. This includes sessions offered through Moodle and Elluminate, my PLN on Twitter, reading education blogs and writing my own blog, collaborating using Google Docs and much more. This has put me head and shoulders ahead of many of my colleagues who have no idea how useful and rewarding regular use of web2.0 apps can be. | I am able to focus on a model of sharing and collaborating with students as we learn together. No more sage on the stage here. | | Reluctance by teachers to adopt digital technologies or relinquish what they perceive as the control they have offline. Infrastructure: there are never enough working computers. | Time saving, collaboration, sharing of ideas, ability to reach an audience outside the confines of school, support. | Following a '21 things' project which introduced me to many new apps. Twitter for resources, instant answers, support, encouragement. More unstructured time than most enables me to explore and experiment. | Educators will see themselves as learners, collaborators and guides. Their job will be to start discussions, support and encourage student learners and challenge their thinking. I hope! | | . | 9/21/2009 14:25:06 | | Bermuda | http://teachertalkbda.blogspot.com | Teacher (6th Grade - 8th Grade) | Yes | It has made me yearn for new and relevant information on how to better use it in the classroom. Sometimes it can seem overwhelming as there is an abundance or really good sites, but it is exciting and has made me expand my professional development. | It has made my teaching become that more effective and relevant to my students. It helps to give them something to look forward to. | | Sometimes the computers are not compatible with the certain aspect of software, or the school may have blocked access to a certain site. | | I find twitter to be most helpful!! | Wow- I envision schools across the waters connecting for projects, class sessions, and so much more. | | . | 9/21/2009 18:21:37 | Sarah K | Australia | http://skorlaki1983.edublogs.org | Teacher (9th Grade - 12th Grade) | Yes | I have learnt enormous amounts about technology through professional development. Colleagues have shown me how to use various programs, or they have directed me toward finding out for myself. I have provided professional development to fellow colleagues as well. The internet was first used at school when I was in about grade 9 so I have sort of grown with it, but I am STILL learning and things like twitter have been an amazing source of professional development. I have been telling anyone who will listen about the benefits of technology in education. | I find that a lot of them still require a lot of spoon feeding. If we are using technology, I will normally start off by explaining the relevant ethics of whatever we are going to do, then give them some instructional guidelines as to how I want them to use the technology. From there, I expect a high percentage of them to be able to go ahead unguided and produce something I probably couldn't have. Most of them do, but the main point is they seem to always require step-by-step instruction at first. | | Certain websites are blocked. Schools don't have certain software. Not enough computers. Not enough people who know how to use the technology. | The main one would have to be the fact that it's what our students are growing up with.
I also find it makes things easier and simpler. Preparation can be faster. | The fact that I try to find out for myself how to do things by reading, asking questions and watching others. | However they like... I think in as little as 10 years, the whiteboard (formerly blackboard) will be almost obsolete. I think that once technology has found its way into schools people will be forced to learn to use it, and it will become a major part of teaching and learning. | I would highly recommend teachers get on Twitter and develop a PLN. Even if it's just for professional development, it can provide an amazing source of resources, networking and sharing. | . | 9/21/2009 21:24:14 | | | | Teacher (6th Grade - 8th Grade) | Yes | +Increased the access to new ideas at a much greater speed than through casual conversation with other teachers.
+Researching information rapidly via the internet | It's brought variety to the types of non-tech lessons I teach. I rarely use tech tools in a lesson, but without them in the developing/planning stages, I'd be way behind. | | We're not wireless, and we're 20 years from becoming so. I see frustration in my colleagues that they can't go wireless at work.
We're also plagued with people who are minimally versed in smart internet use - so the district is riddled with viruses constantly. | | | | | . | 9/21/2009 22:17:50 | Natalie Tessier | Chapleau Ontario | | Resource teacher 7th - 12th grade | Yes | Technology has been the impetus for my professional development. Because of my desire to make use of a SmartBoard which was in my classroom and because the level of training supplied to schools on the outlying periphery of the school board's head office did not meet my needs, I decided to take matters into my own hands. I applied for the Teacher Leadership Learning Program from the Ministry of Education to develop my abilities using the SmartBoard. I have since developed some French language material used by colleages, as well as presenting SmartBoard uses to assist students with learning disabilities as well as to motivate and engage students. | By using technology (not just SmartBoards but other items such as video cameras, etc.), it has been easier for me to engage students and keep them on task. Technology has facilitated the implementation of project based learning and has granted me more latitude in evaluation students, especially those with an LD who are disadvantaged by traditional tests.
I have also found that the use of technology, and in particular the use of SmartBoards, makes it easier and quicker for my colleagues and I to implement adaptations to meet the needs of a student having learning difficulties. As a bonus, the implementation of technology to help teachers implement IEP accomodations benefits all students, not just those with learning difficulties. | | Our school board is quite large and distances are significant. If there is a problem and we need a computer tech, the wait can be quite long. Training is also a problem and distance from our board head office is once again a factor. Lastly, purchasing, service and installation (where appropriate)of technology can be problematic due to distances, lack of qualified people and lack of easily accessible support. | 1. Easier to motivate and engage students
2. Easier to implement project-based learning
3. Easier to evaluate students in alternative fashions.
4. Easier to implement IEP adaptations.
5. Easier to document and track student progresses. | The TLLP program from the Ministry of Education has been wonderful and I would greatly recommend teachers to submit a project proposal. I have benefitted from the suppport of wonderul colleagues at Nortel Networks. Their wonderful site www.nortellearnit.org, is choc full of how to's and resources for the implementation of technology in the classroom. | The sky is the limit, as far as I am concerned. I think (and I hope !) that educators will be using technologies to get away from magistral teaching techniques and to promote collaborative learning between students, with support from the educators. | | . | 9/22/2009 8:41:17 | | | | College or University Professor | Yes | I am able to learn and participate more on my own time. Access to information and opportunities has become so much easier. Networking with other professionals has become so much easier. | I am able to talk less and have my students do more. Learning is seen as more relevant and engaging. Abundance of tools and opportunities facilitates all of this. | | Technical: filtering, mechanical support, administrative limiting of computer functions
Knowledge of: pedagogy, opportunity, software
Time for: tinkering, sustained PD, mentoring, life
Pressure to: perform, cover content, meet standards, prepare for assessments | | | | | . | 9/22/2009 11:08:23 | Sarah Hill | Paris Cooperative High School, Paris, Illinois | http://tigersread.blogspot.com/ | Teacher (9th Grade - 12th Grade) | Yes | Technology has helped me take control of my own professional development. While I still enjoy attending some conferences, much more of my professional development comes from social networking sites. If I need help with my library, I update my facebook status and my librarian friends answer my question. I may not use twitter to follow important educators, but I believe my 30-40 colleagues on facebook are enough of a professional learning community to me. Google Reader and the 54 blogs I follow also keep me educated without overloading me on information. | | As a professional development leader in the school, I know that technology has made my job easier for those teachers who are willing to go with the flow. Some teachers are thrilled to learn how new technologies can improve student achievement and engagement in the classroom. | Filters, security, and acceptable use policies. Everything is outdated and fearful of the Internet. If I had it my way, we would have no internet filter at my high school and students would be able to download software that could help them. Our computers always need more memory and we need more T1 lines. Our servers need to be quadrupled so our students have space to save edited movie files. | | | | | . | 9/22/2009 11:55:21 | Alfredo Mora | Mexico | http://www.alfredomora.com | | Yes | The change are dramatic of course. Now, all my professional development are online. | In the same way, a lot of work are done by the students online. Now they use Google Docs instead of traditional notebooks and Moodle to get additional resources to the class. | The leadership is based on the technology! I mean, If I use technology the kids follow me, I I use technology, the teachers follow me and If I use technology I can get a better communication in the community. | 1. The teachers sometimes don't want to use the technology.
2. The teachers training.
3. The economical support. | The people becomes...
1. More productive.
2. More innovative.
3. More organized. | 1. To observe world-wide level and apply to local level.
2. Always get the best technology, no what everybody uses (Mac is better than Windows and almost everybody use Windows, for example)
3. Get the most of the technology, not only the basics.
4. Spread the word!
| Mmm... good question. All is about communication, so the future is here, where the teacher can share information with students and other teachers, students with other students and so on...
I can see something like this in the Google Docs, Moodle and tools like iChat. | With technology, the teacher becomes then more like a student than a traditional teacher, with the experience by his side to help the kids.
Thank you :-) | . | 9/22/2009 12:19:52 | Sue Goldberg | New Jersey | techteacherdiary.blogspot.com | Computer K-5 | Yes | Since technology is my job it's totally impacted both what and how I teach and learn. There is so much to read and try out online. Experts are everywhere: on blogs, on Twitter, on Wikis. It's also wonderful to be able to post professional development tools, websites, and instructions for my staff and students. Another thing I've noticed about my learning style is that I depend on search engines to find and verify facts. I use Google to look for solutions to problems too, trying to find other people with similar needs. | We are trying very hard to integrate technology into whatever is being taught in the classrooms. We've made slow but steady progress toward finding alternative assessment tech projects. I depend on my SmartBoard for modeling lessons or posting reminders; the SB also provides another hands-on approach for students who need a tactile facet in their instruction. | | Sometimes the bandwidth hinders multiple users. New tech tools require extra learning time which is often difficult to fit into the workday. I don't mind "playing" at home but many classroom teachers have other responsibilities or do not wish to give up that extra time. Access to up-to-date hardware is not universal in the building, but we're working on it. Maintaining the ongoing support for staff and students is challenging when you have a full schedule of classes too. A supportive Administration in the district is essential but sometimes falls short of our needs. Another challenge is funding. Money, money, money! Not enough of it! | You can reach many more people, easily. Everything you create with tech tools looks so good! Digital tech shrinks the world and brings people from other cultures and viewpoints within reach of the classroom. Students AND teachers need to concentrate on that social learning much more than we have in the past. | Putting fear of new things behind me; helping other teachers to see how much fun it is to use technology; committing extra time to see how stuff works and being willing to make lots of mistakes when trying. | I hope we'll see a different model for teaching emerge. The revolution is ours to create. Students have to become a huge part of the instructional model if we expect them to apply their learning to real tasks. | | . | 9/22/2009 17:44:05 | | | | Teacher (9th Grade - 12th Grade) | Yes | For better and for worse, more professional development and graduate coursework is being offered online. This can be beneficial for time management, but it lacks the real face to face connection that occurs in a physical classroom. | We have better visual aids because of portable lcd projectors. The potential for student-directed learning utilizing computers is very apparent. | | Retrofitting classrooms with electricity and ethernet connections is a challenge. Getting funding for additional equipment is also a challenge. | | | | | . | 9/22/2009 17:54:55 | Lorraine Leo | Newton, MA | http://earth.edublogs.org/ | K-6 | Yes | Through technology I have been able to participate in professional development across the continents through Classroom 2.0 Elluminate sessions, through Twitter, through UStream, through teachers' blogs, through skype chats with teachers across the world. | I am a technology integration teacher so it has a direct impact on my students. We use kid pix, voicethread, skype, DiscoverE virtual classroom to speak with students and teachers across the planet. I have been participating in the http://www.sitesalive.com Ocean Challenge program since 2001 when Skipper Rich Wilson sailed on the Great American III from NY to Melbourne. I continued following Rich with my students via his daily audio podcasts, email, videos, images, and even satellite phone calls on voyages from Hong Kong to NY, Plymouth, UK to Boston and most recently from France around the world to France in the Vendee Globe. Following these voyages has made a huge impact on my understanding of what it means to be a part of a global community working with students and students across the planet. | I am not an administrator. | Some of the challenges include bandwidth and access issues. For some schools, filtering is also a factor. | I can participate in professional development without regard to time and place and often without regard to financial resources. | Classroom 2.0
Elluminate Webcasts through Learn Central
Ustream professional development through International School of Bangkok
Discovery Ed and through my PLN
Twitter
Building Learning Communities Conference | They will use them to communicate, collaborate and support each other.
More examples of the Flat Classroom project will emerge.
| | . | 9/22/2009 18:09:03 | Brian Licata | NYC | mrlicata.ning.com | Teacher (6th Grade - 8th Grade) | Yes | The digital age has opened the doors for professional development. I have participated in webinars that have allowed me to visit exotic places, not leave school or stay within the comfort of my own home. Most importantly it has allowed me to participate in pd's that I was unavailable for. I watch illuminate sessions whenever possible. I think as far as my learning is concerned, I can truly say that I learn something everyday, be it through RSS feeds in Google Reader, social networking or just the myriad of online content that is on my iPod for my drive to work. | Slowly I introduced some technology to my math classes, and experimented with one class and now all of my classes involve 21st century tools. Together we blog, we use wiki's. we make make presentation in iMovie, explore ways to connect our content to the real world and explore the new ways we can include tools. Recently I started to use the Livescribe Pulse Smartpen to explain all my lessons for my students. I also use it for children that are struggling in math, so I can pin point how to help them. | | My biggest challenge is bandwidth. As technology expands my bandwidth does not. Next to that is available time in the computer lab. Until we have an affordable 1:1 classroom it is going to be hard. | By incorporating digita technologies I feel that my students feel more connected to me, they email me at all hours, so do their parents. It also helps me to create a PLN, that I can look to for advice or reassurance. | I get to go to a lot of pd and I love to turn key to students so they can turn key to staff. | In the future I think that classrooms are going to be obsolete. I see virtual classrooms taking over | | . | 9/22/2009 18:10:26 | Steve Taffee | Palo Alto, CA | www.castilleja.org | High School Administrator | Yes | I am a technology director at an independent, all-girls college prep school. So technology has been and continues to be both an object and facilitator of my professional development. It has allowed me to broaden my perspective and thinking beyond that of my immediate colleagues to a truly international audience. In all humility it has made me a smarter and, I hope, wiser professional and person. | | - I use technology (especially Google docs) to collaborate and easily on documents with my colleagues, resulting in better communications between us
- I use technology to gather feedback about my own performance and that of my staff (360º reviews via Survey Monkey, for example)
- I use technology to reach out to other tech leaders to enrich our decision making form everything to more informed purchase and cost-savings decisions to policy matters
- I have become a more visible leader to others within our community via my professional blog, taffee.edublogs.org and other social networking platforms including Linked-In, Facebook, and Twitter | #1. Professional Development for faculty and staff.
#2. Helping employees adapt to the pace of technology change.
#3. Cross-platform, disparate database communication and data exchange | - Technology give me the time and smarts to respond rather than to react.
- I can communicate asynchronously when needed.
- Technology provides me with more time for face-to-face communications. | Supportive colleagues willing to hold my hand and jump in the water together.
Webinars, reading, professional development activities, | Do you have an hour or two?
In general, I think it will enable educators to better individualize instruction, use more authentic and varied ways of assessing learning, remove the walls between instructional disciplines, between the school and the non-school world, extend the classroom day and school year… | Wow. What an interesting survey! Can't wait to read what others have to say.
- Steve | . | 9/22/2009 18:45:08 | Mary Koch | Milwaukee, WI | | Teacher (PreK - 3rd Grade) | Yes | Technology has had a huge impact on my own professional development. Through the magic of the internet, I've been able to gain access to ridiculous amounts of resources which I would otherwise not have access to. Searching online for resources has saved me countless hours of work, because I have been able to use things that other teachers have already created and willingly shared - no need to reinvent the wheel. And I have also been able to connect with like-minded colleagues through forums like Classroom 2.0 and gain valuable insights and tips from those further ahead on the learning curve than I am. | In one way, technology has not had a huge impact on my instructional practices, simply because technology is still relatively scarce and unreliable at the classroom level. I finally, just this year, have some decent computers with reliable, fast internet access that I can use in my classroom. I have a brand new SmartBoard, but as of yet, all of the components have not been connected so that it is usable. It is frustrating, to say the least. On the other hand, I constantly try to take the 21st century technological mindset and skills into account when planning my lessons and choosing things on which to focus. I firmly believe that all teachers need to adjust their instructional practices to get students ready for the technologically rich future. This adjustment does not necessarily involve using more technology in the classroom; instead it involves thinking about how best to develop 21st century skills in our students. | | There are many challenges with using digital technologies. In my district, infrastructure is a huge challenge. For example, we ordered many new SmartBoards for use this school year. Over the summer when the boards were being installed, it was discovered that some of the walls in our building could not support a board. It was also discovered that the rooms did not have enough outlets, or outlets in close vicinity to the boards, to provide power. As I stated earlier, we have boards hanging on walls but not functional, and many frustrated teachers.
Another challenge to using digital technologies in school is the rather large group of teachers (in my case anyways) who are uncomfortable using technology and resistant to learn how to use the technology. For some, the learning curve is steep. And for those of us who are more technology savvy, it is often frustrating to try to teach colleagues who just don't seem to get it.
In my experience, professional development for teachers to help learn new technology skills is mediocre at best. For the most part, the sessions I've been to have had too many technical problems to allow teachers to actually dive into the technology and get their feet wet, or the sessions are way over the heads of the novice. In either scenario, the teachers who most need to feel more comfortable get frustrated and give up. | The advantages are many. As I mentioned before, sharing resources over the internet has been a huge plus for me. I have also been able to purchase items created by teachers through sites like classroomteachers.net for small amounts of money. Instead of spending 27.00 on a resource book at the teacher store and not using most of it, I can spend 3.00 on something that is perfect for my needs. Bottom line, the internet saves me time and money and improves my teaching in the process.
| Being interested in new technologies is the biggest help to me, as is a willingness to try new things. I understand that the best way to learn something new is to play around with it - be it a new iPod, a new program, a new electronic device.
I think you also need to be willing to let your students play around with things, rather than trying to control everything they do. And you have to be OK with knowing less than your students do about technology. Sometimes, you can learn from them too. | I hope that educators will be using technologies in the future in many ways: to collaborate with others more effectively, to keep records and analyze assessment data more efficiently and effectively, to reach students with many different learning styles in ways that might otherwise be impossible to implement, to allow students access to more self-directed learning opportunities. | | . | 9/22/2009 18:48:25 | Roger Hanley | Portland, Oregon | | Educational Management Organization | Yes | | Technology is the vehicle through which instructional practice CAN change, so that the problem of facilitating learners in an engaging, authentic, contextual, and personalized way CAN actually happen. Guided by expert facilitators, and with the appropriate technologies, today's students have the opportunity to collaborate across borders and globally, working in virtual teams focused on any number of "projects", aligned to the curriculum of course. The potential to really change the way we teach so that it aligns with the way students are demanding to learn has been motivated by technology innovation, and the solution will be enabled by that same technology. We can use technology to enhance our ability to give multiple-choice tests, or we can harness it to provide students with experiences that will enable them in the 21st Century. | | copywrite | | | | | . | 9/22/2009 18:54:05 | | Orlando, Florida | | Tech Facilitator | Yes | | | | | | | | | . | 9/22/2009 19:08:26 | | | | Tech Facilitator | Yes | I am involved in a number of learning groups which means I am guiding my own professional development. I have seen the need to push the boundaries of using technology in the classroom, therefore I have participated in more and more professional development in this area. Also, much of my professional development relates to standards-based, inquiry-based instruction as the pedagogy should be the focus not the tools. | I have jumped off the cliff and integrate technology into every aspect of my curriculum. We have contacted experts, attempted overseas collaboration, and completed projects collaboratively, created digital stories, podcasts, etc. My students (4th grade) blogg on a regular basis, and have a good understanding of Web 2.0 tools. The more students became engaged the more I used technology; also I ensured that the parts of my curriculum that did not include technology still included collaboration and co-operative learning. | | Lack of equipment (not software). Lack of understanding of administrators of the impact of technology and inquiry based learning. Blocking of sites by districts. Lack of accounts for students under the age of 13. The lack of free programs that enable the use of eportfolios, wikis, blogs, digital media sites, that allow security. A lack of understanding of teachers about the need to change pedagogy so that students drive instruction and display their understanding of concepts, big ideas, etc, via digital media. Lack of good 3D virtual learning environments. Lack of a laptop for every child. Lack of mobile technologies and associated wireless connections. | Increase in enjoyment of teaching. Increase in engagement of students. Increase in teacher and student knowledge about use of digital media, and digital research. Students learn about copyright, and learn the benefit of protecting ideas while working collaboratively. Students make contact with people from all over the world, and work collaboratively globally. Students participate in, and find, and authentic audience. | Excellent professional development offered by the district. Professional Learning Communities that I have sought out. Webinars and other digital presentations. Training presented in Second Life. Courses on UBD. Classes on inquiry. Watching other teachers using inquiry based learning. | Students will work collaboratively on projects that have meaning and with others throughout the world. The use of mobile technologies, virtual learning environments, 3D learning environments will be more common place. Students will be constantly connected and will be able to respond in a timely manner while being engaged in an problem or activity. However, if our education system is anything to go by it might take another 100 years. We are so far behind :( | | . | 9/22/2009 19:27:57 | | Westford MA | | Teacher (9th Grade - 12th Grade) | Yes | Developing my PLN over the past few years has truly expanded my knowledge and has connected me with other Instructional Technology Specialists around the world. I am the only 9-12 ITS in a district of 5300+ students. Blogs, tweets, webcasts, and online conferences have delivered much needed information on the latest technology, practices and implementation. I am confident that I am providing current professional development and support to my staff and other district faculty. | Utilizing technology has provided additional methods of processing and assessing learning in many curriculum areas. A Blog may be an extension of a classroom discussion and allow time for a student to review and reflect on a topic. Additionally, technology has provided a forum for students to obtain information, analyze to and apply it to curriculum this allowing them to take ownership of their learning. | | TIme and money. Technology is changing so quickly. It is difficult to stay on top of it all, develop training modules and classroom lessons while leeping up a fulltime teaching schedule. Professional development offerings are limited as is the time to participate. Additionally, purchasing hardware and software in a timely manner is a challenge as funding is limited. | | | | Thank you for asking and good luck with your meetings! |
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| | | | | | | | | | | | | | | . | 9/22/2009 19:28:39 | cheryloakes50 | Maine | http://www.cheryloakes.com | Collaborative Content Coach for Technology | Yes | Years ago, 12, I thought it was amazing that I could find a class and take the class online and respond to people in a pretty sterile forum. Now today, I can create my own forum with twitter or Skype chat and I can ask my own questions and gather information from my own network. My learning is personalized for my questions and my time of day.I can learn anytime day or night. I am more apt to share an idea today by blogging, rather than share an idea with one professor. | Technology has allowed me to differentiate in a way I had not thought possible. My training as a special educator had me designing lessons and centers in order to meet the needs of my students. Now I am able to transform a lesson in minutes to meet the needs of my students. | As a person who provides professional development, I use many tools to collect data and make meaningful workshops for teachers and parents. Technology has made my job easier with the integrated tools I use from Google Forms, to spreadsheets to blogs and sites. | If our network has a hiccup or we lose our internet connection, it is a quick scramble to find alternatives. Always have a backup.
When using older equipment that is a challenge.
When using multiple platforms it is difficult to share information provide support to people. With cloud computing the job is easier.
| We can make things transparent to all, we can collaborate and we can personalize the learning with our own voice, video and images. | When I learned about Webheads while on sabbatical, it was a turning point for me. I went from having friends in Maine, to having friends and collaborators around the globe.
I also learned how to webcast a weekly educational show WOW2 with 3 other women. Now I webcast with my friends Bob and Alice in SEEDLINGS. Just by sharing our technology tools and activities we give a lot, but we also learn by having guests on our show! It opened a window to the world, for me, the ability to communicate across time and space. | I think we will break down the walls of our schools and collaborate with the world. I think some of our expert teachers will share their specialized information with the world. | I know that by becoming a Google Certified Teacher that my world has opened that much more. I hope that Google can continue sharing the knowledge and the network.
It saddened me today to see a Microsoft option that involved a subscription fee. I am sure people will subscribe to that just as they do to webkinz and club penguin, but I don't think it will be the answer. http://www.slideshare.net/rashmi/microsoft-parent-toolbox-channel-on-slide-share | . | 9/22/2009 19:48:49 | Mary Ellen Lynch | Quebec, Canada | teacher102.edublogs.org | Teacher (PreK - 3rd Grade) | Yes | Technology has impacted my professional and personal learning tremendously. I started a classroom blog in the Spring of 2007 to share with parents what we were doing in the classroom. From this we have connected to teachers and classrooms across the globe. I visit other classroom blogs and learn from them, too. I have found that the students are very comfortable with technology and quickly learn new tools. They help each other and are very motivated. | Well, I think I am looking more at the process and the product that will be produced - so that I can share it on my blog. | | My biggest challenge is having computers available to my students. I have two mac laptops for my classroom but my schoolboard has restricted my access to my systems preferences, the dock, the displays. Right now I can't even use them with my smartboard or projector. My hands are tied. I am confident that this will all be resolved but by when? I wish that administration could be more supportive of what the teachers are trying to do. In order for anyone to look at our computers we have to fill out and long and involved form!!! | Well, the kids love it and so they are engaged in whatever we do with technology. They want a chance at the computer so they do their best to behave. I learn from other teachers around the globe so my students benefit from this, too. | I think that learning about blogs, and wikis has helped me to break out of the classroom walls and share what we do in the classroom with parents, friends, and people and teachers in other parts of the world. I have become "friends" with teachers in other countries of the world which amazes me every day. Learning about voicethread, animoto, delicious bookmarks, twitter, etc. has been a big support to my program. | | | . | 9/22/2009 20:09:22 | | | | Educational Consultant, Parent | Yes | It has taught me how learning needs to change and what type of things kids can find quickly on the internet,(which I let go of teaching) and what needs to be focused on. Watching what can be and is automated, and how those are low level skills has helped me to see how badly I need to create challenge based lessons that are meaningful, relevant and applicable. | I see when the activities are engaging and they have to think, (make a movie with you traveling through cell...) helps me to see where they have holes in their learning. Just responding to Who discovered America, does not provide such insight. | | Access, taking down firewalls, but being safe, Keeping away the distraction factor. AND bullying is alive and true. They see it, they hear it, and they do it. | Access. I have access to so many resources, and people that I have never been able to do before it is exciting | Collaborating with others, sharing with others, online learning and being show things by other people (need more of the later!) | Hopefully better than now. | We need to hear more about what is working in other countries! | . | 9/22/2009 20:12:07 | | Milwaukee, WI | | Teacher (PreK - 3rd Grade) | Yes | Technology has forced me to become the student who is unsure of themselves. It has made me take risks and celebrate my accomplishments! | The Smartboard has opened up new avenues to me as well as my students. They are excited about their interactions with the bd. | | They don't always work. This can be frustrating because little bodies don't always wait patiently.
| Students are able to create wonderful stories and projects with technology. | Honestly I wouldn't be where I am right now if I hadn't joined Twitter. I followed great people and have learned from the sites the recommend. I have taken this knowledge and incorporated it into my classroom. | | | . | 9/22/2009 20:32:10 | Jennifer Garcia | Academa Britanica Cuscatleca, El Salvador | http://mrsjgarcia.edublogs.org/ | Teacher (3rd Grade - 5th Grade), Teacher (6th Grade - 8th Grade), Teacher (9th Grade - 12th Grade), Information Media Specialist | Yes | It has aided me tremendously in the establishment of my PLN particularly through Twitter, and RSS feeds.It has made me a more independent learner and allowed me to embark on a learning continuum that is nothing short of exhilarating. | I have incorporated technology into all aspects of my teaching, from assigning homework through Twitter and Vokis, to placing my lessons online in order to scaffold student learning experiences. The sheer number of applications, web and other available is amazing, and we are rapidly making them apart of regular teaching practice across the subjects as well as in ICT. | | The great variance of teacher skills or comfort with technology can be quite a challenge to overcome, but not impossible. Most teachers are very enthusiastic and willing to take on new and exciting challenges involving technology when positive encouragement and focused support is provided.
| It makes everything so much easier to deal with documents, student work (vids, projects), admin work and planning. It allows you bring everything into one place on a wiki or site and make it all accessible in real time, a click away. | My PLN, attending conferences and a lot of trial/error and plenty of fun exploring everything new and cool that I come across. | | | . | 9/22/2009 20:33:35 | Kbolmanahaa@gmail.com | Honolulu | ahaafoundation.org | Educational Consultant | Yes | I have discovered that with the use of technology I could make a dream come true. I am developing a way for the history of art and architecture to be available to learners everywhere. I went back to school after getting a PhD in Education to learn web design and created ahaafoundation.org where you will find a course in the history of art and architecture being developed | I was able to use my site to show students Prehistoric Art. I had the room covered with brown paper and gave each student their own set of craypas. You can see the video clip at http://sites.google.com/site/ahaateacherspages/engaging-imaginations | | | The only way to let the world use this site is online. I am hoping a major player will create a site called Great Courses and divide it up according to grades, College courses and graduate courses. MITOCW does not actually present a complete course as none of the lectures are online. At ahaafoundation.org the courses are divided into Micro Lessons. They are usable around the world. | Actually after returning to the university to learn Dreamweaver I found the one to one courses at the Apple Store to be what worked. I learned iWeb and how to use garage band to record voice clips and put them on each web page on the art history site. | There are so many ways that students can learn on the web now. There are so many things that students can learn to do with new soft ware that school should be a lot more fun while learning than when I was there. | Thank you for asking. I am looking for history teachers who I hope to be able to pay to collaborate with The Applied History of Art and Architecture Educational Foundation to take the site to the next level. | . | 9/22/2009 20:38:33 | | Northbrook | | gifted specialist | Yes | I can access materials instantly and utilize tools such as the promethean board to make lesson come alive. I enjoy collaborating with the students on the moodle and with other teachers and districts. | Students have access to the world around them and are able to present materials in a professional manner. They may collaborate with each other through Skype, Moodle and other online interactive boards. Stories come alive through digital story telling and they are creating robots through the use of programming such as Scratch. | | My personal challenge is my own lack of skill with the technologies. Fortunately, our district provides help in this area. Also, safety of the children is first and foremost. | | I have taken courses and have used the motto, "one baby step at a time". So I might try to set up one course with one question on a moodle, or try one page of a digital story. Slowly I add on so that I have more of a comfort level with each new technology. | I think education will become much more individualized in the future with connections to real people in the fields studied. | | . | 9/22/2009 20:54:25 | Keith Hamon | Macon, GA | idst-2215.blogspot.com | College or University Professor | Yes | Technology has enabled global networks which have put me at the center of my learning. This is one of the neat tricks of the shift from hierarchical structures to network structures. As a student in an old-school hierarchy, I was at the bottom of the food chain with all the other students, with teachers a bit higher up, and then department chairs, deans, and so on. This is hardly ever an empowering position.
But in a personal learning network, I am at the center. Not top, not bottom, but center. This gives me great power to pursue the learning that is important to me, to create my own educational program. I am my own universe - ity.
But here's the real magic: so is everyone else. In a network, we are all in the center, all empowered to work the network—adding value and taking value—to meet our goals. Nothing enables the neat exchange of value (whether knowledge, money, or YouTube videos) better than a network, and it's the technology that has made network on a global scale possible. | The shift from hierarchical instruction to personal learning networks has radically changed the relationship between me and my students. They are now a part of my personal learning network, just as I am part of theirs. I add value, but I also expect value in return. This is a difficult concept for many students to grasp: that they have value to bring to the discussion, for they've usually learned that in the classroom, only the teacher says anything important (too often, only the teacher is empowered to say anything at all). | In a hierarchical organization, a person's value is determined in large part by how many people are beneath them in the organizational chart. In a network, in contrast, a person's value is determined by how many people are willing to connect to them. Networks allow people to flow around anyone who adds little value to the system, or who actually destroys value in the system. Networks isolate problem or lazy nodes, and in a network, an isolated node is a dead node.
Like Google, I've learned that if I want to be valuable in a network, then I must add value. The more value I add, the more people want to connect to me. The more people connect to me, the more value I can access. In a network, everyone can win, not just the few at the top of the pyramid. | The biggest challenge is still the reluctance to shift from hierarchical command and control structures (from classes, to departments, to schools, to universities) to network connect and collaborate structures. We have the technology to make the shift, but we do not yet have the conviction that it's the right thing to do, we do not yet have the confidence that it will work. | In the near future, humankind will create, market, and distribute almost all value through digital mediated networks because, in most cases, connect-and-collaborate creates more value more easily for more people than does command-and-control. The digital technologies that allow me to connect and collaborate now create more value for me now and position me very nicely for the future. They do the same for most everyone else, except for those at the top of the old-school pyramids. | The key techniques and tools are those which help you create value for your network and get it out there to your network. Of course, these same tools allow you to mine value from your network. The engines that drive my PLN are blogs, wikis, chat, RSS, bookmarking, search engines, and email. And these tools are becoming only more elegant and more powerful each day. I can't wait to see the next big thing. | To connect and collaborate. To create. To exchange value in a creative ecosystem. | | . | 9/22/2009 21:18:44 | Betty | Jordan | http://www.sullivanbookblog.blogspot.com | | Yes | My PLN is accessible through Twitter, where I have learned and shared much about many professional topics. RSS feeds provide access 24/7 professional information and make it accessible whenever it suits me. Eluminate and UStream provide ways to view, hear, and interact as a speaker provides information. | I collaborate with teachers and they expect me to help them use technologies in curriculum. There is a lot of technology associated with media centers and the students expect me to be familiar with it. | N/A | Poorly working/broken computers, frequent changes and updates, cyber safety, ethics, lack of training, lack of time to learn how to use it. If someone doesn't have a natural curiosity to use technology, it is difficult to get them to use it. | Engaging to students, speaks their language, can help you work more efficiently, allows for communication with others outside your school/country, etc. | Attending conferences, using Twitter, RSS feeds, nings, listserv. | More programs that are computer based to allow for more individualized instruction, more emphasis on student groups/teams, with these teams solving problems and thinking critically - by communications with others outside from the school. | | . | 9/22/2009 21:26:58 | | | | Instructional Technology Coordinator | Yes | Technology has made my learning much more efficient. It has provided many opportunities for collaboration and given me the opportunity to find solutions to questions. It has provided me with wonderful lesson plans and activities.
| Technology has provided me the tools necessary to teach the 21st century learner. I am able to use the tools that my students are using and to allow them the opportunity to learn differently than their parents. | | Getting teachers on board with the use of technology. Both seeing the importance and also time for training. We make assumptions that younger teachers use technology more often and I have found that to not be true.
Administrators need to better understand technology and use it more themselves to see how it can empower both students and teachers and that it can make teaching and learning more efficient. | 1. efficiency
2. collaboration
3. communication
4. information gathering
5. publishing to a large audience | staying updated on technologies
spending time learning new technologies
| | | . | 9/22/2009 22:05:53 | Lisa Linn | Oceanside, CA | | Teacher (6th Grade - 8th Grade) | Yes | I has completely changed my life -personally and professionally. Sadly, I work in a very conservative district in CA -we have no money and no ed-tech director in the district. Additionally my district site admin's will not even consider some of the tools I consider to be part of a basic wen 2.0 arsenal. | It has frustrated me to tears! We have little, and what we have is far from adequate making instruction with tech, or requiring tech almost impossible. I have purchased my own projector, and tablet PC, as well as cables and peripherals. | | Not having any. | My PLN has helped me in more ways than I can enumerate. | Connecting to the best ed-tech people in the world by every means possible. | | | . | 9/22/2009 22:09:38 | Adrienne Michetti | New York City | http://msmichetti.edublogs.org | Teacher (6th Grade - 8th Grade), Teacher (9th Grade - 12th Grade), Full-Time Graduate Student | Yes | It has impacted both dramatically. My professional development has been expanded most notably by social networking applications like Twitter, which allow me to connect with educators and other like-minded individuals whom I would likely not have had contact with before. It is also increasing my accessibility to research, ideas, and implementation challenges. It has affected my own learning in the sense that I feel much more in control of my own learning than I did before I used tech so much! | Technology has impacted my instructional practices by really opening up the classroom, in so many ways. It allows my students more control, and more interaction beyond just their desks or the 4 walls of the room. It provides opportunities for learning that were not there using "old" models, or perhaps they were there, but difficult to access. | | Working with colleagues to collaborate using technologies. At times, using digital technologies in schools is difficult because other colleagues are intimidated, even admin. Admin support (or lack of it) is also a challenge. And, hardware and logistical issues can be challenging at times, too -- e.g., why won't this projector "talk" to my computer? why did this website work yesterday but not today? | Being exposed to new ways of thinking, new research, new or recycled practices, new instructional ideas -- basically, it opens the network of choices and support. Support is really key -- having a community of other teachers (and learners) is helpful in making progress of my own. | Finding technologies to fit instructional goals, and NOT the other way around. I think trying to "fit" technologies into places where they don't belong is the wrong way to operate. It works best to look at instructional goals first and then find the technology to support those goals -- find what works! Just because VoiceThreads are hot topics on Twitter does not mean they will work for your goals, or your students. | I hope educators will be using them to open things up even more, to the point where the educator truly is the facilitator, in the wings, rather than on the stage at all. | | . | 9/22/2009 22:47:19 | | | | Teacher (9th Grade - 12th Grade) | Yes | allows me the opportunity to learn anytime, anyplace. | Engaging the students | | Money | | | | | . | 9/22/2009 22:49:29 | Deven Black | Bronx, NY, USA | http://educationontheplate.wordpress.com | Teacher (6th Grade - 8th Grade) | Yes | Technology has not had much of an impact on my school-provided professional development, but I have sought out technology-related professional development on my own by attending the 2009 National Educational Computing Conference and by forming and learning from an extensive Personal Learning Network (PLN) on Twitter.com.
My PLN includes teachers, administrators, librarians, professors, tech coordinators, educational theorists, artists, musicians, authors and scientists from across the US and countries as diverse as Brazil, Japan, Australia, Abu Dhabi, and South Africa. By interacting with them I have learned about the advantages, cautions and techniques of integrating technology into my teaching; opportunities to collaborate with teachers and students around the world; funding sources; and so much more.
My school is just taking baby steps in terms of teaching about and teaching using technology. By taking responsibilithy for my own professional development using technology to learn about technology I am in a position to be a professional development provider to my school-based colleagues, | For the first time this year, I will be teaching about the use of technology as I teach social studies content. I will be teaching students how to use technology in research, for organization of information and materials, and for presentations. We will be using blogs and wikis and perhaps other social media to share learning, establish and participate in collaborations across classrooms, grades, and between our school and schools around the world. I am excited about teaching in ways previously unavailable to me. | | The first challenge is availability. As in so many other areas of education, the funding and distribution of technology is inequitable, with schools in poor areas having far less than schools in wealthier areas. Additionally, technology is changing so quickly that even when a district or school makes an adequate investment in the latest technology one year, what it buys is obsolete two or three years later.
A second challenge is reliability; inadequate bandwidth, insufficient care and maintenance, and inadequate wiring and electric outlets all interfere with widespread technology use because they make it hard to plan on the technology working.
The third challenge is teacher resistance to, reluctance regarding and lack of confidence in using technology, some of it caused by inadequate hands-on training. This lack of training is a function of diminished budgets, time constraints, a shortage of equipment on which to practice, and a shortage of experienced mentors and instructors in the use of technology. The rest of the reluctance comes from an unwillingness to risk appearing ignorant or less-than-perfect to students.
Despite the mission statements and other platitudes about creating learning communities, the opportunity to learn alongside students, to learn from more-technically-adept students, is exciting to me but scary to most of my colleagues who are afraid of ceding control of the classroom.
| Student engagement, richer and more varied presentations, increased student and teacher creativity and collaboration. | As I mentioned earlier, I have sought out learning about and experience with technology through conferences and through my PLN on Twitter. After that, it is practice, practice and more practice to become familiar with a particular aspect hardware, software and cloud-computing. | Educators have always used technologies. Slates and chalk were once revolutionary and controversial advances in classroom technology. Just as modern teaching methods have evolved from chalk to dry-erase markers to interactive whiteboards, the evolution of technology will continue to advance and do so with increased speed. What seems cutting edge today will be obsolete tomorrow, replaced by hand-held computers with cameras, telephones and more built-in, exponentially speedier communications, and collaborations that will defy time, place and language. And there will always be resisters, demagogues and other Luddites contending that penmanship is still an essential skill. | | . | 9/23/2009 0:20:05 | | | | Retired Middle School teacher | Yes | Because I am doing some workshops on leadership, I have forced myself to become more astute in the use of technology for research, presentation, planning, storing, and organizing information. | I am no longer in the classroom on a daily basis. I have done some seminars on a college campus to students in the college's leadership program. I have used technology to make my presentations more interactive. It has also allowed me to be more prompt with critique and feedback. I want to be able to provide an interactive website where students can submit their projects on the computer and collaborate with partners as well as access handouts on line. | | Keeping up with the latest equipment can be costly. | Speed in preparation and effective presentation are two of the most notable in my post-retirement endeavors. | | | | . | 9/23/2009 4:18:09 | Khalil Zakari | Morocco | http://ed-links-morocco.ning.com/ | Educational Consultant | Yes | Yes, technology has and is still having significant impact on my professional development. It has offered me opportunities to empower my learning by making at my disposal an array of resources to draw from and make use of. | I am currently working with teachers | Technology has given me a chance to create, communicate and contribute to the development of the teachers I am supervising as well as to the emancipation of my own professional identity. | Getting teachers do away with the inhibitions they have towards these digital technologies. | + New channels of communication and exchange
+ A new tool to make teachers voices heard
+ A new tool to ease networking | A strong desire to eliminate Professional Atrophy, that feeling that someone has done it all before. | No doubt | There were times we were wondering whether computers can teach. | . | 9/23/2009 7:22:15 | Sarah Thomas | Olney, MD | http://teach2connect.wordpress.com | Teacher (PreK - 3rd Grade), Teacher (3rd Grade - 5th Grade), Teacher (6th Grade - 8th Grade) | Yes | Technology is an integral part of my professional development. I am on a constant search for new tools to enhance my teaching practice. I have found that using google docs to maintain all of my lesson plans, objectives, student work templates has significantly reduced logistical nightmares. My own passions for learning have been fueled by technology. My focus in teaching and professional direction have taken a turn because of this new passion. | Working with technology has significantly enhanced the quality of materials available for instruction. Students in music no longer sit idle listening to the orchestra, they see the orchestra on screen. They can use interactive media to experience different sounds and create original work.The use of social networks, such as NING, allow for instantaneous, collaborative reflection. | | As a music teacher, using a PC instead of a Mac is frustrating, but work-able. More than anything we struggle with bandwidth issues which prevent us from a 1:1 program. I personally struggle with some of our firewall choices for students, but have open access as a teacher (not a challenge, rather a blessing). | Student Engagement! My students get so excited about using digital tools in the classroom and are thinking at a higher critical level when they face "techno-problems". They don't even realize they are building problem solving and team work skills. | Learn by doing! The more time I have had to explore and practice, the more comfortable I have become with tools. Static PD is no longer effective, it simply must be interactive. | | | . | 9/23/2009 7:54:42 | Jeff Horwitz | St. Louis, MO | globetrotters.wikispaces.com | Teacher (PreK - 3rd Grade) | Yes | The power of a personal learning network and the amount of good ideas available at the click of a mouse has transformed my learning immensely. I have been able to pick up many good ideas at one time and become a conduit for disseminating these ideas to the rest of my school thereby increasing the technology impact in my own school. | Technology has allowed my teaching to become more and more student centered and data driven. I also think that technology has made my teaching all that more engaging. | | Of course there are challenges that are associated with using digital technologies in schools. Sometimes things just don't work and that is especially scary when you rely on them. Some teachers, administrators and parents fear some of the open networks and web 2.0 technologies and are not prepared to open their children up to the world. | One of the advantages of incorporating digital technologies into my professional practice is getting the wisdom of the crowd. I get to see what others are using and are willing to share and I am now collaborating with strangers around the world. It also makes it so most of my lessons are housed on the cloud and can be accessed anywhere. I have been able to take the learning environment and expand it beyond my classroom doors. | I have always been a digital learner and educator but web 2.0 tools has made it easier for me to share this passion with others. | It is hard to predict how technology will be used by educators. There are still many educators who are slow to adopt these technologies and to give up control of their classroom. I think things will become more and more individualized and more and more students will have their own personal laptop or other digital device to enhance their particular learning needs. | | . | 9/23/2009 8:41:23 | farimah schuerman | new york | www.academicbiz.com | Educational Consultant | Yes | I've been working in the field of PD for 20 years, on the commercial side. I have worked with a broad range of companies, advocating for the use of technology in synchronous and asynchronous settings. I have seen many instances where the technology has really liberated the educator to learn what they need, when they want. I continue to see teachers in particular, look for social settings in which to learn. with the convergence of social networks and online learning and technology tools, I believe the forces are in place to see it really take off. | I've observed it engage students in their everyday classroom settings by enabling self-expression using the media tools with which they are familiar. I've also seen it work wonderfully well in self-paced learning situations. | na | There is a tendency to try for uniformity and consistency across multiple classrooms. there are also issues of parity in access to equipment and software/web. these situations don't encourage explorations or invention, and inhibit things from getting started, sometimes. | na | consistent exploration, experimentation and access to the communications sources that educate and inform. | I think it will be a while before the mundane gets managed and educators can really flourish with new ideas and methods. Many will get stuck in the utilitarian aspect and may not move to the next level of mastery. | There are many best practices to learn from, and then, we need to encourage experimentation and exploration to expand from where we are today. | . | 9/23/2009 8:53:32 | Lisa Cole | Tulsa, OK | www.benchmarktutors.com | Teacher (PreK - 3rd Grade), Teacher (3rd Grade - 5th Grade), Educational Consultant | Yes | It has caused me to become more self-directed and excited about education. We needed a new direction and technology has infused so many new ideas for learning! | | | Firewalls! | Organization and time management | Understanding and using Web 2.0 technologies | Online collaboration, study halls, utilizing student groups. | |
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| | | | | | | | | | | | | | | . | 9/23/2009 9:16:04 | Greg Thompson | Madison, Wisconsin | http://www.constructingmeaning.com | Educational Consultant | Yes | A. I earned my MA from Pepperdine in their online masters program in educational technology. Though not currently employed in a school district I continue to learn about the art of teaching by maintaining a blog about ed tech (though not recently due to constrictions from work), following a wide variety of educators on Twitter and FB. I continue to grow as an educator through the connections made available to me via technology pipelines.
B. Technology has opened so many avenues of learning for me. Just citing two tools (Twitter and FB) I find that I am able to pursue more rapidly and effectively areas of learning that I find I need to grow a greater depth of knowledge and understanding about. | I am currently not working with students, but when last I was in a classroom I found that technology freed me up to do so much more and to expand my opportunities for teaching. I regularly used IM to work with small groups of students discussing literature assignments and history research. I was able to do little presentations on a weekly basis, outside of the classroom, to expand my "face time" with the students. I also used IM as a tool to put students in small "reading circles" outside of the classroom - requiring them to send me a transcript of their discussions. The discussions were seeded with a set of three questions from me and often ended up going much further than I required. | | Teacher fear. There are so many myths out there about the dangers of technology in schools or in general, that teachers are fearful of using it. Additionally, there are many educators who do not want to undertake the work necessary to effectively implement technological integration into the learning environment.
The greatest hurdle however is a lack of vision on the part of many teachers. I don't mean they lack educational vision, but their vision contains blind spots in the area of technology. Teachers need to experience an immersive training program that puts them deep in technology. They need to do serious learning within a technology rich environment so they can see how it can happen. This should also include an action research component that they are required to either publish or publicly present outside of their own school or district. | The wisdom of others. I learn so much and gain such insight by reading about what others are doing. I am currently working with a former student who went on to become a high school literature teacher (it is my favorite story about a student), he wants to know how to bring technology into his own practice and his classrooms. I am mentoring him privately and it is an amazing experience. | Setting aside the fear of failure. Shortly into my career (20+ years long) as an educator I decided that failure was my best tool. I decided to research, learn, and try . . . and if it failed used the failure to improve. I also made the choice to just try stuff - software, hardware, techniques, etc. My learning was always organic and authentic. | No clue. That is the honest answer. It all depends whether or not colleges and universities change the way they prepare teachers. Unless there is major reform in the preparation of future teachers I fear that our schools will maintain status quo - which is, keep doing what they have always done . . . not because it is right, but because it is easier.
It all begins at the "Go" square and how you design schools of education . . . until these incubators of tomorrows teachers change - education won't. | Personal note: I appreciate all your work! I follow your online presence because it is a great place to mine ideas. I miss tremendously and wish I could find an avenue to bring new ideas to the training of teachers - you are an inspiration to keep doing what I do. With an impending job change I will be freed up to work on blog again - that I hope will be an inspiration to other teachers. Keep up the great work Lucy! | . | 9/23/2009 9:17:27 | Jane Ross | Indonesia | Http//swatechnology.wordpress.com | Integrator K-12 | Yes | Transformed my learning. Just completed MEd Tech. I have access to multimedia unlimited up to the minute info And people all over the world. | I focus more on teaching students to be self directed learners and not to be held back by their teacher (who is battling to keep up). | Easier to keep connected and up with what the classes are doing. Easier to give more regular and personalised feedback. | Troubleshooting - I am in a pioneer school in regards to tech integration for Indonesia. No schools in country that we can ask for help from. | Too many to count. I love to see students learning more deeply, more accelerated and with such enthusiasm! | Willingness to learn from my students. Confidence to use new technologies even those that I can't use fluently in my teaching. Having an online presence via Twitter, blogging, FB and others. | Like a pencil | | . | 9/23/2009 9:24:56 | Katie Morrow | O'Neill, Nebraska | www.mrsmorrow.com | Technology Integration Specialist | Yes | I graduated college as an elementary teacher. When wanting to get my master's, the Ed Tech degree didn't even fully exist at my school of study. I was able to take courses from a variety of institutions as well as develop my own professional development experiences to fulfill the requirements of the the Masters. It was an incredible experience. Being able to take courses via distance learning, online, hybrid, start technology camps for kids, etc.-- I learned so much more than I could in a traditional graduate degree program within classroom walls.
Technology enhances my personal/professional learning EVERY DAY. I listen to podcasts while I run, I use ichat and twitter for gaining advice and learning from my professional peers, I watch online videos to learn more about software applications to broaden my skills, and I attend conferences both physically and virtually to continue learning. I have always loved school, but I can honestly say that since the rise of technology and information accessibility in the last decade or so, I truly LOVE LEARNING. I love the fact that I don't have to pay hundreds of dollars to take a class. I love that I can research instantly questions that I have, instead of questions posed by an instructor. And I love the community of learners that I work with every day in collaborative ways. I am not alone, and I feel smarter every day because of who I am learning WITH online as well. | Early on I realized that technology was both the hook and the bridge for my students. Whether teaching grammar or algebra, using technology captured my students' interest and leveled the playing field for all ability levels and backgrounds. Working with upper elementary students I was able to empower my students into taking a more active role in the education when incorporating technology into their learning. The students could be teachers themselves and were often accessed by adults on staff and in the community as the local experts when it came to technology. Currently I teach in a junior/senior high and technology now allows me to access my students outside of class, improving communication and collaboration and therefore relationships as well. It allows the learning to continue beyond the bell, and facilitates more authentic learning as students create projects that are shared with the world, not just the teacher and the trash can.
| | Filters, of course,
Distractions for students-
Teacher competencies... never enough time to keep the teachers up to speed with the students
| I live in a very small, rural, geographically isolated community in the middle of nowhere (I mean, Nebraska!) All kidding aside, digital technologies have opened up the world to me and my students. I have had incredible opportunities of traveling, video conferencing, collaborating, etc., that never would have been considered or even possible without digital technologies. I am able to seem differing viewpoints on a daily basis and expose my students to them as well. | Podcasting for sure... both as a consumer and a producer of media distributed via the web
Social bookmarking is huge with me, as is blogging, and web publishing in general-- getting feedback from the world outside of my small, isolated community. | Hopefully more seamlessly, more "invisible." We definitely need to focus on 21st century learning skills, not necessarily just the tools or the toys. We have a long way to go to transforming teaching and learning into something that is more purposeful and higher-level for students, but technology definitely gives us a starting "boost," if we use it correctly. I see more learning taking place asynchronously and in non-traditional spaces in the future. And I hope that students will continue to be more in charge of their learning and their learning plan, and we as teachers will be guides and co-collaborators in the learning process. | | . | 9/23/2009 9:27:36 | Hiliana Leon | Chicago, IL | | Teacher (PreK - 3rd Grade), Teacher (3rd Grade - 5th Grade) | Yes | As a result of the many resources available, I have built a professional learning network that has allowed for my own growth. The collaboration and ideas have expanded beyond my four walls and have reached different parts of the world I never imagined. | Technology does increase student motivation. The resources have allowed me to integrate technology into all subject areas while still covering the state standards. | I am not an administrator but as the school technology teacher, I feel that I am a school leader. Teachers look for guidance and suggestions everyday. I've been very fortunate to work with administrators that have embraced technology. Without their support, this area of schooling would not be successful. | The challenges we face are very similar to those that schools must confront. This can be budget cuts, shortage of qualified personnel, teacher buy-in, training, among other things. | As educators, we have a responsibility to expose our students to the tools that will help them succeed in the future. If we do not incorporate digital technologies in our schools, there will come a time when our students will get this outside our building.
By using the most current technologies and making it a part of the daily classroom learning routine, students will see the connection between school and their daily life. This will influence their career choices and It will motivate them to continue with their schooling.
| I have learned the most by just rolling up my sleeves and experiencing technology. Every step I took made me want to continue learning. | As technology changes, so will education. It is here to stay and we must embrace it or risk not being prepared to compete with others in the world. Technology will continue to be a big part of students' lives and it will not be a separate entity in the classrooms. It will at the core of every students' learning. | | . | 9/23/2009 9:37:51 | Nathan Lowell | Greeley CO | http://durandus.com/phaedrus | College or University Professor | Yes | "Technology" is too broad a term. It includes thinks like "speech" and "writing," "heating" and "lighting" and "architecture." We all use those all the time and have for centuries.
My ability to connect using modern communications tools like networked computers and cell phones has given me access to people and ideas on an unprecedented scale. With RSS I can survey the best of those ideas and dig deeper into the ones with particular relevance.
My ability to create my own content using digital media - graphical, text, audio, and video - has given me the opportunity to explore my own thinking in a variety of vernaculars, to express them in different ways, and to learn from the differences that each vernacular imposes. It also gives me the opportunity put my ideas into the stream and to have them validated -- or repudiated -- by reality. That's real "assessment" that cannot even be approximated by schools. | "Technology" per se is a meaningless term in this context. (See above)
Access to networked computers has had a huge effect, however.
I put all the same tools that I use for my own learning into their hands. I tailor my teaching to use those tools and model how I use them to learn with. They get practice in using them for learning and some few of them continue to use them when the class is over. | "Technology" per se is a meaningless term in this context. (See above)
Access to networked computers has had a huge effect, however.
I can communicate with my team in a variety of ways, using a variety of media. It allows me to form closer bonds with my peers and to form peer relationships with a wider range of people, both inside and outside of my organization. | Many of the stand alone technologies are readily available but over 6million teachers learned to teach before 1993. The key barrier is getting those teachers' skills upgraded so that they understand what the tools are and how they may be used. "What good is a digital camera?" "How could I use an audio recorder?" "What kind of video can we make with simple software?" These tools don't require major money expenses but do require significant learning on the part of the teacher -- not just in use and operation, but also in shifting pedagogical paradigms.
Connectivity issues and blocking policies that protect schools while placing children at risk are both administrative level problems that preclude most teachers from using the tools they'd need to gain the most benefit from the use of these digital technologies by denying students (and teachers) access to authentic audiences and participation in wider communities of practice.
The political environment that holds that it's better to do something than to be seen as doing nothing -- even if what's done is not effective or particularly useful -- is a third major challenge. We have to find the political will to address the idea that "If it protects/help just one child, it's worth doing." That's a false statement if what you're "doing" hurts millions more to protect "just one." | The problem is that if you don't incorporate them, you can't assess what advantages they may have. I view "professional practice" as art. I'm constantly exploring the boundaries of my art - constantly evaluating this or that tool, toy, trick, and technique to see how it works and how I might use it. Some of those evaluations take weeks. Some show benefit after only a few minutes. Some evolve over time as my level of expertise and fluency changes and they become more integrated into my art.
I don't know that I would say that there's a carte blanche advantage to "incorporating digital technologies." If one isn't willing to spend the time to actually look at them, try them out, play with them, figure out how they work, and then decide the value of that particular tool or technique in one's own practice .. then just a blanket statement like this doesn't mean much.
I *do* know that without the use of these tools, I'd be staring at the four walls of my classroom, talking only to the people in the sound of my voice, and relying on a pool of resources bound by physical proximity and local ideology. | I don't think of myself as a "digital" anything. I'm a learner. Some of the tools I use most are digitial. I'm still analog, but my sources are frequently delivered using digital media.
Likewise, I'm just a teacher. My messages can be delivered more widely, faster, more conveniently, and with greater effect if I use digital media to encode and transmit them, but the messages themselves aren't "digital." | I think the biggest promise is for educators to recognize the power at their fingertips to become learners. With simple tools and low impact techniques, teachers can take control of their own learning. Professional development can become something they do FOR themselves instead of something that's done TO them.
The axiom is that teachers teach the way they were taught. We need to break that cycle and it has to happen in the classroom - not in the teacher prep programs. We need teachers to understand how to learn with these tools -- just like they learned how to learn from books and libraries -- so that they can then learn how to teach with them.
| We need teachers, administrators, parents, and politicians to understand that Education is only tangentially related to Learning and with all the emphasis on Education, we're sacrificing Learning on the altar of Accountability. | . | 9/23/2009 10:25:23 | Maria Conte | West Hempstead, NY | | Teacher (6th Grade - 8th Grade) | Yes | Technology has made available to me more ways to learn in different settings. I can take an online course from home or collaborate with collegues using blogs when we're not able to meet during the school day. It's given me a window outside of my classroom to learn about so many people and topics I wouldn't have the time to do otherwise. | My students have technology infused in what the do on a daily basis. I have a Smartboard in my classroom that allows me to access information quickly. It also allows me do display information and present it in interesting and exciting ways. | n/a | There are times where we don't have time to complete the project in class. All students don't have the same software, interenet access or hardware to complete an assignment from home. | There are endless ways students can show what they've learned. | The abiltiy to explore different things through hands on workshops or collaboratively with my peers. | I know that the days of the pencil,paper and text book are numbered. I view students having a compact poratable computer they will be using to help with all their learning. | | . | 9/23/2009 10:41:43 | Daniel Indiciani | Wilmington High School, Wilmington, MA | | Teacher (9th Grade - 12th Grade) | Yes | Technology has allowed me to present information in different ways. It has allowed me to access information more easily for my own learning. | I can present current images, video, and sounds beyonf the traditional CDs and transparency images. | | In my school, some sites are restricted. Therefore, I must use other methods to present current and curriculum-related video and sound. | One advantage is that I can present current images, videos that present contemporary views of the places that we study. | The Microsoft programs are useful, as well, as websites related to the textbook packages that we use, are useful for me. | | | . | 9/23/2009 10:53:15 | | chicago | | Educational Consultant | Yes | | | | Schools need a mix of 4 things to be successful with Technology: Leadership, Infrastructure, Training, and Support. Schools often only account for one or two of these factors.... | | | | | . | 9/23/2009 11:52:12 | | | | Educational Consultant | Yes | | | | | | | | | . | 9/23/2009 12:21:18 | Cathy Smith | Oakland ISD | http://www.oakland.k12.mi.us | Educational Consultant | Yes | I was a tried and true non-techie that has been converted!!! based on one major principle that it is not about the technology as much as it is about tools for good "facilitation based " instruction.
I been developing integrated curriculum that incorporates various technologies and have also developed multiple online courses. I am using Moodle (discussion forums, wiki and RSS feeds) and other online utilities for the professional development I teach.
I also am using Linked In as my personal learning network as I have a corporate background as well as k -12 and higher ed. I have connected to folks all over the country involved with teaching in schools and in corporate training rooms.
How has is affected my own learning?
The technology enhances connections I am able to make for leaders, teachers and students with what is happening in the world of work and why it is important for educators to do whatever it takes not to let students get behind in these skills or they will not be ready for their futures.
| My students are administrative leaders and educators and they are somewhat resistant to change and yet we are making headway with many! | | Blocking ...resistance, lack of skills or educators and sometimes not feeling the urgency for the need to change
The biggest ethical dilemma we have in schools is that we have technological literacy standards (NCLB) but we do not require teachers to be technologically literate (not in any job descriptions, or union master agreements that I have seen) Concerns me for the students and also about the teachers career future in education as private industry and post-secondary education are already there with technology and we in K-12 are getting further and further behind | I can talk with my students, educators, etc, in real time, anytime, when I am at my best (mornings)
It helps the students who are slower learners to pace themselves, teaches and encourages better writing skills, slows down the talkative student and challenges them to think deeper, and allow the quiet student to have a voice. Online learning also allows students who want to accelerate their skills as well. |
"Facilitative constructivism" based learning techniques.
Professional development in online learning system feature and teaching strategies
Internet exploration/trying out tools
Networking with other online instructors/mentors
| For communication with students and parents after hours
For learning outside the classroom and inside the classroom
Students mentoring each other with technolgy about tecnlogy
Cell phone test
RSS publications
File retrieval
Citation making
Blogging to compare opinions
Technology based mentors from the work place for students
Virtual field trips
Internet based research on careers
| Where will this survey be used published..would like to see the results | . | 9/23/2009 12:45:20 | | | | | Yes | | | | | | | | | . | 9/23/2009 13:10:59 | | | | | Yes | | | | | | | | | . | 9/23/2009 13:14:06 | | | | Teacher (3rd Grade - 5th Grade) | Yes | | Students seem to be more engaged in learning when they are using technology. | | Some challenges occur when connections fail or a specific laptop has an issue. It is then necessary to become flexible and quickly adapt to alternative means. | Professionally, technology can be overwhelming with all the choices available for both equipment and software programs | First by attending some type of training. Then taking small steps to implement one new idea. Finally,expanding on the small steps. | Younger teachers will use technology to its fullest. They have been exposed to it from a young age. | | . | 9/23/2009 13:15:18 | Matt Walsh | Brownsburg, IN (suburban Indianapolis) | http://edweeksmartedteach.blogspot.com/ | District Curriculum Coordinator | Yes | We use YouTube-type videos to provide inservice to teachers. Topics include differentiated instruction, curriculum mapping, and service learning.
Nings and Moodle also provide collaboration where book studies take place, lesson planning may be vetted.
In addition, podcasts are created to provide teacher inservice. | We have established collaborations with Turkmenistan using Skype and other web 2.0 tools. | We are seeking ways to save teachers time by using collaboration tools such as nings and Google docs. We continue to use online courses such as Novel Stars and Moodle to extend learning for students. It provides them with diffferent types of access to learning as well as blended environments.
We are allowing teachers to use mobile computers (cell phones)with students.
As we move away from adopting textbooks, we are using 1:1 computing and open sources. | Technology malfunction and access. | The learning process is global and relevant. | Jump in and try! See the potential and try to make it work. Currently, I am experimenting with Adobe Connect. | That's the ultimate question. | | . | 9/23/2009 13:51:52 | Christopher Tully | Jamison, PA | http://www.mmt-mbit.ning.com | Career and Technical (Grades 10-12) | Yes | I teach Multimedia Technology. For this reason it is easy to make connections to "real world" applications and infuse new technology into every day learning. Six years ago, I started producing Podcasts in order to assist students who needed remediation. With the success of using the Podcasts, I have used all professional development hours to learn about new technologies. In addition, I have now been provided the opportunity to train to others. I have provided in-service training for the teachers in my building. I have also trained for teachers in other districts through our Intermediate Unit. Most recently I have taught two college courses teaching teachers how to incorporate technology in their classes. This course included Podcasts, Wikis, Blogs, Forums and digital media. | As mentioned, technology is what is taught in my program. However, last year we started using Blogs as a means to discuss trade articles, topics in our textbook, extend discussions in our class and provide an additional means of communication amongst the students and myself. | | The biggest challenge is accessibility. It is not too often that I have students who do not have access to the technology. However, that has been one of the biggest challenges. Other than the accessibility I have not had many challenges. | There are many advantages to the use of digital technology - too many to describe in this short passage. The few that I think are most important are the relevance to the "real world," the student's means of communicating, how they access information and what they use for leisure and recreation.
Many businesses today rely on accessibility to digital media from e-mail, to computer-based training, to telecommuting, all employees are asked to use some form of technology. Having the students access this information and use it in school will better prepare them for the workplace.
The majority of the kids today access their information and communicate via the web and cell phones or now the web on their cell phones. Using applications like Poll Everywhere allows students to interact using the tools the know.
Most students use gaming and other forms of technology for leisure and recreation. Using games on an iPod Touch to teach skills makes it more interesting and interactive. | I think computer-based training and social networking has been the most useful technique. | I can only imagine. I would like to use more student developed instructional materials through the use of distance learning opportunities with schools around the world. | | . | 9/23/2009 14:17:22 | Curby Alexander | University of Illinois at Springfield | http://www.curbyalexander.net/blog | College or University Professor | Yes | Technology has impacted my learning and professional development in a profound way. Until 2005, I would have labeled myself a savvy tech-using teacher, but most of my technology was teacher-centered and based on desktop programs. After entering an IT doctoral program in Fall 2005, I was able to start working with teachers and collaborating with very talented professors/doc students about transformative uses of technology in the classroom. Since then, I have worked side-by-side with inservice and preservice teachers to create powerful technology-enhanced lesson plans based on the school's curriculum. Additionally, my own teaching has been transformed through interactive read/write technologies as I strive to model effective practices through my teacher education classes. | I have seen improved student engagement with activities in which I used to struggle to keep their attention. Students not usually engaged with certain learning activities are less reluctant to try new things when technology is involved. They also stay on task longer. | n/a | Digital tools can introduce other unwanted distractors into the classroom. For example, if I link to a YouTube video, there are links and suggested videos -- not to mention a search bar -- that can detract their attention from the task at hand. I also have found that good teaching with technology requires extra planning and more attention to detail. I have to test everything and really think through some of the issues, such as access and compatibility with the school's computers. It's easier to just stand up in front of the class and talk, but the payoff for taking the extra time to plan thoughtful lessons with technology is totally worth it. | Increased efficiency on my part
Increased engagement with the students
More real-world relevance for the students
Better communication with parents
In general, teaching is more fun when I am challenged to learn new things and apply them to my teaching. Movement keeps the waters fresh. | Subscribing to excellent blogs, such as Tech Crunch, Weblogg-ed, Dy/Dan, edfoc.us, Infinite Teaching Machine, etc.
Blogging about my use of tech in my teaching
Working at a research center based on technology integration in schools
Immediately using new tools in my teaching as soon as I find out about them ... even if it's something small. Nothing exposes the dirty secrets of a technology faster than using in an authentic way. | Well, this is a tough question. Honestly, I don't think teachers will ever use more technology than they do now. For one thing, the more common a tool becomes, the less it's considered "technology" in the popular imagination. So, teachers may use more and more tools that are considered technology today, but I don't think there will ever be a momentum shift to where the majority of teachers are at the cutting edge of using new technologies. I do think that some technologies that are now on the cutting will become more common as tools for teaching, just like what happened to LCD projectors and PPT. Some tools get widely adopted and others fade away. One thing that can help change teacher's views of technology as "just another thing to deal with" is to integrate them so tightly with teacher education courses and professional development that participants can't even separate the two. For this to happen, though, will require increased access to hardware/software and a commitment on the part of administrators to make sure everything is kept up to date. | Nice survey ... good questions. | . | 9/23/2009 15:07:40 | Nia Ujamaa | Los Angeles | | Teacher (PreK - 3rd Grade), Teacher (3rd Grade - 5th Grade), Tech Specialist | Yes | Last year all of the professional development was related to technology. We were preparing for the 1-2-1 laptop program and campus wide interactive whiteboards. | I am better about varying with my approach. I'm not just lecturing. They are not just writing, and I like the idea of quick ways to vary my reinforcement...A 3 minute video from this site, a fact sheet for them to fill out on the computer, a game, or a quick impromptu quiz using the remotes. I won't get into the global access. That's a whole other asset. | I am sort of, meaning by title I am a teacher, but by responsibility I am more of an administrator. I vary the tools that I use to disseminate information now. We have a wiki, we are emailing and I am constantly getting feedback through surveys similar to this one. In our Desktop Support meetings we are always using Google Docs to track progress and to collaborate on work to be done. | Too many tools/resources can be overwhelming, while too few can be counter-productive. It is important to find the right balance for your setting and to provide the proper amount of professional development. It is key to deal with the teachers where they are and provide the proper support to get them to where you want them to be. | | | | | . | 9/23/2009 15:23:08 | | | | Teacher (PreK - 3rd Grade), Teacher (3rd Grade - 5th Grade), Teacher (6th Grade - 8th Grade), Parent | Yes | Technology has been a great resource, teaching tool and learning vehicle for me. The possibilities are endless and I'm just getting started! | Technology has had a great impact on my instructional practices. Students are drawn to technology, are comfortable with it and are interestd in exploring the possibilities. My students have filmed weather reports with visual enhancements edited into the film (such as rain, etc.) They have created rebus stories and primary books in French. To be able to prepare a power point, differentiating things by color codes when explaing a grammar point has been a huge help in making things more understandable for students. | | They are continually changing. We need more frequent seminars on how best to use the resources at our disposal. | | We are fortunate to have some very knowledgeable tech support people at our school. They are always willing to help - and to learn - if I ask about something, even if they've never heard of it. Our administration has made the effort to keep us in the know through in-service presentations. | Only apathy and a lack of imagination can limit the possibilities. | | . | 9/23/2009 17:34:49 | Joseph Lamas | Miami, Fl. | http://globaleducationnow.blogspot.com | Teacher (9th Grade - 12th Grade), Educational Consultant, Developer, global studies programs. | Yes | Thge internet provides easy access to a great amount of information -- from global news media to original documents -- that I use regularly in the classroom. | I use my blog in part to interact with my students, as well as with professional colleagues. | As a program leader, email is a great tool to keep in touch with my team members. | Outdated equipment. | | | | | . | 9/23/2009 17:36:32 | Joseph Lamas | Miami, Fl. | http://globaleducationnow.blogspot.com | Teacher (9th Grade - 12th Grade), Educational Consultant, Developer, global studies programs. | Yes | Thge internet provides easy access to a great amount of information -- from global news media to original documents -- that I use regularly in the classroom. | I use my blog in part to interact with my students, as well as with professional colleagues. | As a program leader, email is a great tool to keep in touch with my team members. | Outdated equipment. | | | | |
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| | | | | | | | | | | | | | | . | 9/23/2009 19:21:36 | Lee Jordan | Bowling Green, KY | http://www.bgreen.kyschools.us/ | | Yes | Use of online PD has allowed me to participate in opportunities that I would not have been able to attend, if onsite attendance had been a requirement. More opportunities have been made available to me with virtual learning - this has greatly increased my knowledgebase. | Introducton of Interactive Classroom equipment and software, wireless networking and Internet appliances, and use of online storage, resources and knowledge. | It has provided new ways to share, collaborate, and disseminate information to students, teachers, other administrators, and educators worldwide. Blogs, wikis, podcasting have opened new areas for us to share ideas and information at electronic speed around the world. | Security, privacy, copyright ownership, plagiarism | Use of online applications and storage and access to this information via wireless networks or iPhone allows me the freedom to roam among our schools and be much more partiicipative, rather than being tied to my desk. I can share information, solve problems, keep up to date - all while on the move. | Continual exposure to ISTE and NECC over a period of years, conversations with my peers, participating in many different types of digital learning events (e.g. videoconferencing, webinars, podcasts, listservs, etc.). | I think the computer and network appliances of today will be replaced by a communications/knowledge device approximately the same size of todays cell phone. Schools may become more virtual campuses with attendance required only a few days per week. | | . | 9/23/2009 19:32:10 | | | | Teacher (9th Grade - 12th Grade) | Yes | I enjoy learning how to use technology in my classroom and am open to new uses for it, but I don't think it should become the new cure-all for the educational woes our country is in right now. | I am expected to use it on a daily basis whether it fits my lesson or not; I find that annoying and unnecessary. | I'm not an admin, but sitting in the audience listening to administrators read their power point slides to me is neither educational nor a form of leadership. I can read. | filter systems, cost, availability when you are in a 5A school and have few resources to use daily, login issues, connection issues--all blood pressure raising experiences. | If used properly, can be more efficient than paper and more entertaining. | Workshops offered by my district and my husband the techno-geek. | Hopefully responsibly. If it fits in the lesson, why not try it. If the lesson gets lost in the glitter of the gizmos, forget it. | | . | 9/24/2009 5:10:16 | Shane Roberts | Gold Coast, Australia | http://shanetechteach.edubogs.org | Teacher (9th Grade - 12th Grade), High School Administrator | Yes | Technology has allowed me to indulge in on demand professional learning. When I feel the need to learn or master something, I can search for and access learning materials to consume at my preferred pace and time. Professional learning in this manner has allowed me to excel in certain areas of knowledge and skill, far beyond what I could achieve by attending traditional seminars and courses. Technology also provides me the opportunity to tune into conferences and seminars that I cannot attend. The use of hashtags, messaging / micro-blogging, social bookmarking, blogging and podcasting provides me useful insights into the learning of others. | Technology has fundamentally changed the way students in my learning environments access and deliver information. Technology provides me convenient and efficient methods to engage learners in the foundation thinking skills of knowledge and comprehension. This then allows me to focus my face to face time on higher order thinking skills and lifelong learning. | Management of information flow is vital to productive leadership. There are a range of technologies available that assist in personal productivity and allow a leader to maintain a relevant and up to date information flow. Technology also allows a leader to disseminate information widely and efficiently, but is not a replacement for human interaction. | Filtering and ethical use are the largest challenges in my opinion. Innovators need to be careful with their use of technologies to ensure those who learn from their innovation are able to make appropriate and ethical decisions relating to publication of own and student work. This is especially true in a large organisation such as the one I am employed by. | Efficiency and productivity are the two most significant advantages in my practice. Learning occurs at a dramatically increased pace in today's world. Understanding the concept of ubiquitous access to learning as experienced by educators and learners today allows learngin anytime, anywhere and anyhow. | Tagging and RSS feeds are two significant processes that have enabled my development as a digital learner and educator. These "new" ways of storing information allow a greater variety of items to be stored within a system for retrieval at appropriate times. | This is as difficult to predict as the lotto. Unfortunately education is an industry where we have both innovators who explore new and emerging technologies and their application to education, whilst at the same time we have educators who resist use of technology in their practice. I hope that educators use technology to enhance learning. | | . | 9/24/2009 8:34:49 | lynn | fish creek, wisc | http://www.gibraltar.k12.wi.us/education/staff/staff.php?sectionid=346& | Teacher (9th Grade - 12th Grade) | Yes | I have taken a number of classes in Technology that helped me use more technology in my life and teaching. I try to learn as much as I can, even if I am doing it through online tutorials rather than a class. | I am able to us Moodle, but nothing else. I find it very frustrating to take courses, learn how to implement what I have learned, only to every site blocked. I cannot even use Google Docs. All "social networking" sites are filter. The courses I take end up being of personal use to me, but nothing I can use with my students. | | Filtering and sometimes computer use. | I believe in the importance of 21st Centruy Skills and the challenges our students will face in competition with the rest of the world. For that reason alone, I feel it is important to instruct, train, and familiarize our students for the future. But since everything is blocked it is somewhat of a moot point. | I have done a lot of self-teaching. I use tutorials from Atomic Learning. I also just end up playing with processes and techniques to become more familiar with their use. | They BETTER be using it more and more to prepare our students. The problem will always remain an issue with the Child Endangerment Act. That is what I am repeatedly told. | | . | 9/24/2009 9:11:22 | Alecia Berman-Dry | Olney, MD | http://www.ed-tech-axis.blogspot.com | Teacher (PreK - 3rd Grade), Teacher (3rd Grade - 5th Grade), Educational Consultant | Yes | When I first started teaching, geography controlled a lot of my professional development experiences. Either I was driving or flying to another location to learn, or I was isolated trying to figure something out on my own. Now, I can learn just about anything without having to travel anywhere, yet I am surrounded by support of colleagues and partners near and far. | Since I am a technology teacher, it would be easy to let the bells and whistles distract everyone including myself. My instructional practice focuses first on content and then determining which tool I might teach within the context of that subject. That means instead of teaching technology like I did 10 years ago, now I teach every subject with technology as a facilitation tool. | | Parents often love to see the hardware in the classroom and want to know that their students are having digital experiences, but don't often understand how to evaluate the quality of that experience. Sometimes, the least scintillating-sounding experience is the most educational. My challenge is communicating that. | Efficiency and time savings, student engagement, extension of student learning. | Keeping an open mind is the most important thing I do. There is a constant barrage of new tools out there, and it would be as easy to become attached to a single set of them as it would be to become entrenched in a single teaching style for any subject. Thus, I constantly read educational technology journals and blogs to see what I might incorporate into my repetoire. | I think that schools will move more and more toward online education. Virtual classrooms are the way of the future. | | . | 9/24/2009 11:13:28 | | | | Teacher (PreK - 3rd Grade) | Yes | Use of technology has made me a more effective teacher by integrating technology into my presentation of lessons and independent student practices. I have obtained a Masters in Technology in Education via an completely on-line Masters degree program. The collaboration with my fellow masters students was on a global and cross grade, cross curricular basis. This broadened my understanding of education and how we teach! | Use of technology has made me a more effective teacher by integrating technology into my presentation of lessons and independent student practices. I have a Promethean Board and use it regulary for classroom presentations and increased student involvement. My first grade students use a resource list that I have created for appropriate web sites that introduce and support their learning of classroom curriculum. | NA | Obsolete systems. Inadequate tech support, lack of teacher training to have expertise and confidence to use the tools they have. | I am more effective in my presentations of lessons. I can access materials and resources from my own files, from internet resources and from my peers. | Taking classes, experimenting with different resources in the classroom, becoming aware and trying to learn by collaborating and being mentored by my peers. | Teachers will continue to make the best use of the resources available to them. They will communicate to parents and students via electronic means. They will use presentation systems that are electronic and expect their students to submit work to be reviewed online. The online learning community will be a mainstay. | As educators we realize that the future our students face will be directed by technologies that haven't been invented yet. Through this daunting future students need to be well versed in the use of technology in the classroom setting or virtual classroom setting. Expertise in current technologies will enable them to make use of and be well versed in future technologies. | . | 9/24/2009 11:43:02 | Cyndi Danner-Kuhn | Kansas State University | http://www.cyndidannerkuhn.info | College or University Professor | Yes | I am not sure I remember how I even taught before technology. I was an early adopter, In fact, I have had a Mac since they came out in 1985. And now, having a laptop and projector in the classroom enriches the experience and is a requirement for me. I actually prefer every student have a laptop. Everyday, I learn something new through blogs, podcasts, Twitter, Plurk and just the Internet. Now my learning is when it is convenient from me, not only when it is a scheduled In-Service. Much more powerful way to learn. The theme on my website is Technology is Opening Minds with a New Set of Keys. I truly believe that! | I teach Technology for Teaching and Learning. It is a class ALL pre-service education majors take. Therefore, I expose them to everything I can squeeze in during a semester. I don't make them experts, but I am sure I make them brave and knowledgeable about the possibilities. At the end of the semester I always find the comment on course evaluations " I did not there there were so many FREE things I could use in my classroom." and I learned more in this 1 hour class than I have in all my other classes put together. Wow, what a statement. I wish I was that good, but in reality, there is just a wealth of possibilities out there so it makes me look good. | I am not an administrator, but I do a great deal of staff development in schools. Occasionally the school administrator attends the session to learn with the teachers. Sadly, that is very rare. I strongly believe the administrators need to know how to do everything he/she is wanting their teachers to do. And in more cases than not, the administrator is the weakest link when it come to technology. Too bad more are not like Chris Lehman and David Truss. | Networks are too tightly locked down. Seems the network Nazis are hard at work. In many schools it is such a hassle with everything being blocked that teachers just give up. It amazes me how little TRUST the administration and the network Nazis have in teachers. Where did that go wrong. You trust them to teach the kids, pay them, but you don't trust them to use the internet in their classrooms. Come on! I truly believe we generally rise to the occasion and we should approach it from the point of assuming they deserve the Trust. | Engagement. Learning is more exciting. We have to catch the kids where they are and not make them backtrack. It would be a richer classroom experience with digital technology at hand. How exciting!! | Experimenting, being brave and just trying it. Fear will keep you in the 20th Century. Just jump in and try!! | Well, if we don't re-invent schools and enter the 21st Century, I doubt there will be much change. But when we listen to folks like Chris Lehman, David Warlick, Wesley Fryer, Curtis Bonk, David Truss, etc. we can move forward. I think all schools need to be 1:1 in some way and the networks need to be controlled by teachers not Nazis. We have to open the lines of communications and show the stick in the mud's the possibilities. Once you discover the world in a classroom using technology there is not going back.
And we must keep the technology current. Keeping computer for 4-5-6 years is too long. Our kids need the best and newest. That is the world they will enter and we need to expose them to it early. Schools need to update computers every 2-3 years. I know that is a budget issue. But, if school budgets are re-evaluated, I am sure the money can be found. Lots of wasted money being spent in every school. Change is hard, but necessary. | | . | 9/24/2009 13:27:23 | Tracy R. Lee | chicago | http://techteacher70.blogspot.com/ | Teacher (6th Grade - 8th Grade), Middle School Administrator, literacy coordinator | Yes | Technology has transformed my way of thinking about literacy in the 21st century. I am in the process of re-examining what students really need to learn in classrooms that will allow them to succeed in a rapidly changing, global environment. | I have begun to "create opportunities for students to be creative". For example, I offer multiple options for kids to demonstrate mastery outside of paper and pencil. Students are now encouraged to create by using multiple modalities including podcasting, making movies, and interacting in social networking spaces. I'm also increasing the students' opportunities to provide feedback of each others work in authentic ways. | Since I'm also in a leadership position, I am faced with helping to transform the individuals on my team. I'm in the process of thinking of ways to assist teachers in their efforts to integrate technologies in meaningful ways. I've begun modeling by creating my 1st wikispace and also encouraging teachers to follow my blog where I make my thinking public. | My team and I definitely need more professional development around technology. I'm lucky enough to work in a one-to-one laptop environment, but teachers need training around everything to actually using their laptops to different methods of integrating tech across the subject areas. | The world is digital & global-period. The advantages, for me, are obvious. We are preparing to help students to become thinkers, creators, and collaborators, and these are skills they will need to prepare for the 21st century. From a teaching standpoint, it pushes me to shift old ways of thinking to accommodate new skills. | I love to simply play around with my computer, applications, etc. I'm also extremely collaborative with other members of the staff who share the same passion for technology. I've recently begun an ED.D program in Educational Technology to enhance my professional growth. | The possibilities are endless! I truly believe that we cannot predict where this movement is going. | | . | 9/24/2009 14:08:03 | Patsy Lanclos | Houston, TX | http://homepage.mac.com/planclos | Educational Consultant, Parent | Yes | Technology is the centerpiece of my professional development whether it is taking notes and experimenting in a face-to-face environment, learning new and different concepts and tips from my personal learning network, or using online resources to increase and improve my knowledge bank. | My "students" are educators, teachers and administrators. The curriculum framework and resources are all online for ongoing reference, the instructional practices most always include hands-on experiences with opportunities to explore, experiment, create, predict and invent. | I teach administrators and their reflections have indicated that their vision is more relevant and futuristic because of technology. | Some challenges include
* lack of resources to provide students with technology
* blocking of Internet resources
* educator unwillingness to change
* skill level of educators | Advantages of incorporating digital technologies in my profession practice include, but are not limited to
* real-time learning
* current information
* use of 21st century skills and tools
* instant access to personal learning network
* speed of acquisition of information | Processes/techniques that have helped me be a digital learner and educator include, but are not limited to
* my personal learning network
* sophistication of search engines
* vast access to world-wide information and resources
* my innate interest in technology and desire to be a life-long learner
It seems very natural today because I have had personal access to and have been using a personal computer since 1977. Facilitated the installation of a T1 line in a networked middle school with over 450 computers in 1992 with 12 networked modems. | Hopefully it will be transparent and ubiquitous and this discussion about the technology will be over. | | . | 9/24/2009 14:22:45 | Joshua Hanke | Cleveland, GA | | Teacher (PreK - 3rd Grade), Teacher (3rd Grade - 5th Grade), Educational Consultant | Yes | Well, I just left being an Education Consultant for a global company. So, I have led many professional development days. I just recently came back to the classroom after almost a two year break. Currently I am working on my masters in integrating technology into the classroom. Coming from the technology world there are less teachers using technology effectively than I anticipated. There are many who are even digital natives that are not implementing technology. I am a bit of a techie nerd when comes to technology. It comes so easy to me and I enjoy exploring all aspects of technology. The biggest impact is the schools systems lack of implementation of web 2.0 tools. | I use technology daily and its a great differentiation tool. | | Web 2.0 tools are blocked by the majority of the schools systems. I am implementing a blog with my third graders as well as podcasting and I have to get special permission from the technology department. Many parents are uneducated about the internet, because they watch the misinformed news channels, where they think the internet is a terrible place and their children should not be on it, end of story. This is a challenge with so many web based tools for students to learn. Oh and the ever growing digital divide!!!! | Global audience! Students currently write for a small audience. With blogs students are constantly re thinking their writing because they never know who could be reading their work. This encourages students to take more time and have pride in their work. This also teaches them the computer skills they will need. This breaks down the walls of the schools and teaches the students that their is more to the subject than what their textbooks suggest. | Growing up with computers has been a major part and dedicating time to play & explore the world of technology. Taking the time to ask others what they are doing and then exploring it on my own. Didnt hurt that I was paid to learn these things while I was an education consultant. | Educators will be using technology in the future to differentiate their lessons to more individualized assignments. Students will be able to collaborate with students from around the globe via web 2.0 tools. Teachers will be teaching in environments that are more conducive to learning rather than the fluorescent lights and hard chairs. Technology will allow for collaborative learning with time for individualized projects instead of text based with some interaction. | Please email me a link wether or not you use my thoughts. Thanks!!! | . | 9/25/2009 2:49:18 | | | | librarian | Yes | Everything we do revolves around computers. We check out items, save information on items, rack up statistics, search databases, help patrons use the internet, all on or involving computers. We have wireless internet access available. I have to learn (usually on the fly and with little training) to use all the new things that come in, and how to trouble shoot on everything. And I get to teach staff and the public how to use the technologies as well. | | | | Speed, accuracy, wider availability of information, speed with which information becomes available (ex. news, periodical articles, etc.). It can also be just plain fun to use some of the newer technologies. Able to communicate in many ways with the patron : instant or text messaging, email, etc. | Pressure from the public. The "Help" button. Documentation. Practice. We don't get much training. | | | . | 9/25/2009 4:29:01 | Kim Cofino | Bangkok, Thailand | http://mscofino.edublogs.org | Educational Consultant, Technology Coordinator | Yes | Technology has enabled me to experience true, relevant, appropriate and engaging professional development any time of any day - from home, from work, from the car, and even while traveling. My use of web 2.0 technologies (like Twitter, blogging, podcasts, etc) has helped me develop a Personal Learning Network that is available, helpful, friendly, and always full of excellent ideas to push my thinking forward. In the first year of my PLN development I learned more than all 5 years of previous teaching experience. Using technology tools as a way to connect with educators (and those outside the field) on a regular and frequent basis has changed the way I learn, the kinds of information I'm learning about, and the way I believe students should be learning. My learning comes from connections, not just content delivery. | The development of my own PLN has helped me realize how important it is for our students to be connected and collaborating globally, regularly. I have made the shift from using technology tools to display content to using technology tools to learn, communicate and collaborate. Encouraging and allowing students to make personal connections with other students around the world has become a focus on my instructional practice, as well as finding ways for students to express themselves and their learning to an authentic audience. | | In my opinion there are 2 different types of challenges: those faced when working with teachers and parents who may not understand that benefits of using technology in the classroom, and technical problems (internet speed, hardware problems, etc). The more you use technology, the more you may find yourself frustrated by it. | Feeling connected and supported by colleagues around the world.
Keeping up-to-date with the newest learning in education and technology.
The opportunity to discuss your own learning in depth with thoughtful colleagues.
| Being willing to try something new (and fail), communicating with others who are farther along than me, putting in the time and effort to learn new things. | To collaborate as colleagues no matter where they are in the physical world. | | . | 9/25/2009 19:11:40 | | | | College or University Professor | Yes | I am an advocate of technology use for both teaching and learning. At the higher education level, we experience many of the same barriers that K-12 teachers do: (1) lack of tech support; (2) lack of working/updated technologies; etc.
I consider it to be my own responsibility to remain current on technologies. Just this year, I bought a Mac to learn how to use Keynote as I saw at an international technology conference. I am receiving tech training (at my own expense) so I can be the best instructor possible. I wish I had more support at the university level, however. | I teach using a hybrid approach; online time is spent in WebCT/Vista 8 in the discussion board, viewing video, visiting websites, etc. as related to course content.
I also use technology for teaching - such as Keynote presentations, video (YouTube, etc.), etc.
In my research, a colleague and I are using appropriate technologies at the P-5 level, having students to create digital stories, etc. | N/A | * lack of technology support - training, ongoing PD, etc.
* lack of teachers who want to collaborate on the use of technologies (many still using overhead transparencies!)
* lack of current/updated technologies | * engages learners
* models what they can do in the K-12 classrooms
* provides variety in instruction
* maintains pace of lecture
* provides advance organizer for students (lectures uploaded prior to class so they can review what we are covering beforehand) | * taking advantage of technology support where available
* collaborating with colleagues who know about technologies I do not. We share ideas regularly - "Have you tried such and such? This works great for such and such."
* conference attendance | Sadly, I have not seen much advancement in higher education. I think many K-12 schools have surpassed the use of technologies compared to university faculty. We must model new technologies for students so they, too, can understand and practice their appropriate uses. Hopefully, with the hire of digital natives in higher education, this trend can change. | Thank you for all you do for the global education community! | . | 9/27/2009 9:36:53 | Nancy Stuewe | Calgary | http://doctoralconversation.blogspot.com/ | Teacher (PreK - 3rd Grade) | Yes | My using open source technology has allowed me to connect with so many other people like me willing to share ideas and thoughts. | The school I currently work in has blocks in place so my use is frustrated and limited. I am even blocked from using google to search. If I plan ahead I can down load at home but then that is me guessing what my students want and need. This sort of environment is great for the stand and deliver teacher but not me. | If I were the admin I would get rid of the blocks. | Not having it. I am in a new school where all of the technology has not arrived yet. Currently all I have for student use is my wired teacher laptop. Thank heavens it is a mac and I can at least use photo booth to take pictures. I feel disconnected with the world and with what my student's questions. I must anticipate their questions which is difficult. | Having it in the hands of the students makes personalized learning possible. Personalized learning is feeding natural curiosity which we all know feeds intelligence. It has also made it possible for me to build a professional learning community online with those I know and have worked with but also with many far away. | To name one, I think the biggest impact for me as a teacher has been the digital camera. Suddenly it became a tool not only for artistic expression and a tool to collect data. Images could be projected or remixed in a digital story. We can track change and growth, we can tell a story or measure that there is more than one way to be right. Pairing the camera with a smartboard is a powerful combination. Then young children can touch this data. | I hope democratically. I hope openly. I hope with connectivity. | The use of technology in my learning environment has given me choices and allowed me to more freely explore and express myself to a wider audience in flexible time. Through thoughtful use of technology we are able to make the unseen, seen and the unimagined real. Potentially learning barriers may be flattened and learning disabilities turn into simple learning differences.
Technology provides us with “many different modes of expression, enabling ideas, concepts, and information gained from experience to be conveyed in ways and with contextual richness never before possible” (AECT, 2004).
My experience with Technology has provided me with a wonderful nonlinear learning environment that set me up for multiple pathways to new understandings. The nature of this environment allowed for repeated review of any content at my discretion. But really... it has never really been about the fancy use of technology, rather about personalizing my learning.
| . | 9/27/2009 11:44:42 | Rushton Hurley | Santa Clara, CA | http://nextvista.org | Teacher (9th Grade - 12th Grade), Educational Consultant, nonprofit director | Yes | | Technology gives me the opportunity to learn -with- the students, which allows them to see themselves as fellow explorers, rather than those who simply take orders. The discussions we have exploring technology also allow them to better understand my interest in helping them see possibilities in new ways, and that helps build the trust they need to ask the questions they think about the most. | | The biggest challenge I've seen is the belief of many teachers that they must have mastered the technology before making it a part of the learning. Teachers already know how to question strengths, weaknesses, validity, and applicability, and these are what we add to students' creative exploration. It's not as if I'd avoid driving a car because I don't understand internal combustion, after all. | The biggest advantage in using digital media is that I can add unpredictability to the presentation of content - when the students know exactly what I will do, it's hard for them to stay focused. When anything can appear in front of them, it seems much easier for them to pay attention. | Watching my students, I learned that when I want to learn something, I should actively explore to see what I can find, rather than waiting until I'm around someone who can tell me. | | | . | 9/27/2009 21:48:00 | | | | Teacher (PreK - 3rd Grade) | Yes | Learning with a laptop or desktop computer in front of me that is connected to the internet helps me reference unknown words, people, and other constructs without having to interrupt the class or bother the teacher in explaining. Having online videos about almost every subject gives me added teaching aids for my students to learn from; for example, life cycles; animal classification; and other educational material.
Once a DVD I had purchased for my class to view got damaged; I simply went online and found the same documentary and the class continued with ease. | Technology has helped the way I prepare for my lessons. If there is a resource online that could really help my lesson, then I use it.
Getting the students to use digital video cameras for presentations as oppose to written assignments or worksheets adds a higher level of enthusiasm for the students doing the project, as well as the presentation thereof.
| | The cost of the equipment can cause teachers to be too careful. Students who don't display a level of responsibility can be excluded from being allowed to use expensive equipment. | Lessons jump off more effectively. A slide show, Power Point, or video presentation keeps the students engaged. | Taking online courses during my degree helped me realize the importance of technology in making education more accessible.
Learning with a computer on my lap gave me the opportunity to cross reference things the professor said as well as bookmark places where I would like more in depth information. | I have heard about the Smart Board technology and am quite impressed by it. I think most students will be equipped with a laptop computer with Wi-Fi internet access, with places to store their notes and projects online. | | . | 9/28/2009 8:28:24 | | | | High School Administrator | Yes | access to experts and ideas, facilitation of processes | differentiated instruction options | facilitation of data disaggregation and desemination of resulting analysis | bandwith | paper reduction, faster communication | practice | wireless | | . | 9/28/2009 9:50:39 | | | | Teacher (9th Grade - 12th Grade) | Yes | | It always enriches the lesson because students enjoy visuals. | | Some teachers enjoy using technology in the classroom but there are not always sufficient resources (ie. working computers, access to internet sites that are arbitrarily blocked without regard to educational content) for students. Such obstacles hinder learning. | | | it needs to be an integral part of the classroom but unfortunately access to resouces limits this. | | . | 9/28/2009 19:44:50 | Louise Maine | Rochester Mills, PA | http://hurricanemaine.blogspot.com | Teacher (9th Grade - 12th Grade) | Yes | A revolutionary change in my learning occurred with the use of technology. Learning is on my time and where I want it. Although there is an obvious benefit when going to conferences or bringing a speaker in, great conversations can still happen online when in tandem with others. And in the event an online session is archived, conversations still happen through twitter and blogs. Technology allows for a portion of what you have heard or read that interests you to be searched even further. Learning is personalized this way. | My instructional practices have changed more towards inquiry. Students also spend time using what they know and publishing on a wiki. My classroom has become mostly paperless (much in line with my wanting to be eco-friendly.) Technology serves for increased collaboration among students. | | Challenges: restrictive filters, short time with students (block scheduling would be great), lack of internet/slow rural connections at home. Once we go one to one, students will at least have a computer to work with despite the lack of internet. Change in what you ask students to do is always met with resistance by others. | Broadening my circle of colleagues that I learn from. A re-energizing of my teaching practice and clarity that I may be helping them with necessary skills to the future. | Became introduced during a Classrooms for the Future class. From that class, I did extensive research i wikis, blogs, and authentic instruction. More questioning and searching led to a transformation in what I know and believe. The more you actually push yourself and take a chance, the more your skills change. | I expect that more blended learning options would surface. Additionally,many ways to connect to students outside of class will also increase. For rural areas, many more opportunities might open up for students to learn off hours as local museums, universities, galleries are not local. | Hope this helps! Good luck! | . | 9/29/2009 10:09:19 | Louise Maine | | | | Yes | | | | Louise wanted to add:
One more problem with using technology is the focus on testing. More scrutiny is placed on authentic and project based activities when others are not sure that it leads to higher test scores and whether content is covered enough. | | | | |
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| | | | | | | | | | | | | | | . | 9/30/2009 21:57:08 | Chan | Tampa Florida | | Teacher (PreK - 3rd Grade), Teacher (3rd Grade - 5th Grade), Elementary Art | Yes | Our district offers Professional Development classes online. Those are nice because I can work at my own pace and at my own time.
Also through technolody I have created a world wide professional learning community through RSS feeds, nings and socila networks. | Almost all of my lesson plans are in a digital format using powerpoint , smartboard google earth and other web sites. Because I tech multiple classes on the same subject having lessons on my computer allows me consistency from class to class. | | Filters at school, old hardware at school, slow network at school. | Information provided to the students is more current than textbooks and can be adjusted to the students needs. | RSS, Nings, social networks, K12 online conference, podcasts | Less than the students. As teachers, schools and administrators become more comfortable with the technologies they will allow student more access to it. Students will start to fashion their own curriculum to more closely match their interests. Teachers will in-turn become more guide like to the students education. | | . | 10/4/2009 23:04:21 | Linda | Arkansas | | Teacher (PreK - 3rd Grade), Teacher (3rd Grade - 5th Grade), Teacher (6th Grade - 8th Grade), Teacher (9th Grade - 12th Grade), Elementary School Administrator, Middle School Administrator, High School Administrator, Parent | Yes | Mostly, access to information. I live in a rural area, and drive 50 miles one way to get to a library with more than 6 shelves.
Communication with others has also made such a difference to me. It is so helpful to be able to "talk" to other people who I would never get the chance to meet personally.
| I can show them so many other possibilities! Many of them have never been outside our county, and they know so little about what is out there.
I can tailor their learning to their individual interests. Now I can let this one learn about aeronautics while that one is researching whales, and another is studying World War Two. I am no longer limited by a budget that allows for 10 books each year.Although, I DO have to deal with blocked sites... | I have access to so many more resources. I can find ways other people are dealing with some of the same issues I have, and can adapt those to my District. | People who have no idea how to use technology with kids are making decisions about what to buy, and what gets blocked. They do not use the technology, and they do not work with kids. They have no idea what we really need.
Our district has to buy the least expensive products, so our tech guys spend their time fixing that, instead of being able to offer training for teachers.
| | I took a class "Technology for Teachers" when I was working toward my Master's degree. It changed my life. I had no idea before that class about what was available. Since then, I have read several books, attended every workshop I can that appears even a little bit helpful (one can always learn something!), and subscribe to RSS feeds of many sites.
| Hopefully, to teach kids that the world is much larger than what they think. That learning is available to everyone who wants it.
Unfortunately, based on what I see at my school, I think for many years to come, technology will be used to teach what they are teaching now, only in a different format. For example, we have a computer lab for each class to go to once a week at our Intermediate School. They are only allowed to use a program that is basically worksheets on a screen. Granted, they get to work at their own pace, but they are still limited to what the program offers - basic facts. It makes me want to cry. They aren't even allowed to learn keyboarding. | | . | 10/6/2009 15:41:50 | | | | Middle School Administrator | Yes | We are able to be more efficient, effective and targeted in our professional development activities.
I am able to learn new things from people all over the world, at anytime of day. | We are able to better engage them through utilizing technology that actively engages the learner in collaborative, fun, and meaningful learning experiences. | I am able to efficiently able to share information with parents, students and staff. We make great use of Twitter. Some of the things we've posted are campus updates (ex. adjusted schedule days); using slideshare.net and bit.ly we have posted all documents that we send home with students; we also use Blackboard. We have a student view and a campus view. Each week I post a message of the week, quote of the week, website of the week, and weekly poll. Most often the student and teacher views are different; but, sometimes some components are the same. | It is difficult to make sure that all are comfortable. We are on the cusp of using cell phones for podcasting. Both teacher and parents and concerned of the potential irresponsible use (i.e. taking inappropriate pictures). | It helps me to be more efficient and effective; to network and learn constantly too. | I originally explored this as a means of being more efficient. I'm a mother of two that works full time. I stay busy most of the time. Doing my Christmas shopping online was my first indicator that we might be missing a valuable use of technology. | We plan to correspond; some of our classes with other classes across the world. Videoconferencing; collaborative research/relationships; netbooks for textbook use and so much more; Flip Video for research and podcasting... The possibilities are endless. Our campus is on a joyous journey of using these tools with the curriculum as our focus, to best prepare our students to be globally marketable contributers to our future. | | . | 10/6/2009 17:18:02 | Jennifer Groff | Bristol, UK | www.jengroff.net | educational researcher | Yes | I lead lots of PD for teachers where technology, and leveraging technology for empowered learning, is often the content. But it is also a critical vehicle for building a learning pathway for educators. Online communities just for educators, such as TappedIn, are giving way to more ubiquitous platforms like LinkedIn, Facebook, and Ning, for more informal sharing of knowledge and resources. Several popular Nings in particular have become powerful mechanisms for growing teachers knowledge about emerging trends in the field, and the owners of those Nings are doing a tremendous job of not only sharing content and resources, but doing so in a structured way that helps those participating educators and excellent learning path as well as community in which to advance their learning. The bonus of course being that this is how many of our student are learning informally outside of education as well. | When teaching in classrooms where technology is a strong resource (i.e. there is ready access to laptops/netbooks, a good wireless connection, a project, document camera, and ideally a set of mobile devices such as palms or PSPs) it completely changes the environment and dynamic of learning. It allows for increased engagement, flexibility in the content AND the way the learning is accessed; it allows for increased access for marginalized populations, such as those identified with a learning disorder or ESL, and it dramatically increases the presence of social cognition and learning the classroom community. | n/a | Cost--although that is coming down, and considerably more accessible with the dramatic advances in Open (free) operating systems such as Linux (and it's respective applications). The challenge is creating a channel for school to share this knowledge so that each school/school system doesn't have to invent this wheel on their own.
Infrastructure--most schools don't have an adequate IT infrastructure to support good IT integration and implementation in the classroom.
Support--Using it well can be a steep learning curve for a fair amount of educators in any school system...having the right leadership and accessible support staff, to not only help with the technical glitches but to help coach and support new practices and pedagogies is essential.
Policies--in general, the system is not setup in a way that advocates for this--good teaching and learning with technology embedded inherently means rich, robust curriculum which has largely been squeezed out of schools by federal policies. The two are currently fundamentally at odds with one another.
The i5 is a tool to help schools overcome these challenges which is based on a metasynthesis of the research literature on the barriers to successful tech-based learning in schools. More information on it can be found at www.unblockinginnovation.org | They are holistically central to my life in all aspects, I can't imagine them not being incorporated into my professional life. But even if they weren't, the most obvious advantage is being able to better understand how your students think and operate--of course a critical piece to being an effective teacher. Moreover, like the rest of the world, it makes me more efficient, effective, and advanced at what I do. | Exploring...getting good at something usually starts with first "mucking around." Chatting with colleagues--often...they are the best resource we have in our profession, and new technologies allow us to connect with more, in new ways, than ever before. | Pockets of innovation and grassroots projects will always exist, but the answer to that question depends largely on the dynamics of the system in which they reside. Policies must change first in order for schools to progress in prosperous ways. The UK has been leading noteworthy initiatives that navigate the balance between innovating and exploring new practices, while still keeping schools accountable for the well-being and rigorous achievement of all students. | |
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