This subcommittee has concluded that, although we do have a fairly well equipped capacity for technology integrated instruction to occur, K-12, it doesn't seem to be happening on a consistent level district-wide. Some teachers integrate technology into instruction quite a lot and their students have a technology-rich learning experience. Some teachers use technology in limited ways, focusing primarily on having students word process reports, use the Internet to conduct research, and create PowerPoints to demonstrate learning. Some use the drill and practice type games online to practice skills as well. Still others use technology with students rarely, and if they do, it's mostly just for word processing or free time games.
What we are trying to identify, and what I'd really like your input on, is as follows:
- What are the barriers that prevent teachers from using technology more during instruction?
- What are the technology related skills and experiences we think our students should have when they leave elementary school?
- When they leave the middle school?
- When they leave the high school?
- What should we be doing to help teachers move toward a more consistent level of technology use during instruction at the elementary level?
- At the secondary level?
We do have District Technology Standards and Performance Indicators. (Click here to view them.)
- Are these still appropriate?
- Do they need revision?
- A new emphasis?
- In what ways?
I would like your input posted here but I would also like you to share this input in a discussion at our next in-person meeting on March 1st as well. I am thinking of recording this discussion to use in a podcast. This is a dilema faced not just in Hilton, but in schools across the country.
Thanks!
7 comments:
Hi
You need a lot of input!! Here we go, one by one...
Two big barriers: One is time!!! Time to plan, research sites, set up links, learn how to use new software, and then figure out to apply and teach it in your classroom. With so many pressures with the current curriculum. I think people may see tehnology as something more to do then as a way to teach the content areas. The second barrier (in the classroom) are the slow student computers and not enough of them. Buddying up on computers is just no fun - ask my kindergarteners!
I think the primary tech standards are due to be revised. If I am not mistaken when they were written, K was half day and the fact of the matter is kids come in more savvy so I think we can expect more. The emphasis needs to be on independence. I also think there is a communication gap about these standards recently. I am not sure how many teachers actually refer to them and assess them.
As far as helping teachers move to a consistent level of technology use, I think we need to figure out how to give teachers time to use it and motivation($). Once upon a time, we all took the computer competency test for money. Then projects came along for money. How about staff development with a minimum of four integrated lessons in the classroom (there's the eight hours of personal time). Just an idea.
I don't think I have enough knowledge to comment on what students should know when leaving elementary, middle, and high school. Hope this input helps!
I agree with Terri. The biggest barrier is the time constraints. There never seems to be enough time in the day. Integrating technology into the classroom is very exciting but it can be time consuming. I think people tend to use it more while teaching content and they may not have ideas on how to integrate into different times of the day. Maybe we need to have people share what is already being done in the classrooms so others can get excited about technology and see that it can be done. Maybe we should take these questions back to our grade level and get more feedback. I would be curious to see how others feel about this.
Trying to move toward a more consistent level of technology is a tough one. I think teachers’ use of technology is based on the individual’s comfort level. I agree with Terri that most people need incentive, staff development, and time to work on creating projects. I think there is a lack of communication with the expectations of the level of technology used during instruction.
I have looked at the curriculum and feel that it does need to be revised. Children are coming to school with more knowledge and experience with computers. As for the actual skills, I feel that we need to speak with other grade levels, k-12, to see what the kids are lacking or if there are gaps.
I think Terri hit it right on the head! I think teachers just don't have enough time. Time to learn new software, time for the students to learn the program, figure out how apply it to curriculum in the classroom, get the students to "map" out or research the information needed for the project and then to actually get in front of a computer to put it all together. I know when teachers come to the lab with their students to learn Kidspiration, for example, sometimes it takes 3-4 weeks of lab time just to do an introductory project. Most kids get them done, but a number of them don't because it's time to move on. Then, the program is never used again, until it is introduced again at another grade level. Maybe they feel it's just another thing to "do" then as a way to creatively learn new curriculum. Again, some people are petrified of computers and need a little "push" to get them started. Some are so good they don't need any help at all. The lap tops have been a great help in getting the teachers and students to use technology more in the classroom. Like Terri said, some of the classroom computers are dinosaurs and just to get them logged on takes 5 minutes let alone run big graphic programs on them.
As far as the tech standards are concerned, I think they need to be revised, especially for the lower grades. Most kids have computers at home and use them. They are way more savvy then before. I think we should expect them know more at a younger age, especially with Kindergarten having full day and coming to computer lab at least once a week.
I'm at a loss for what we need to be doing to help teachers move toward using technology more. They have the opportunties to learn new programs and the incentive for money. They can take staff development to learn how particular software works and get input from the instructors on how they can integrate it into the classroom and they have the money incentive for projects, but not a whole lot of teachers are taking advantage of it. Other than having it be a requirement to use technology (and not just word processing) to produce a project, I'm at a loss.
I think that the students need to use more technology, and I wouldn't want to add any more to the teachers plate then they already have, but like math, science and language arts, technology something they need to experience, learn and utilize to be productive in school and in the workplace.
I don't know if any of my input helped or brought up new questions.
Hi,
I agree with everyone else. It doesn't seem like teachers know of an easy way to intergrate technology with their teaching. Plus it does take a good deal of time, especially if you're not confident about technology. Elementary teachers are overloaded these days, so if technology doesn't come naturally then it gets put on the backburner. I think that what we need is a "technology coach" for each building. The coach could meet with teachers to discuss how to intergrate technology, model lessons and observe and provide feedback. I know that Lori tries to do this but it's hard with her being stretched among several buildings. I get excited when I take a course, but then I get bogged down in my day to day work that I forgot. It would be nice to have someone to help me apply what I learned back it the classroom.
Although we are lucky to have several computers in each classroom, many of them are either so slow or don't work, that it doesn't make it easy to intergrate. I have tried ideas but usually by the time the kids get logged on, it's time to switch to the next thing. Also, on several comupters the microphone or speakers didn't work.
Ed is having trouble getting into the blog to post. We're working on gettting that fixed. In the meantime, Ed emailed his thoughts to me and I've copied them here below.
From Ed...
Terri and Wendy have made many good points with which I also agree (limited number of computers and when available, many are SLOW). I'll just add a few more thoughts and questions.
First, I wonder how we really know what students and their teachers are doing to integrate technology? Is this information from casual observation or lab and laptop use (which is what I can share)? Is it worthwhile to gather teacher input, student input and look at evidence of student integration. I think our generalizations, conclusions, and resulting plans need to be based on some current data. Would some questions from the Patti Sullivan surveys be helpful?
Second, we do need to revisit the tech standards and skills. I suspect that if there are any barriers, one is knowing what the minimum technology standards are for students and what technology items are an enrichment or extension. There is now easier access to and creation of websites, Google Earth maps, music & movies, blogs, and podcasts that was not part of the scene years ago. Are these things minimum or enrichment? Doesn't it all depend on how they are integrated?
Third, we have to work on the time barrier that Wendy described. It is true more often than not...best laid plans have a variety of technological or conventional pitfalls. Sometimes it finding a little time for some team planning and being available to help troubleshoot. We are lucky to have Lori and Denise available during most of the days/hours of the school week. Each one of us who has had successful integrated tech experiences can play a smaller but effective encouraging-supporting role. We must keep in mind that each teacher's responsibility is to plan teaching-learning time efficiently. Technology is not always the best, most efficient tool to learn. We have to focus on what the computer does best for different levels of students.
Finally, to be credible with our peers, we have to acknowledge what is really valued. With more state assessments, we are teaching at a time when schools are judged more by our scores. With the reported School Report Card scores, NCLB requirements, and evidence of time and attention, we currently emphasize greatly value Reading, Writing and Math, possibly at the expense of social studies, science and technology. We sometimes seem to value separate distinct subject areas rather than integrated/thematic studies. There are not high stakes tests using technology. We need to deal with this shallow reality, revisit the district tech standards and goals, and strike a balance that promotes what we know is best for our students. It might be an awesome challenge to move 70+ teachers in the same direction, but reasonable to encourage one colleague at a time...one class at a time.
I agree with Terri and Ed whole heartedly about TIME, sharing computers, money or commitment to IT. Personally, I'd love to use MovieMaker, Audacity, and other programs, but I haven't found time to learn them and think how I can use them with my SPED students.
Here are others:
-the age of teachers and comfort with what to use technology for with what they do already
-slow students keyboarding
-limited "official" computer time for students with a trained teacher (as a special)
-buildings not wireless
-teachers with limited access to sites for downloading and attaching hardware/software
-epals email accounts for students is good
-give teachers incentives or earn credit for taking and implementing technology towards the purchase personal laptops to use at work and home- saves space, increases ease to access or report information
-more colored toner
With respect to the standards, they do need revision based on what children already come to us knowing, what we want them to do, and what they may be expected to do in the future.
I know this post is a few years old, but I feel that it is still relevant to give feedback to. I think the biggest block for people in our building from consistently integrating technology into their lessons is availability of equipment/technology. I go to sign out the computer lab and it'll be booked for a month! Or, if I'd like to use a SmartBoard, I might not necessarily need it for 60 minutes, but I still need to sign out a computer lab for the whole time. It would be much easier to have one in my classroom. Our laptop carts often are the most available to sign out, and I will use them if I REALLY want the students to have access, but they run out of battery, quit working for whatever reason, the cords are a mess to deal with, etc...
Post a Comment