Teachers Leading Professional Development for the Integration of Technology in Schools

In their article, Providing Professional Development for Effective Technology Use, Ginger Rodriguez and Randy Knuth(2000) argue that in order to produce teachers who confidently and effectively use technology to enhance classroom learning, professional development must be reorganized and strengthened. The traditional ways of sporadic training sessions and workshops will not yield these results. They recommend that professional development in the use of technology be an ongoing process that is well-supported by school systems.

After reading New Insights on Technology Adoption in Schools (Sherry, Billig, Tavalin, & Gibson, 2000), it occurred to me that the people who would be up to the job of leading the charge in this initiative would be the "stage 5" (p. 1) teachers. Those who have learned the technology, broken through the barriers, used it in the classroom, witnessed successful results, and reaffirmed their commitment to applying technology to their lessons should be the front-runners of this project. However, they will not last long without the support of the school systems.

They can start out by forming a group with their colleagues who are eager to adopt technology as a classroom tool. They can even include students or start a separate student technology club. As these factions grow and develop, they can enlist the support from administrators, parents and members of the community by including information in newsletters, emails, and classroom websites. Teachers can even invite parents to the ongoing meetings, workshops, and training sessions. Before long, those at the top of the educational hierarchy will no longer be able to ignore the voices of these progressive educators. Hopefully as this homemade professional development initiative expands, county, state, and federal school boards will recognize the positive results of improved student performance and realize its value and importance. By then, this type of ongoing professional development will have the support it needs and be able to take our students as well as the rest of the educational community into the 22nd century.

References

Rodriguez, G., & Knuth, R. (2000). Critical issue: providing

       professional development for effective technology use. 

       Retrieved June 21, 2011 from http://www.ncrel.org/sdrs/

       areas/issues/methods/technlgy/te1000.htm

Sherry, L., Billig, S. H., Tavailin, F., & Gibson, D. (2000,
       February 1). New insights on technology adoption in
       schools. Retrieved June 21, 2011 from
       http://thejournal.com/articles/2000/02/01/new-insights-
       on-technology-adoption-in-schools.aspx

Summing It Up

The authors of the article, New Insights on Technology Adoption in Schools (Sherry, Billig, Tavalin, & Gibson, 2000), describe five developmental stages that teachers go through as they learn and adopt strategies of integrating technology in the classroom. Being that I am in the midst of changing careers and am still in my pre-service training program, my position on the "Technology Adoption Scale" (Sherry, et. al., 2000, p.1) is in stage one. I am learning how to use various forms of technology and how students can use digital tools to enhance their learning. I will not be able to reach stage two until I am actually in the classroom, which will happen in about three years.

I fear that because this is an introductory course that I am taking in the beginning of the program, the technology I am learning will be completely outdated by the time I start teaching. In order to remain in stage one, I will have to be diligent about keeping up with technology on my own. I will have to heed the advice in the article based on the success of "The WEB Project" (Sherry, et. al., 2000, p. 1). I should register for one or more online teacher forums, so that I can stay "in the loop" following along with teachers who are integrating digital tools into their lesson plans. Although I am loathe to admit it, universities should add an intermediate and an upper level technology course to their pre-service teacher training programs. This would allow me to stay in the position I am in this snapshot in technological time, which is learning the current educational uses of technology. I only hope that I will be able to accomplish this through online forums on my own.

Then, in three years when I start teaching, I hope to move quickly through stages two and three learning from trial and error, from my colleagues, and from my students. When I reach stage four about 5 years from now, I know I will reaffirm my belief in the benefits of technology as a learning tool. I hope that 10 years from now I will have moved on to stage five. I would love to be able to help others like myself push through the barriers and effectively incorporate technology, preparing students for success in their future lives.

References

Sherry, L., Billig, S. H., Tavailin, F., & Gibson, D. (2000,
       February 1). New insights on technology adoption in
       schools. Retrieved June 21, 2011 from
       http://thejournal.com/articles/2000/02/01/new-insights-
       on-technology-adoption-in-schools.aspx

Chapter 12 - Teacher, Technology, and the Classroom

After following the 10 steps to create an NTeQ lesson plan, there are still several preparations a teacher must make in order to implement an effective technology integrated lesson. S/he should try to anticipate any questions and technical issues the students may have by preparing handouts and setting up the computers in advance.

Providing them with helpful handouts including step by step instructions, resource guides, and assessment tools will ease students toward independence. Posters illustrating frequent tasks such as saving or printing documents can be displayed so that they are easily accessible to students. Preparing the computers ahead of time will help to prevent certain technological issues. Teachers should turn on the computers, install, and load the required software to save time that is often wasted by slow, antiquated hardware. They can also create folders in which students can save their work, design and provide templates for the activities, and bookmark the Internet sites they want students to use (Morrison & Lowther, 2010, p. 308-314).

After these preparatory steps are taken care of, teachers will be ready for students to begin working on the computers. Teachers should first demonstrate what the students will be doing on the computer and distribute a printed example of the finished product. This will help give students an idea of the computer tasks, while the handouts will guide them along the way. When students have questions, teachers can refer them to the prepared handouts first. They can personally help students with any problems or questions that are not covered by the guides. If several students have questions simultaneously, the teacher can direct them to work together to solve the issue. If many students have the same question, the instructor can go over it as a class and possibly print out an extra handout explaining the resolution (Morrison & Lowther, 2010, p. 322-323).

Teachers must also plan according to the specific ratio of students to computers. For example, in a classroom with only three computers teachers will have to decide ahead of time how to provide equal access for each student. The best way to navigate this situation is to have students work in groups and to designate computer tasks to each student in a group. Scheduling computer time for each group as well as the timing of group rotations is essential (Morrison & Lowther, 2010, p. 318-321). When planned correctly, student collaboration is an effective instructional tool. They enjoy participating in the activities, they think more critically, and they learn from each other ("Promoting student collaboration," 2008). Careful planning of which computer tasks will be performed for how much time is crucial in this type of environment.

References

Morrison, G. R., & Lowther, D. L. (2010). Integrating computer
       technology into the classroom: skills for the 21st century.
       (4th ed.). Boston: Pearson.

Promoting student collaboration. (2008, May 7). Retrieved June
       14, 2011 from http://www.wpi.edu/Academics/ATC/Collaboratory
       /Idea/collaboration.html

Chapter 11 - Integrating Problem-Solving and Educational Software

One of the many ways to integrate technology into the classroom is through the use of problem-solving and educational software. There are several benefits to these types of software. Problem-solving software programs help teachers implement the student-centered, constructivist method of instruction with activities that students actually want to participate in. As students interact with the software they use critical thinking skills to make decisions and solve problems, which help them construct their own knowledge and learn the material (Thanasoulas, 2002). They are motivated to apply these 21st century thinking skills in order to "win" the game. Most of the programs include individualized feedback which allow students to learn from their mistakes. Investigations into this type of software have shown that it improves student performance (Morrison Lowther, 2010).

While interacting with educational software, students are engaged in practicing fundamental skills and reviewing content that is aligned with state curriculum standards. Some of these programs also provide students with feedback and teachers with individualized student assessments. Studies suggest that continued use of this type of software can lead to performance improvement, especially in mathematics (Morrison & Lowther, 2010, p. 285-286).

Although this software can be a tremendous asset to teachers, they must evaluate the programs to ensure that they choose those that are worth the time and money invested in them. Since there is an overwhelming number of programs available, it is advisable for teachers to narrow down their focus to those that have already been rated highly and objectively. Teachers should also choose software that is appropriate for their grade level, includes accurate content, and whose functions align with the objectives they want students to achieve. At this point, instructors can use evaluation forms to review the software themselves and reflect upon how it will benefit their particular class (Morriston & Lowther, 2010).

While planning the integration of problem-solving and/or educational software into the classroom, there are additional steps to consider. These components include the relationship of the software functions to the objectives, research and analysis, results presentation, and the activities during, before, and after using the computer (Morrison & Lowther, 2010, p. 292). When creating an NTeQ lesson plan it is essential to find a direct connection between the function of the software and the lesson objectives. Teachers must figure out how the students will use the software to achieve the goal(s) of the lesson. The research and analysis phase of planning concerns what, if any data the students will be collecting and how it will be manipulated and examined. This step leads directly into the next which is for the teacher to determine how the students will use the computer software to present the results. This presentation can be very helpful in allowing students to visualize and analyze the results. The next three steps are also unique and critical to planning an NTeQ lesson. Instructors must first decide what the students will be doing on the computer, before they can establish what preparations need to made beforehand. It is always helpful if the teacher actually performs the computer functions him/herself while determining what activities will be necessary for the lesson to be successful. Once these two steps are completed, the instructor must plan what students will do after using the computer. These supplemental activities can both solidify understanding of the material as well as deepen critical thinking. Students may even develop additional problems to solve with further lessons (Morrison & Lowther, 2010).

References

Morrison, G. R., & Lowther, D. L. (2010). Integrating computer
       technology into the classroom: skills for the 21st century.
       (4th ed.). Boston: Pearson.

Thanasoulas, D. (2002, November). Constructivist learning. Karen's
       linguistics issues, Retrieved June 14, 2011 from
       http://www3.telus.net/linguisticsissues/constructivist.html

Chapter 8 - Spreadsheets

In this chapter Morrison and Lowther (2010) write about the different types of spreadsheets, their various functions, and how they can be incorporated as tools students can use to improve learning. Spreadsheets can be used to examine, analyze, interpret, sort, and discriminate both numerical and textual data. From these two broad categories, a seemingly endless list of possible topics for lessons emerges. Some examples of numerical data students can enter into spreadsheets are time, dates, measurements, percentages, decimals, fractions, and costs. Examples of text that can be sorted and studied using a spreadsheet include but are certainly not limited to names, addresses, genres, relationships, seasons, months, and nutrients.

In addition to the different types of data that can be examined in spreadsheets, there are numerous functions that can be performed. For example, students can use simple addition formulas to calculate totals. They can use division formulas to calculate percentages. They can also use formulas to calculate interest, growth, and success rates. Teachers only need to use their imaginations combined with knowledge of spreadsheet functions to allow students to become actively engaged in discovering patterns and concepts that will add depth and meaning to a lesson.

Another way that spreadsheets can enrich classroom lessons is through the creation of charts and/or graphs. Students can simply select the data and choose which type of graph or chart to create. The spreadsheet software will then automatically produce the specified visual representation. There are many different kinds of charts and graphs to choose from. Certain types of graphs and charts have specific advantages over others, depending on the objectives of the lesson. For instance, pie charts are useful when depicting percentages or parts of a whole (French, 2007). Line graphs can help students visualize the changes in data that occur over time (French, 2007). Scatter plots are beneficial when looking for trends (French, 2007). Using these different graphs and charts gives students a new perspective which deepens their understanding and facilitates their critical thinking skills. By seeing the data represented in this way, they are better able to analyze, interpret, and extrapolate their results in order to predict new outcomes.

As long as the objectives of a lesson align with a specific function of a spreadsheet, students can use formulas to manipulate specific variables in order to enhance their understanding of the content. Still another feature of spreadsheets is that the visual representations of data can change instantly when students change the data being represented. In this way they can generate simulations by interacting with the software. As students modify the data in their spreadsheets they can watch graphs change accordingly. As they continue to work with the data in this way they can hypothesize and make predictions about how the charts and graphs will react. This critical thinking exercise can lead to the development of ideas for future experiments (Morrison & Lowther, 2010).

References

French, T. (2007). Choosing the right graph: excel graphs and
       their uses. Retrieved from http://spreadsheets.about.com
       /od/spreadsheetlessons/ss/excel_graph_use.htm

Morrison, G. R., & Lowther, D. L. (2010). Integrating computer
       technology into the classroom: skills for the 21st century.
       (4th ed.). Boston: Pearson.

Chapter 10 - Graphic Organizers

Graphic organizers facilitate both learning and assessment (Saskatoon Public Schools, 2004-2009).  By looking at a graphic organizer created by a student, it is as though one is looking into his/her mind.  Teachers and students can review the visual representations together and discuss how each idea is depicted and how it is linked to others.  If the student can explain his/her concept map and it accurately corresponds to the content being studied, then the teacher can be assured that the student understands the material. 

It is just as easy to interpret misconception from a graphic organizer, as it is to infer understanding.  When ideas are misrepresented and connections are inaccurately portrayed, the student most likely needs assistance with comprehension.  Teachers and students can use the organizer as a visual aid in their discussion.  They can each identify the specific areas where misconceptions have occurred.  The teacher can then redirect and guide the student's thinking by helping them to rearrange the map so that it correctly represents the content.

Many graphic organizer software programs have a built-in device that creates an outline from the diagram that the student constructs (Morrison & Lowther, 2010, p. 260-261).  By facilitating this process, the software helps students focus on using the outline to organize their writing.  They can also click back and forth between the two views in order to learn how to use their chart to create their own outline.

References

Morrison, G. R., & Lowther, D. L. (2010). Integrating computer
       technology into the classroom: skills for the 21st century.
       (4th ed.). Boston: Pearson.

Saskatoon Public Schools, Initials. (2004-2009). Instructional
       strategies online. Retrieved June 2, 2011 from
       http://olc.spsd.sk.ca/de/pd/instr/strats/graphicorganizers/index.html

Chapter 9 - Integrating Multimedia as a Tool

There are various ways to incorporate multimedia into the classroom.  Students can create presentations to demonstrate and share what they have learned.  Within these presentations they can include videos, web pages, podcasts, audio clips, images and graphics.  They can also use these different forms of multimedia to research new information, record data, analyze the results, and then share and discuss the results with their classmates.  For example, students can use digital video or audio recorders to help them collect the information they are researching.  They can enter the data from the recordings into charts, graphs, and/or tables that they create (Morrison & Lowther, 2010).  When students organize the information in this way, it allows them to visualize, analyze, and present the results to the class.  This active interaction with the content of a lesson engages students and while enhancing the learning process (CITEd,).

An assortment of applications are available for students to use multimedia as a tool in the classroom.  They can create presentations in PowerPoint.  They can use a digital video camera to record video.  They can produce and/or edit video files in iMovie on a Mac or Windows Movie Maker on a PC (Morrison & Lowther, 2010).  More technologically advanced graphic design and editing can be performed using Adobe Flash, Photoshop, Illustrator, InDesign, and Dreamweaver (Peninsula College, 2006).

It is easy for students to get carried away and overfill their multimedia creations with shapes, images, and graphics.  This tends to distract the viewer and take away from the intended purpose of their work. One to teach this concept is to allow students the freedom to play with the technology and use whatever enhancements and modifications they choose to create their project.  Teachers and students can then examine the finished products together, compare them with professionally designed multimedia works, and discuss how well each one delivers the intended message and why.  After the first experiment with multimedia, teachers can then give students further direction on how best to arrange the elements of the presentation in order to accomplish the objectives (Morrison & Lowther, 2010).

References

Center for Implementing Technology in Education (CITEd).
       (n.d.).  Using multimedia tools to help students learn
       science. Retrieved June 2, 2011 from http://www.cited.org  
       /index.aspx?page_id=148

Morrison, G. R., & Lowther, D. L. (2010). Integrating computer

       technology into the classroom: skills for the 21st century. Boston: 

       Pearson.

Peninsula College. (2006). Multimedia communications. Retrieved
       June 2, 2011 from http://www.pc.ctc.edu/mmc/courses.html

Chapter 7 - Word Processing

By cutting back on the menial tasks of writing with pen and paper, word processing technology allows students to write more quickly and efficiently.  Built-in features such as cut and paste remove the frustrating and time-consuming chore of rewriting over and over again.  Students are much more willing to follow through with the editing process when it is facilitated in this way.  When they spend more time proofreading, editing, and revising, their finished work improves (Morrison & Lowther, 2010).

When students spend less time on the tedious tasks, they can focus on deeper and higher order thinking, which increases understanding and enhances learning.  This higher level of thinking occurs when students go beyond memorizing and repeating what they hear (Thomas & Thorne).  Some activities that help students think deeper about new information are organizing and categorizing, problem-solving, paraphrasing, making connections (Cross, 1999), and using the information to create presentations, projects, and/or images.  All of these activities can be accomplished by using word processing software.

As students are involved in these word processing activities, they have many different options that they can choose from to personalize their work and demonstrate their creativity.  They are no longer restrained by the limitations of pen and paper.  They do not have to worry about being judged by their penmanship.  They can create charts tables, and graphs to represent and to further understand what they are learning.  They can express their unique perspectives by inserting images, colors, backgrounds, and shapes to enhance their original work.  They can be proud of their creations.  These options help students connect to what they are learning and expand upon their knowledge (Morrison & Lowther, 2010).

References

Cross, K. P. (1999). Learning is about making connections. The Cross
       Papers, 3. Retrieved June 1, 2011 from djames84.net/Cert_51
       /Learning%20Is%20About%20Connections.pdf

Morrison, G. R., & Lowther, D. L. (2010).  Integrating computer technology
       into the classroom: skills for the 21st century.  Boston:
      Pearson. 

Thomas, A., & Thorne, G. (n.d.). Higher order thinking. Center for
       Development and Learning, Retrieved June 1, 2011 from
       http://www.cdl.org/resource-library/articles/highorderthinking.php