With the end of the school year fast approaching, I am finding myself bogged down with wrapping up projects I have begun with my students over the past few weeks. Hence the lack of updates. Also something pretty unimportant, but exciting for me, was that today I signed up for some summer time technology inservice classes. These classes range from “integration of technology into literacy centers” to “internet safety.” Chances for professional development are something I have craved all year with my school not receiving funding for any professional inservices due to budgetary problems.
Making a connection between technology, training, and sometimes the lack of training, I recall listening to an old episode of GEEK!ED! on which they mentioned the NY Times article (see a counterpoint article here), from a few weeks back, that highlighted a school district giving up on their laptop program. Supposedly this district did not feel that their laptop program was successful enough. Standardized test scores were not rising due to the program and students were misusing the laptops. Brought up by the Geek!ed! crew was the possibility that the teachers, who had students using these laptops, may have received limited training on how to integrate the laptops into their instruction. Possibly there is a need to look at the larger picture of instructional design, not just how to operate the “tool.” I can not recall who said it on the show, but in a clearly frustrated tone, it was mentioned that textbooks certainly aren’t raising scores across the nation so we might as well get rid of them. I am sure Harcourt would love that! Out of all of this, what does the American public see? They see “technology” as being a risky expenditure. I wonder if the NY Times has released an article recently highlighting schools who have been successful with their laptop programs.
IN THE NEWS TODAY
Check out the video, just imagine where this will be in 5-10 years. This could be a table in our room, a board on our wall, and a page in a notebook (digital paper fascinates me). For now the price certainly is too high for me to be putting one (or 20) on the end of the year acquisition form. I can just picture my baby boy in 10 years manipulating a digital puzzle on the back of a cereal box. One year ago I would have said 20 years…but the rate of product development and technological discovery surprises me more and more everyday!
Goes out to Dean Shareski from Ideas and Thoughts. He was the first person to comment on my teeny blog, and his encouragement and support is truly appreciated! Thanks Dean!
I have seen this video in numerous blogs and it really had a profound impact on me. The simplicity in the video’s design mixed with the power of the message provoke emotions that can be both unsettling as well as refreshing. A question I have is, how can some of the messages communicated in this video correlate with the technological opportunities within an elementary classroom? If anything, the “digital” interests of our students are clearly prevalent, and there is a richness that technological tools can provide only if used within the right context. A major area of focus, for technology integration, should be the continual availability of professional development and training. Without proper training and encouragement, the investment in technological tools for the classroom can go to waste. It is important to recognize that we are living in an age of self-learning, where sought after information is only a click way. How can we as educators guide and support each other, as life long learners, in connecting the “digital richness” technology provides with the pedagogical knowledge we already have?
This blog has been created as a way for me to share my own personal insights, discoveries, and questions concerning emergent technologies and how they can be incorporated into today’s K-12 classrooms. Specifically, as an elementary school teacher myself, I seek to discover how the web 2.0 technologies of wikis, blogs, and podcasts can be integrated into elementary settings. Along with this I have an interest in virtual math manipulatives, interactive educational websites, streamed video content (from powermediaplus or united streaming), and the evaluation techniques necessary to seperate content rich technologies from those that can be labeled “edutainment”. Sometimes these “edutainment” websites, videos, or even games rely more on glitz than on educational content. Or in other terms, the “mission” gets disoriented in the “packaging”. Kathy Schrock provides numerous analysis tools for educators to evaluate the content and structure of websites. “The ABC’s of Website Evaluation” is a great article written by Kathy, and another resource of hers that is very useful is the teacher web evaluation form.