*What were some of the factors
that played a role in ensuring positive results when technology was integrated
in the classroom?
Many times technology use failures can be attributed to the
users. In the case of integration into the classroom the same is true, but it
cannot be attributed to just the students who are using the technology. For the
most part technology integration failures can be attributed to the teacher
integrating the technology.
In order to ensure positive results from technology integration
there are several factors that need to be taken into account. Some of those
factors include the teacher’s readiness to integrate the technology, as well as,
the teacher’s beliefs about their readiness and available support. Student
success hinges on the teacher being ready and willing to handle many of the
difficulties that come with technology integration.
Teacher readiness has a great influence on the success of
technology integration. When a teacher has little experience and knowledge
about the technology there ends up being a lot of reliance on student abilities
to just figure things out. Even though many students understand technology,
there are still others who struggle. A teacher needs to be familiar with what
they are using as well as have an understanding of how the technology works and
how it needs to be adapted to meet the needs of each of their students.
Along with having confidence in him or herself, a teacher
must also have belief in the support that they have and the availability of the
technology they need. The support needed includes that of their peers,
administrators, as well as their technology support. Without knowing that there
is a foundation to rely on a teacher is less likely to want to integrate the
technology.
*What are ways that you can,
in your own setting (or for those not currently in a classroom, in your future
setting), ensure that these factors are present or absent? (Be specific to your
situation; do not make general statements.)
I am currently working in a district that has placed great
emphasis on integrating technology into the classroom. Each classroom is set
up with a projector, ELMO, and enough netbooks for each student. Also, when the
technology was first purchased there were training sessions designed to educate
teachers on how the equipment works and how it can be used. Unfortunately the
sessions were only an hour each and each piece of equipment received only one or two
sessions.
Nonetheless, I felt proficient enough to be able to make do.
I had access to many of the items before hand and had previously used tools
much like the ones we were getting. I have never had a problem figuring out how
to use tools, so I felt comfortable incorporating them into my classroom.
The issues I have run into do not have to do with the
operation of the tools, but rather the integration into quality teaching. I,
like many of my students, get excited about technology, but I end up jumping
the gun without being properly educated on how to integrate. I have found that
in order to get the most out of a new type of technology I have to properly
research and investigate before expecting my students to be able to use
it. An example was the use of Khan
Academy in my classroom. I was introduced to the website by a fellow teacher
and loved it, so I decided to try it in my class the very next day. Before
class I fiddled around with the website and found what I wanted my students to
do, but did not dig as deep as I should have. They were asked to sign in and
add me as a coach, but then I asked them to begin working on the fraction
skills. Unfortunately, I had not noticed that the difficulty was much more
difficult than the one problem I had tried earlier. Some of my students were able
to do what they needed, but most became frustrated and upset. We ended up
shutting down our computers and moving on to a back up plan, but in the process
the mood of the class changed drastically and many students became completely
disengaged. My lack of preparation before hand caused the failure to properly integrate the new technology.
My biggest struggle has come with integrating technology
into Language Arts instruction. My students type out their writing, create
simple presentations, and have accessed shared documents through email and
Google documents, but we have not taken advantage of the collaboration that can
be done or access other tools that can be used to tie into our reading
curriculum. In order to make the tie in of technology have substance, I need to
learn how to integrate the technology in a way that enhances the learning, not just
work as a substitute to paper, pencil, and books.
*How would you go about
evaluating the success of a unit, lesson, etc., that involved the integration
of new technology?
When assessing a unit, lesson, etc., that involved the
integration of technology I would use the same standards for assessing success
that I do in any unit, lesson, etc. The first thing I look at is student
achievement. If students were able to complete the objectives set for the
lesson it would show success. If the objectives were not met the methods would need to be reevaluated and
material retaught. Next, and just as important, I would look at student
engagement. I strive to nurture a love for learning and when my students do not
engage in a lesson or unit it tells me that there is no feeling of urgency to learn
the material and little connection to their life. Lastly, I look at the necessity
of all parts of a lesson or unit. I do not want to waste the time of my students
on items that are extraneous. If an item shows to be invaluable to the learning
process then it needs to be adjusted or taken out.
*Finally, what could you do to
disseminate successes and failures to your colleagues, administrators, and
school board members?
There are many ways that successes and failures can be
disseminated. The most common way to communicate amongst colleagues is through
general sharing of information. This happens frequently in our building through
either email, presentations at staff meetings, or through informal
conversations. The same can go for both administrators and school board
members, but much of what they are looking for comes through results based on
district and state assessments.
One way that another teacher I know has gotten others
informed is to invite them into her classroom to observe what is happening.
Being a fairly new teacher, I have not been brave enough to do that, but I do
know that the only real way to know what successes are being made is to experience
those successes first hand.