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Overcoming Technology Barriers: How to Innovate Without Extra...

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Saved by 51 people (-3 private), first by anonymouse user on 2008-08-06


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According to a recent survey by the nation's two largest teachers' unions, most educators are enthusiastic about the role technology can play in improving learning, but many still feel unprepared to take advantage of digital tools in the classroom. What's stopping them? The persistent barriers include too few computers, a lack of technical support, and inadequate professional development.

Highlighted by carlosvaz

most educators are enthusiastic about the role technology can play in improving learning, but many still feel unprepared to take advantage of digital tools in the classroom

Highlighted by brasst

Highlighted by jim_ellis

According to a recent survey by the nation's two largest teachers' unions, most educators are enthusiastic about the role technology can play in improving learning

Highlighted by jamesherrick77

on 2009-05-12 by jamesherrick77

survey by teacher unions - teachers may be more likely to be positive??

Highlighted by asherwin

on 2009-05-12 by asherwin

I agree that professional development is lacking as all teacher are at different stages of digital learning!

on 2009-05-16 by ddesroches

It becomes very difficult to meet the needs of all teachers when they are at different levels of understanding and using technology.

persistent barriers include too few computers, a lack of technical support, and inadequate professional development.

Highlighted by jamesherrick77

What's stopping them?

Highlighted by craign64

on 2009-05-12 by craign64

A lot of teachers are still scared of technology as well.

National Education Association and the American Federation of Teachers, provides several broad recommendations for effecting change over the long term. They include: Improve classroom access to hardware, software, and the Internet, bolster technical support, strengthen professional development around the instructional uses of technology, and enlist teachers unions to advocate for tech funding and support.

Highlighted by jim_ellis

on 2009-05-12 by jim_ellis

Many ideas but not a clue as to how we should impliment.

Step 1: Innovate with the Tools You Already Have

Highlighted by brasst

Web browsers.

Highlighted by bluybencronk

"I needed a 'yes' principal -- and I have one,"

Highlighted by jamesherrick77

on 2009-05-12 by jamesherrick77

So if you don't have supportive principal are you making things more difficult than they have to be? i.e. get your administrators onside; educate them if necessary

To support her nontraditional approach, Norfar required one more thing: "I needed a 'yes' principal -- and I have one

Highlighted by jim_ellis

"It's not about the stuff," Carleton emphasizes. "It's about making connections and working with what you already have. Our principal trusted us and allowed us to take that risk."

Highlighted by brasst

'What do you need the most?'

Highlighted by ryhackl

on 2009-05-12 by ryhackl

The "need" portion of this statement is important, before purchases are made...

Step 2: Seek Out Free, Easy-to-Use Digital Resources

Highlighted by brasst

making connections

Highlighted by ryhackl

on 2009-05-12 by ryhackl

Starting with the 'why this is important' matches well with our outcomes-based approach in curricula

Highlighted by asherwin

on 2009-05-12 by asherwin

http://www.go2web20.net/ is a great site for free applications. You can search for tools using common tags.

on 2009-05-16 by ddesroches

Yes, I have used the site as well and find it very useful - always something new.

"We can't wait until every condition is met to get started with technology," Conery states. "You have to jump in with what you have. But at the same time, the community needs to keep working on getting equitable access, building a vision, advocating for professional-development funding, and meeting the other essential conditions."

Highlighted by brasst

You won't know about a technology until you start using it.

Highlighted by jim_ellis

You won't know about a technology until you start using it.

Highlighted by ryhackl

on 2009-05-12 by ryhackl

True. This is scary for teachers, though. Thus, the important role of our ISITS personnel.

Step 3: Overcome Your Fear of the Unknown

Highlighted by brasst

Teachers' fear of learning something new is still the main hurdle to technology integration

Highlighted by brasst

"You have to jump in with what you have. But at the same time, the community needs to keep working on getting equitable access, building a vision, advocating for professional-development funding, and meeting the other essential conditions."

Highlighted by jamesherrick77

on 2009-05-12 by jamesherrick77

This where we are at. The key is to try things. You can work on getting the other necessary supports later. Build the roads and you can advocate for a bridge, but put the bridge in by itself in the middle of nowhere and will the roads be built?

meeting the other essential conditions."

Highlighted by ryhackl

small-group professional-learning communities

Highlighted by brasst

fear of learning

Highlighted by michealhagel

on 2009-05-12 by michealhagel

I think it is more a fear of learning something well enough to feel comfortable using it in the classroom.

Teachers' fear of learning something new is still the main hurdle to technology integration

Highlighted by jamesherrick77

on 2009-05-12 by jamesherrick77

sounds like a "fundamentalist" - unwilling to change

Educators need to see other educators teaching in different ways in order for new practices to take hold

Highlighted by brasst

teachers time during the regular school day to learn from one another.

Highlighted by jim_ellis

district gives teachers time during the regular school day to learn from one another

Highlighted by ryhackl

on 2009-05-12 by ryhackl

Excellent approach. This needs to be worked into the existing schedule... Learning lab time?

common language

Highlighted by ryhackl

on 2009-05-12 by ryhackl

Good.

Step 4: Start with Small, Fast Projects That Enhance Learning

Highlighted by brasst

Teachers who are new to using technology will gain confidence from "safe, discrete" learning activities that connect to what they are already doing with students

Highlighted by brasst

Have teachers bring examples of something cool that their kids have done

Highlighted by ryhackl

on 2009-05-12 by ryhackl

Works well to generate student examples of 'best-practise', upon which rubrics/assessment can be generated... Can this be worked in to PD around assessment.

introducing educators to an engaging task that's relatively easy

Highlighted by brasst

I needed a 'yes' principal -- and I have one," she explains.

Highlighted by moragr

on 2009-05-12 by moragr

So true!

Show them something that's immediately accessible

Highlighted by jim_ellis

Find some that relate to what you are already teaching

Highlighted by brasst

Step 5: Learn with Your Students

Highlighted by brasst

Highlighted by ryhackl

on 2009-05-12 by ryhackl

Good ole 'paradigm shifting'

Highlighted by ryhackl

on 2009-05-12 by ryhackl

As do students...

"Teachers need to be successful early," he says. "You want to start with something familiar and close to what they are already doing, but so different that it can be a portal to new possibilities. It's about paradigm shifting."

Highlighted by jamesherrick77

on 2009-05-12 by jamesherrick77

That's right. How many will take a "leap" of faith? Most are more than willing to take small steps, especially when there is some guidance.

introducing educators to an engaging task that's relatively easy

Highlighted by ryhackl

on 2009-05-12 by ryhackl

As do students...

Find some that relate to what you are already teaching

Highlighted by ryhackl

on 2009-05-12 by ryhackl

Thus technology becomes a tool for classroom use...

Can we teach students to help teachers use technology more effectively in the classroom?

Highlighted by ryhackl

on 2009-05-12 by ryhackl

Students and teachers as partners in education / learning concepts.

learn about technology in the context of their own classroom, side-by-side with their students

Highlighted by asherwin

on 2009-05-12 by asherwin

I think that this is a great way to model learning for your students. It's great for them to see you excited about learning, facing challenges and achieving success. I like to spend time at the end of an experience with technology sharing with each other one thing we have learned during the session.

The bottom line is, do the best you can with what you've got.

Highlighted by jim_ellis

on 2009-05-12 by jim_ellis

Or ... do more with less