Challenges to Technology Integration: QVSD
After discussing the challenges you identified with a partner, choose the one challenge and post it here. Don't forget to include the possible causes of this challenge.
posted by sjbrooks-young at
5:04 PM
14 Comments:
Variety of inservice needed for the variety of levels of staff comfort/experience is compounded by the lack of reliable technology with updated applications for staff to use (cause: trickle down from HS to MS to ES). In a large building, providing immediate support for staff on their own machines is a challenge which is added to the perception that elementary teachers are not tech oriented (cause: isolation due to building configuration plus "old-timer mentality").
By
Anonymous, at 8:52 AM
Teachers need to feel comfortable enough in their knowledge of effective use of technology in the classroom to be able to implement it in the classroom.
Probable cause: Teachers want to be able to stay ahead of their students and be the expert at all times. Taking a risk and failing with high school students can be a scary experience for some teachers.
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Anonymous, at 8:53 AM
One of the challengs to growth in the use of educational technology in QVSD is getting successful buy-in from all school staff members. To do this, they need to see the purpose and value to themselves and their students of effective technology infusion. Each indivdual needs a compelling answer to the questions, "Why are we doing this? What benefit will it be to my students and me?"
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Anonymous, at 8:55 AM
One challenge that I face as an administrator in the QVSD is finding a way to incorporate technology into all classrooms on a daily basis. We have a small number of teachers that incorporate technology into the classroom on a daily basis. We also have a hanfull of teachers that do not incorporate technology into theclassroom except for the one or two times a year that they use an overhead. How do we get everyone to buy into the same philosophy?
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Anonymous, at 8:55 AM
Seamless integration of technology – Teachers are only able to utilize technology to the level they understand and this continuum runs the full gamut. Teachers who are tech savvy are able to utilize technology seamlessly to enhance teaching and learning; whereas, teachers who are tech challenged more often teach tech as the objective rather then utilizing it as an exponent to the learning process.
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Anonymous, at 8:55 AM
After reading all the comments, I would like to refine my challenge to be using technology as a tool rather than as the objective in the classroom.
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Anonymous, at 8:59 AM
In response to the first comment and the "trickle down" of technology equipment from high school to middle to elementary, I am not sure that this is by building level. It is more an issue of getting the technology equipment to the early adpoters who are most likely to embrace the change and use it first. This creates a cycle in which the reluctant users get older equipment and get left further behind. It increases the range of users and the gap between high end users and novices, rather than decreasing it.
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Anonymous, at 9:02 AM
"Teachers who are tech savvy are able to utilize technology seamlessly to enhance teaching and learning; whereas, teachers who are tech challenged more often teach tech as the objective rather then utilizing it as an exponent to the learning process." So very true! The seamless use is evident in classrooms where technology is in place (TLP grant or WVC for example), so getting tech in place coupled with training/modeling from teachers who are "doing it" will make a huge difference. If you buy it and teach it, they will use it.
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Anonymous, at 9:04 AM
We need to be careful in “pushing” people to use technology in the classroom. When it is used incorrectly it becomes cumbersome and can impede the teaching and learning process.
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Anonymous, at 9:04 AM
Challenge:
Implement the Professional Development Plan on a building basis establishing model classrooms and mentors using the current Tech Plan. Work with building principals to assignment responsibility, establish a format to be used district wide and identify funds for implementation.
Use e2t2 funds to establishing training for mentors and teachers outside of the school day.
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Anonymous, at 9:07 AM
At SPU, in one of the graduate school courses, we used an early form of blogging as "threaded discussions." This was, in part, to give class members the experience of using this as a tool. But it was also to advance the discussion. The professor posted an article, asked us to respond to it as well as responding to two other class members responses. It ramped up some very interesting and exciting online discussions.
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Anonymous, at 9:10 AM
We would like to provide in-services using the Wenachee model. Teachers or classified staff would be able to decide in small groups what kinds of in-service they need. Request goes to their building mentor and a time and trainer will be assigned using an on-line form.
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Anonymous, at 9:12 AM
I agrre wholeheartedly with the first post about comfort and experience. So often, teachers haven't had the opportunity to have hands-on practice using different forms of technology. The "learn by doing" model of learning really applies to developing comfort levels with technology. The time isnt there for people to plan lessons and learn new skills within the school day or year.
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Anonymous, at 8:15 AM
Amusing state of affairs
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Anonymous, at 4:05 AM
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