Reflection of Integrating Technology II

As a homeschooler, we use technology daily and for many different reasons.  It's is a fluent and fluid part of our learning.  We live in an affluent area and the schools here are considered desirable and in the top rankings for SC.  Through this class and the others I have taken, I was amazed at the lack of technology available in our local schools.  I have talked with other public schooled kids and found the same lack at many of the area schools.  There are some districts that have 1:1 Chromebooks or iPads but many of these students I talked to said they use them to do research, write papers and read their text books.  With the incredible web 2.0 tools available, the students and teachers I spoke with never use the majority of them beyond the basics.  Teachers I spoke with had never heard of some of the tools I asked about.  "School systems are known for being glacially slow at adapting to change.  Although school systems may be delayed, it does not mean that the classroom or the individual instructor needs to be, especially when it relates to the adoption of technology within the classroom" (SNHU, 2015).  This statement suggest teachers take an active role in implementing technology in the classroom but how are they to do this without computers?  The teachers I spoke with would love to integrate technology but aren't able to because they don't have the tools.  The tools they do have are often breaking down and there is only 1 IT specialist shared among the schools.  They aren't receiving support, encouragement, professional development or equipment to be able to incorporate technology into their lessons.

Through this class I learned about new web 2.0 tools that I look forward to introducing to my students and to other homeschoolers.  I'm hoping to be able to set up some of these tools like Skype in the Classroom and Edmodo to connect with other homeschoolers locally and from other regions.  I would like to be able to take this knowledge into the local public school classrooms, as well, maybe as an integration specialist.  I want to continue my learning of the available tools and help teachers implement technology into their lesson.  Technology use in the classroom is critical in the students attaining those essential 21st century skills.  This class has helped me see the process through which change and implementation can occur in a school using the key elements of planning, implementation, and follow-up (Meltzer, 2012).  Through this class, I have become more aware of the importance of specialized professional development.  Teachers need pointed professional development with follow up.  "In order for professional development to influence instruction and have an impact on school reform, teachers must be both using their new skills and building on these skills" (Meltzer, 2012).   We will know whether this is occurring through follow-up where we revisit the goals and expected outcomes, review evaluations and by observing teachers using the tools.  Teachers are learners and the process of learning to implement technology into lessons can be a huge task depending on the teacher's knowledge base.  It is important to continue to perfect the craft of technology integration because technology is ever changing with updated and new computers or tablets, apps and software are being introduced continuously and the web is ever evolving.  "AS a technology integrator, keeping up with evolving technology, staying on top of changes in the educational landscape, and maintaining relationships among the school community must be a continually evolving process" (SNHU, 2015).

SNHU.  (2015).  Module ten:  Perfecting the craft.  Retrieved from https://bb.snhu.edu/bbcswebdav/pid-9585224-dt-content-rid-24306455_1/courses/EDU-641NC-16TW2-MASTER/EDU-641-14TW4-MASTER/edu_641_module10_overview.pdf

Meltzer, S.  (2012).  Step-by-step professional development in technology.  Larchmont, NY: Eye on Education.

Teacher Technology Survey

I created a technology survey for teachers to determine how they use technology in their classroom, their comfort level with the hardware, software and Web 2.0 tools they use, how often they use technology in the classroom, and what they want to do to increase their use of technology.  I asked information to determine their levels of personal use that can be applied to and built upon in the classroom.  I included several options of technology tools especially web 2.0 tools to see not only what teachers use but to see their awareness of tools available.  I sent this survey to 3 teachers, a 2nd grade teacher teaching 11-20 years, a 7th grade teacher teaching 2-5 years and a 11th grade teacher teaching 11-20 years.  Personally, these teachers use technology in a variety of ways.  The 2nd and 7th grade teachers use the most technology at home using their laptops for a variety of reasons:  Pinterest, Facebook, email, scrapbooking, digital photography, Twitter, Linkln, Youtube, online learning classes, research and other ways.  The 11th grade teacher uses very little technology personally, mainly email, Facebook, and digital photography.  The 2nd grade teacher uses Apple products and the 7th and 11th grade teachers use Windows based computers with the 7th grade teacher also using an iPad.

Each teacher expressed concerns that there were not sufficient computers available for in-class use but the middle school is about to introduce 1:1 Chromebooks.  There is currently 1 IT specialist shared among the schools who is focused on technical issues.  The elementary school and high school both have computer labs.  The elementary students attend this once a week as a special area.  The 2nd grade teacher states they students play education games and learn typing.  The high school has an elective class for students to learn computer skills.  Each teacher stated the need for technology based professional development training and that they would like to improve their technology use in the classroom.

The lack of computer equipment available for each teacher severely limits their use of technology in their classroom.  None of the teachers currently use web 2.0 tools.  They each use emails to send out information to parents but it is limited to 1-2 per month.  The each have a website through the school that was set up at the beginning of the school year with basic information.  The 2nd grade teacher maintains a Facebook page and an active blog through the school website where she updates frequently about classroom activities.  Though active with her personal social media use, the 7th grade teacher does not maintain any social media or blogs for her classes.  The 11th grade teacher does not maintain any social media or blogs.  Each teacher has an interactive whiteboard but it is used predominately as a chalkboard which is linked with the curriculum.  The interactive whiteboard is set up with the activities in the curriculum so the teachers can work problems or have discussions based on what is in the text books.

Each school has internet access but it is extremely slow and restricted allowing for no social media, Youtube and many other site access.  The teachers agree that the technology use is essential for our students success but feel their hands are tied as to how to use it in their classrooms with the lack of tools.  The are all willing and desiring of more professional development on how to integrate technology into their lessons but do need more computers to make this happen.  One suggestion was to add IT staff so that each school has their own IT specialist to focus on technical issues but to also add one for each school who would specialize in integrating technology into lessons.  The 7th grade teacher is excited to add Chromebooks for their students but still feels they have not be given ample training on how to effectively use them in the classroom.

Teacher survey:  http://goo.gl/forms/n8KzDvqvJ9

BYOD Pros and Cons

There are many challenges in education but one of the top ones is funding.  Another focus in today's education is 21st century learning and technology.  21st century skills include the 4Cs - communication, collaboration, critical thinking, and creativity and using 21st century tools.  These are key skills students need to succeed in college, life and in the work force.  Today we need to, "take advantage of new learning tools to ensure that our children's learning is practical and prepares them for the challenges of the 21st century" (Making, 2012).  How do we take advantage of these wonderful technological resources which are expensive to implement school wide when funding is an issue?  Many schools have started a Bring Your Own Device or Technology, BYOD or BYOT, programs.  "'BYOD' policies are a cost-effective way for schools to bring technology into the classroom.  Simply put, it's a way for schools to get closer to a 1:1 technology program without the cost involved" (Suzanne, 2013).  This sounds like a simple solution - everyone bring their own device, we'll enhance our lessons with technology and we'll facilitate the 4Cs.  But wait a minute, is it that simple?  There are many questions a school or district will need to address before implementing a BYOD policy.

• What age is a BYOD program appropriate for?
• What infrastructure does the school need to support this policy?
• What types of devices can students bring to school?
• What platform works best with the network configuration?
• Is the SIS (student information system) mobil-ready or multiplatform?
• Is the LMS (learning management system) mobil-ready or multiplatform?
• What are the consequences of students not using their devices appropriately?
• What are school policies on device and internet usage?
• How are we or who is going to train teachers, parents and administrators to use all these devices and on etiquette and responsible use policies?
• What are the school's, students' and parents' responsibilities and liabilities?
• What about those students who don't have devices?
• What about the inequalities that will be prevalent in varying student devices?

Several of these questions can be addressed with an appropriate acceptable use policy which would address responsibilities and liabilities, consequences of inappropriate use, acceptable devices, authorized users, and digital citizenship.  Knowing which platforms work best and whether the SIS and LMS are mobile friendly or multiplatform would be critical to know and inform parents so they can make an informed decision on which devices to provide for their student(s).  Having at least one technology integration specialist on staff would be crucial for schools to assist teachers, administrators and parents on how to use the varying devices to make the most of the educational resources, apps and tools available.

Why should schools implement a BYOD program into their schools?

• Students can take control of their learning on a device they know and are already comfortable using.
• Students bringing their own device frees up funding for schools to be able to provide funding for technology for students who need it.
• Digital literacy and digital citizenship are components of 21st century skills and students will be engaging in learning these skills with assistance of teachers and staff.
• A BYOD program would allow for more individualized learning.
• A BYOD program would allow for a flipped classrooms where students watch video at home and come into class to work on projects or exercises and the teacher is able to focus on those students who need more assistance.
• Students can take notes directly on their device and keep everything in one location for better organization.
• Students love technology and a BYOD program allows them to be more interactive and tuned into learning.
• Everyone is a trouble shooter in a BYOD environment and trouble shooting is a higher order thinking skill.

Why should schools NOT implement a BYOD program?

• It may be more challenging for the IT department to effectively manage the bandwidth allowing for all devices to be connected.
• Students bringing in their own devices could lead to more divisions among students.
• Students may be more distracted using their own devices and use them inappropriately to play games, text or post to social media sites.
• Teachers will need a greater base of knowledge to address possible issues with the varying devices.

An important goal of education is to provide students and staff with the tools they need and today thats tools to facilitate skills for the 21st century.  Technology is here.  It's a must in the classroom and many schools cannot afford to provide devices for students.  It's time schools stop banning technology and embrace it's usefulness in empowering student learning.  "The advantages of digital media now greatly outweigh the disadvantages and require that schools update their thinking and policies to provide guidance on the use of these tools to improve student learning and achievement" (Making, 2012).  With appropriate policies and planning, schools can overcome the reasons not to have a BYOD program, it's not a program just to cut costs but to enhance student learning and engagement and to prepare them for the 21st century world.

Making progress:  Rethinking state and school district policies concerning mobile technologies and social media.  (2012).  Retrieved from https://cdn-files.nsba.org/s3fs-public/reports/MakingProgress.pdf?0TcR_Fscnonb6ASI92tb1_6F6_iCA0SH

Suzanne.  (2013).  Five pros and cons of BYOD in education.  Retrieved from http://blog.tophat.com/5-pros-and-cons-of-byod-in-education/