Technology Integration & Teaching Practices

I have been reading several research studies and a few books to write a paper for my final Education Specialist course. Several studies provided data supporting a correlation between the beliefs of teachers and the use of computers in constructivist ways. Other research studies found little to no change in teaching practices with technology resources. America's schools have been touting educational reform with technology for the last three decades. Although investments in technology have been made only incremental change in teaching practices have been found in most research studies (Cuban, 2001). Policy makers and technology enthusiasts have yet to see their vision of student-centered teaching practices realized in every classroom.

Several researchers stated that beliefs are at the heart of teaching (Kagan, 1992). Beliefs are also the hardest to change and are formed early in life often before students enter college. This poses a problem for preservice teacher programs that must address the development of teaching practices which engages a teacher's beliefs. According to Nespor (1987)beliefs only change when there is a "conversion or gestalt shift". Ertmer (2005) believes there are three strategies for promoting change in teacher beliefs about teaching practices and technology: (1) personal experiences, (2) vicarious experiences, and (3) social-cultural influences (p.32).

If you want a good book to read that exposes some of the historical efforts made towards integrating technology pick up "Oversold & Underused:Computers in the classroom by Larry Cuban (2001). Much has changed since his book was written but it plants the foundation for where America's schools have been, how far some have come, and where we need to go. I must get back to writing that paper!

A Vision Realized !

This post is in response to a Google Buzz I received from a colleague who follows Dangerously Irrelevant's blog. The topic hit home! I am fortunate to be involved in the process of implementing a 1:1 netbook program this fall. The leadership of this institution courageously began with a school/parent/faculty survey to determine the needs of its learners. The results pointed directly to students needing more access and use of technology to enhance their college to work readiness skills in an ever changing world. A technology team of students, parents, and faculty explored multiple solutions and began a netbook pilot program last fall. The school campus went wireless within a few months, select students were issued netbooks, and teachers implemented the use of Moodle, a learning management system. Feedback was gathered throughout the school year in meetings with students, parents, and teachers. Collaboration among these stakeholders and the school's leadership led to a vision of every student being equipped with a personal laptop for the 2010-11 school year. Leadership recognized the need for teacher commitment to such a vision; therefore, she utilized professional development funds to take herself and seven others to the ISTE conference in Denver this past summer. I watched and listened as teachers shared comments about the tools and teaching strategies they planned to bring back to our faculty. It was evident that the development of leadership skills in others was blossoming right before my eyes. As these educators return to the classrooms this fall they will be instrumental in mentoring, coaching, and guiding their peers in effectively utilizing technology to engage 500 young women. I am honored to be an administrator working with this leader. Her ability to articulate a shared vision inspires people to embrace the necessary changes that will meet the needs of the community in an institution thats been serving students for over 140 years. A GREAT leader knows its all about the people first, not the technology.

Putting a Face with that Brain

I finished reading iBrain during a recent trip with friends. Keep in mind that we enjoyed each other's company and conversation yet respected the individual's need for reflection. During those quiet moments of reading and dreaming I came to value our face to face conversations. It was the perfect time to be reading chapter 7 "Reconnecting Face To Face" because the authors were addressing how technology has impacted the usual personal interactions that build everyday social skills. This trip allowed me to practice some of the tips the authors invite technology users to embrace such as turning off your gadgets, becoming an attentive listener,increasing awareness of nonverbal cues, and most of all maintaining off-line connections.

Chapter 8 identified the tools a person needs to have in their technology tool kit. Within that toolkit there needs to be knowledge of the etiquette for messaging and emailing, efficient use of search engines, online safety and privacy,and authentication of material found online.The authors state that the good news is that at any age our brain can create new neural pathways as we update our technology skills.

"Bridging the Brain Gap" closes the book with an identification of two subgroups found within Digital Natives and Digital Immigrants. The natives are defined as the Millennials (1981-2000) and the Generation Xers(1965-1980)while the immigrants are defined as the Baby Boomers (1946-1964)and Seniors (before1946). There is no one solution on closing the gap, it will vary and "involve finding a balance between adapting to new technology and nurturing people skills." (p.186)

I'd like to leave you with an interesting statement made near the end of chapter 9 that you may find distressing or exciting. It all depends upon your personal perspective on life. "As brain-computer interface research advances, it will not only help us find ways to prevent and repair neural damage but also lead to an era when our minds will directly control electronic devices- hence the post keyboard age."(p.187) I realize it may sound like science fiction but it is becoming a reality in today's world. Feel free to comment. I would love to hear your views.

Out of my Comfort Zone

I recently attended the Midwest Education Technology Conference with a group of teachers. We elected to divide and conquer as many of the workshops deemed desirable. The conference offered a wide array of topics at various levels. One that moved me beyond my current technological state of being was the session on Second Life. First I should state the presenter did not show; however, there was a spectator that stepped forward to impart his knowledge on the topic. The professor from Southern Illinois University was scheduled for a session on Second Life the following day but offered to share his uses of the virtual world.
As he shared how students in his German class utilized their avatars to engage in conversations I began a search on how to sign up. By the end of the session I was determined to create an avatar and expand my level of knowledge. That night I designed an avatar and spent the wee hours flying around worlds. I met another avatar from Germany that was practicing his English in Second Life. Through trial and error I began to understand the virtual world. Not being an arrow key manipulator I moved rather clumsily around the objects and bumped into other avatars. As I became friends with others I began to ask questions and learn more about the experience.
The following day I attended the professor's session on Second Life and he invited my avatar to his island for German students. I am a member of a group that is working towards learning German in a nonthreatening environment. This virtual world offers the creative mind a way to learn and interact with one's surroundings (people, land, & objects). At first I did not understand the difference between it and the SIMS games but now I get it. This is not a game, there are no levels to be reached, and each avatar is a representation of a real person not a computer.
I look forward to expanding my knowledge of Second Life and just maybe our school will embrace Teen Life as a creative way to connect students with the curriculum in the near future.

One-To-One Computers

I recently finished reading "A Complete Guide to Establishing a One-To-One Laptop Program" by W. Joy Lopez, Ed.D. The small book is an easy read for anyone and is packed with some technical details and professional suggestions. It provides great insight on developing a rationale for the implementation of one to one computers within a learning environment. Even an IT professional would benefit from reading through chapters 2, 3 , 5 & 7 due to the focus on infrastructure, hardware, software, and maintenance. There are some great team building activities that use cell phones as a way to get everyone involved in thought provoking questions. Chapter 8 is a good place to start the discussion on laws, regulations, Acceptable Use Policies. The appendix pages have examples of AUP's, contracts, orientations, and web resources. I would call this a handyman's pocketbook to beginning a One-to-One laptop program. It won't be enough to build a program but it sure is helpful in getting the ball rolling.