After reading Seven Essential Steps for Adopting New Technology, some steps I would consider taking when adding technology to my curriculum are: performing a 360 degree trial, document compliance with students, and develop a plan for adoption. One thing I have learned when trying to implement new technologies into my classroom is that I must do a COMPLETE trial before I try and integrate them, if I don't there is undoubtedly always a few problems that I don’t know how to fix. If I do a complete trial from all aspects, I can troubleshoot any problems that might happen on my own time so I am ready for them once my students present these problems in the classroom. I learned after there was a problem with a website I used frequently in the classroom the one day I was being evaluated. After that, I will always do a complete trial to troubleshoot any problems before hand. I also make a “cheat sheet” for myself just in case I forget the steps I need to take. The second step I would take would be is to implement a document compliance with students and parents so that they agree to let their children use the technological platforms I use in my classroom. A few of the sites I do use you must use or make accounts for and it is better that the parents know the usage of these and comply with them. That way I am covered if anything does happen that is not supposed to. The last step I take is to develop a plan for these technologies. I am a planning type of person and can’t really just wing anything so developing a plan for everything I do in my classroom is necessary. I also think developing a plan will help the integration be smoother, easier, and more effective. If there is a plan in place then you can take the appropriate steps in order to successfully integrate technology and not have to guess. If there is a plan, that also helps with sharing the integration with other teachers. They can also follow along the plan and everyone can be somewhat cohesive in the plan of technology integration, and be on the same page instead of some people not integrating anything and others using a new technology every day.
I totally agree with you on the planning! I am a huge planner too! When it comes to technology I have to plan each step to teach my first graders. Although, it is amazing at the age of 6 and 7 that the students can pick up on new technology in a matter of minutes. If there is a plan in place the success of technology is great on individualizing the learner and learning process.
I have seen circumstances in which these steps were followed and the integration has seemingly been positive (so far.) My school is piloting a one-to-one laptop initiative. 200 students have their "own" laptop. One team has chromebooks, while the other has Mac Airs. Both are utilizing Googel Classroom. They seemed to have provided the appropriate supports as far as funding and training. I was impressed that they didn't just go with one of the models and are doing a comparison study. When they purchased ipad carts a few years ago, they did not take some of the steps into consideration and there have been some huge obstacles in using the technology including apple configurator, purchasing apps, teacher training...
I agree teacher training is so important before implementing new technologies in the classroom. It is important for the next technologies to be successful and beneficial for the student and teacher. Our school now has professional development classes for teachers to learn more about technology in your classroom. We also have a technology coordinator who comes to your classroom and teaches technology lessons with you to your students.
After reading Seven Essential Steps for Adopting New Technology, I immediately thought of my teaching philosophy, which is developing students into life long learners in a multi-cultural technological society. As a first grade teacher for now six years, students are learning new skills each and every day. It is the world they are growing up in. At the age of 6 and 7, my students are able to use technology every day in the classroom. I am fortunate to work in the Westfield, School District, where each student is able to use an iPad during class instruction during lessons and activities. I use many applications during my teaching to individualize the learner and learning process during times of instruction.
The beginning of the article gives an analogy of the game of the wooden pieces, stacked perfectly together to make a tower. Children take turns removing one piece at a time, in hope to keep the tower from falling down. This is a great visualization of technology being implemented into classrooms and districts. In my school, when we first started with implementing iPads in the classroom, our district had a goal and objective in the student learning outcomes. Teachers from each grade level met, to discuss ways the iPad could be adopted and used in our classroom during lessons and activities. Now, in the year 2015, my first grade team and I are using applications that help each student become successful learners. There are not only great applications we use for students, but for teachers as well. I use an app called, Confer, to take notes on my students during Reading and Writing Workshop. In first grade, reading and writing are crucial and a big component for the students throughout the year. The app Confer, allows me to take notes on each strategy and skill my child is working on in both reading and writing. For example, while I am meeting with a student during reading for either a conference, strategy group or guided reading group, I will take notes on the skills they are working on and future lessons I can implement with the student. My notes are saved and can be used during a parent teacher conference or with another teacher. The notes allow an organized system in your classroom and ensure that every child is working on a skill and has the support to allow the student to make the skill a habit during their independent time.
When my school first implemented the use of iPads in the classroom, my first grade team and I found applications that go with our curriculum and follow our mission and goal. For example, we use the Everyday Math applications that follow our math program. On Fridays, the students will play Everyday Math games on the iPad that go with the week’s lesson and reinforce the skills we are working on in Math. At parent teacher conferences, we show parents how to download and access the games to have their child play at home for reinforcement and practice. It is engaging and fun for the students! Parents use the games throughout the year to practice the math skills at home and to provide consistency with home and school.
The school investment of technology can be very costly. I am fortunate to work in a district where technology is valued and important in your classrooms. With new technology devices, applications and different maipulatives, our district created a position a few years ago, called a Technology Coordinator. This person travels to your classroom to help you with implementing technology in your classroom. You can meet with this person to plan a lesson using technology and this person will come to your classroom and teach the lesson with you. It is amazing to have a support system to ensure the technology is being implemented in the most successful and beneficial way for the students. This person helps with the determination across the district of what technology is helpful when evaluating the technology at the end of the year and speaking with teachers about the growth of their students using technology. There are consistent email updates, posts on our school Twitter account and professional development workshops to ensure the investment of technology is being used in the best way possible. Having a coordinator to help bring technology into your classrooms makes a big difference in your teaching. Educators are able to have formal training to ensure the delivery of instruction using technology with your students is successful.
I agree with this article that the most important step for technology in classrooms is data on student achievement gains or improved student behavior. I have seen in my experience with using technology in the classroom my student’s affect and enthusiasm for learning change to more of a positive engagement with learning. Students enjoy the manipulatives of technology and are excited to take the next challenge. For example, I have a hearing impaired child in my room who uses the application, Evernote, on the iPad to record his writing from writing workshop. He will listen to his recording when he is done and self-correct his sounds. This application builds on his confidence and works as a manipulative to individualize the learner and the learning process. This is an example of data I collect when using technology in the classroom. This proves and shows the achievement gains for the students using technology in the classroom.
Technology makes me think of a quote from Steve Jobs, “Lets go invent tomorrow instead of worrying about what happened yesterday.” Every child deserves a chance to shine. Technology is motivating and engaging children to become life long learners!
Recently there has been a strong force driving schools and teachers to integrate technology into their classrooms. While the promise of increased understanding and achievement by our students is tantalizing, it is important that we take a step back to ensure that this integration ultimately serves our students and is not simply an educational arms race.
I was happy to read Dr. Gravel’s argument that technology must address a need and ultimately serve a purpose. I myself have found pressure to further integrate technology into lessons that did not require them simply to address a perceived deficit. Technology is a tool. It is a means to an end and should not be confused as an end itself.
The last three points Dr. Gravel made were his most convincing. All too often we find ourselves stuffing an unrequested piece of technology into our classrooms. This is putting the cart before the horse. Introducing technology without a clear plan on how to integrate and evaluate success is misguided. It is making the mistake of looking for quick, easy and attractive solutions. The best solutions are often not the sexiest, but the most practical.
During this school year, the district where I work, implemented an on-line management system. After reading the article the administration followed several of the essential steps mentioned int he article. First many OMS were evaluated and discussed by a test group. The criteria which helped the district make their choice included simplicity of user management, the efficient manner to move students into the system from pre existing platforms, the security and cost. Once the best OMS was chosen for our district, small group meetings were held to discuss outcomes and goals for the school year. The administration had monthly goals which the teachers would need to accomplish within the system. The staff was offered support, if needed. The monthly goals started simple but became more complex by the end of the school year. The administration recently had a meeting to evaluate the staffs ability to use the OMS and effectiveness within the teaching. After reading the article there are a two things I would change. First, I think that a test group should include the students and parents, who will ultimately be using the program. This would be the most the effective way to learn if the program is suitable for the goals established and, most importantly, the security. Second, evaluation of the program by everyone involved is the most direct means for analyzing the pros and cons. Having numbers would have been more concrete to evaluate the staffs likes and concerns.
I am a strong believer that technology can enrich and help each and every subject taught in school. Moreover, after reading the article titled “Seven Essential Steps in Adopting New Technology”, I do agree that each school district should be more responsible when first becoming familiar with new technology and before integrating it across the board in every classroom.
My school district recently purchased an AVRover for each science classroom in our district. This purchase did not seem to come with a plan prior to its adoption or even an evaluation period. I agree with Brian Weinfeld’s response when he states that “it is important that we take a step back to ensure that this integration ultimately serves our students and is not simply an educational arms race.” After reading the steps in the article, I would follow these steps in order to adopt the AVRovers into our district: I would initially purchase one or two AVRovers and evaluate them in several classrooms with several teaching subjects and a variety of age groups. I would also present them to the parents in the district and show them their capabilities of enriching a variety of lessons for the students. I would collect data from students, teachers and parents on their opinions. I would then evaluate if this technology could be an integral tool in helping students to reach classroom and district goals.
I find that school districts often are blinded by the need to have new exciting technologies to use, however, they do not evaluate the way that the new technology can really help students. While my district takes large strides in the technological realm, it is also forgetting the smaller classrooms of teachers and students who still do not have working computers, promethean boards or projectors to use as an aid or a source of enrichment during their lessons. I believe that many district’s students sometimes suffer from lack of follow-through by the district administrators.
I believe that if districts followed through with their integrations as well as followed the seven steps in the article before adopting their new technology, they would find that the technology would be much more helpful for student across the board. After all, that should be the real motive for the integration of technology: the students’ future success.
I have observed that utilizing technology, for the entire classroom has improved students behavior, but that does not always equate to improved test scores. I find that it is much more difficult to get the students to transfer the knowledge that they have gained while using technology services to hard copy tests. In order to properly evaluate the implementation of new technology, the evaluation process should be equally technologically advance as the software being evaluated. This would be the most important part of the plan prior to the adaption. This would be important to know that the system that the school is considering to invest in includes its own evaluation software. Having high technology student learning, processes and low technology evaluated process, defeats the process.
I have worked for over 12 years with the State of New Jersey in Correctional Education. I work currently in Jamesburg at “The New Jersey Training School for Boys” which is designed to incarcerate juveniles convicted of serious crimes. While the charges were initially more related to stealing cars and selling drugs; now they are convicted of murder, rape and sexual crimes. I work with juveniles that most people don’t understand.
The students have been required, as a part of their initiation into the education system to take a series of placement tests. We use a system called PLATO, which has been used since I started teaching. While there are advantages to the computer system, there are many serious weaknesses.
In my opinion, the disadvantages of the software are ignored primarily because administers have ignored four of the steps listed in “Seven Essential Steps for Adopting New Technology”. Students often complete 3 intense mathematics, language arts and reading tests in a total of 30 minutes. This simply can’t be accurate.
Since I started using the PLATO program, administrators have consistently demonstrated that no specific goals or initiatives exist. Since I started, no adequate 360-degree trial has ever been done to evaluate if the software is effective in assessing any student’s educational level. No obvious initial plan was completed and no regular consistent evaluation has been done. This means no accurate data-driven decisions were ever made. Yet, nobody speaks the truth.
Another weakness in the technology with the State is that the Internet availability. The internet usage is severely restricted. Most websites are unavailable to staff because students have hacked into inappropriate visual sites to store images. So, as often as administrators block sites, students are working together to circumvent the process and get the images. So, YouTube is completely unavailable to staff—even if it is used appropriately during “quota time”. This severely limits anything that can be done. Also, the internet is unstable. Sometimes it works and there are other times when it doesn't work. So, the technology is intermittent, at best.
I am fortunate to work in a district that values the use of various technologies in the classroom. We have whiteboards, projectors, laptops, ipads, and chrome books. With the help of utube, websites such as Brainpop, and search engines we have revolutionized our curriculum and how our students learn. Technology use allows students to be active thinkers, make choices, and execute skills and ideas. Technology is used as a tool to support students in performing tasks; the students are in the position of setting goals, making decisions, and evaluating their progress. Students prefer technology because they believe that it makes learning more interesting and fun. They especially like laptops. Subjects that hard or boring can become more interesting with virtual lessons, through a video or game. In addition, technology enables students to learn at their own pace. For example, most applications allow for individualized instruction. Students can learn according to their abilities and needs. A great way to implement a new technology into the classroom is creating a web quest. Web Quests increase student motivation. When students are motivated, they are likely to put in more effort, and their minds are more alert and ready to make connections. Anyone can access a web quest and follow the instructions from anywhere. When students are not in school, just about everything that they do is connected in some way to technology. By bring technology into the classroom, teachers are changing the way they teach and provide students with the tools that will take them into the 21st century. Technology changes by the minute, and as educators we need to keep up with the times in order to best prepare our students for this ever-changing world that we live in.
After reading “Seven Essential Steps for Adopting New Technology” I realized more than ever the importance of using technology in my classroom that is going to enhance the students learning. It is very easy to get “technolust” as Dr. R.J.Gravel stated. I feel my district offers us many opportunities to implement new technologies but also gives us time to reflect and analyze if they are making the academic impact necessary for good instruction. My district has a Technology Committee that meets four to six times a year to discuss problems we are having with the equipment but we also preview new programs and evaluate what we have and whether or not we are using it. This helps us make sure we are not spending money on programs we are not using and allows us to explore more and maybe better products. Each grade level at the two Elementary Schools (K-3) has a representative and the committee member is responsible for communicating with their team. This time is also spent sharing ideas across the schools and I have come away from these meetings with great information. The district I work in also has classes you can take after school to stay informed and up to date on technology. They have coordinated these classes for all ability levels and are often taught by teachers. I think learning from your peers is very important and since they are implementing these technologies into their classrooms I feel they are more valid than a representative from a company trying to sell us something. My school also tried something different this year where each month we have a technology based faculty meeting. The meeting topic is given ahead of time so we can load the apps into our iPads and we get to explore the app with our colleagues after a brief introduction. I think this is a great way for us to evaluate new and upcoming technologies. I agree with Dr. Gravel about the importance of piloting programs before they are purchased. I think my district could do this more across all areas. We were recently handed a new math program and the technology component was a disaster for the first six months. I have piloted programs in the past and some were adopted and some weren’t but the effort and time put into each of them was worth it.
I have decided that each of the steps listed in this article are of importance and will add my comments regarding each:
Steps 1-2: I agree when the article states that it is easy to get caught up in the ‘hype’ of all the new technology and feel pressured to incorporate a new tool or teaching style. Teachers should be wary of this trap as technology is an ever developing field and a lot of the latest and greatest gadgets are becoming obsolete very quickly. It is important as educators to take the time to fully understand the new technology and not be so quick to jump at it without having analyzed it in detail. Questions like “Will this work in MY classroom (not all classrooms are physically equipped for all types of technology)” or “Will my students get bored with this technology quickly (is it all flash and no substance)?” The whole idea behind a test run or trial is the basis for Step 2. This will help to answer some of these questions educators might have about implementation and/or value for their classrooms. What works for one teacher or class might not work for another. We have all seen this before…
Step 3: Privacy and copyright laws are an extremely important topic but is rarely thought of from an educator standpoint. Teachers simply use the technology and do not generally concern themselves with how the software licensing works or what they can and cannot share over the internet.
Step 4: Another often overlooked cost is that of the software license. Are there licenses for each class - or maybe each computer? Does the license get purchased once or does it have to be renewed each year? If so, what are the costs with renewal? These can definitely add up. A perfect example is the idea of an online textbook or classroom grading system (blackboard, etc.). Some of these types of access need to be renewed each year and can come with a hefty price tag. All of this needs to be considered when investigating new technologies.
Step 5: PLAN! All this technology might seem great but will it be worth the cost? How frequently will it be used - for the whole year? What about a unit. Or only a week? Maybe just a handful of lessons? Some cost benefit analysis would be in order. One needs to make sure that the technology will be used in an ongoing fashion and will not be ‘dumped’ to the curb as quickly as the latest fashion trend.
Step 6: The needs of students (and the district) as well as changes to technology and curriculum are all things that need to be evaluated each year. Once this is done, the current technology (and that which is being considered) must be evaluated as well. Is the current implementation of technology sufficient or is it worth spending the thousands of dollars that come with the purchase of new technology? There needs to be evaluation of the technology by multiple members of the faculty. And this should not be limited to the faculty members but perhaps evaluation by the students as well. Some of the students are more up to date with the latest technology than the administration! They might be able to lend some insight.
Step 7: All of the prior steps need be considered when making a final decision about whether or not the technology is worth the cost. It is a district’s responsibility not to simply go out on a limb and make an expensive purchase just because the money is available, rather, make informed fiscally sound decisions that benefit the district, it’s employees, students, and the taxpayers who fund the technology initiatives.
I'm a math teacher at Governor Livingston HS in Berkeley Heights. This is our second year on a 1-to-1 iPad initiative. Every student and teacher has an iPad. After reading this article, I feel we did a pretty good job with those seven steps in the article. Teachers were given the iPads about 3 months earlier to experiment and learn how to be the first line of tech support. However, even after 2 years, with most classes using the iPads in some manner either in class or for at home assignments, I'm not 100% sold that students are able to transfer everything they learn into their paper tests.
This past year, we implemented an app called STMath into our Math Strategies classes for students identified on their 8th grade to need remediation. I really like the program, it identifies weaknesses and tailors non-verbal games and activities to teach the lessons. It also provides feedback to me so I can supplement lessons to help them. What we didn't realize was that the interface itself is for K-12 and is very cartoony and meant to get the smaller kid buy-in. 9th graders went home to their parents and complained that (even though they were learning HS level Algebra and Geometry) they were doing 3rd grade math work, which led to angry parents and the whole program never got the support it needed from all sides. It's unfortunate, but that's part of the lack of planning ahead. Added to that is that it's a per-student license which was complicated with students transferring into and out of the courses.
The steps I take when adding technology to my curriculum are as follows: Is the technology user-friendly for my age group: Pre-K to Gr. 3? Because I am in the media center, I only have 30 to 40 minutes per class period, so I look at my ability to complete an assignment in not more than 30 minutes and assess that from the technology, especially when it is an iPad app. I assess ease of use for my students as well as the necessity of an email address, which my students do not have.
Next, I look for apps and technology that are no charge or a minimal charge. I also look for the ability to easily store the students work in a platform like Showbie, so I can readily share work with parents.
Moving forward, I will more carefully evaluate my student achievement goals when adopting new technology and strongly consider how the introduction of each new piece of technology meets and/or exceeds those goals and needs.
With technology changing every day, I try to stay up to date with technology that my students (preschool inclusion classroom) will benefit from the most. Therefore, the first thing I need to consider when adding a new technology to my curriculum is my age group and their abilities based off their age and varying levels. A lot of technology I use in my curriculum needs to be used with adult assistance. So it is my job to make sure I am aware of how to use the technology and my two aides are aware of how to use the technology. Also, a lot of times when I add technology to my curriculum I use trial and error by having some of my highest ability students and lowest ability students try the technology and see how it works out. From the first trial and error, I adjust the use of the different technology based off what I felt was difficult for the students and what worked well. I find it amazing how with each new class each year, you realize more and more students are coming in to school with prior knowledge on how to use the new technologies out there, like iPads. Some things that I learned to consider for the future is to have plan in place for the new technology I am considering to adopt into the classroom curriculum. Sometimes I hear of new technologies and decide to use them without a plan. This does not give me a good enough reason to provide to the school of why we should buy that specific technology. Another thing I learned to consider for the future when looking at new technology for our curriculum is to find and document answers to the important questions listed under step number 3 in the article, “Seven Essential Steps for Adopting New Technology.”
I highly value the use of technology in the classroom. The steps mentioned in "Seven Essential Steps for Adopting New Technology" were things that I had not quite considered, as a new teacher. With Step 1, prevent "technolust" adoptions, I could implement a checklist or rubric to assess each application or website. These checklists or rubrics would help me assess the value and cost of these adoptions. As a teacher in a small Catholic School, cost is always a concern. Step 2, perform a 360-degree trial, would also require the use of a rubric as well as a trial by myself. Working out all the kinks ahead of time will help eliminate problems in the long run. Step 3, document compliance with student information and privacy laws, also requires extensive research done by the educator. This makes sure that all students are protected while using the application or website. Steps 4 through 6 will be an ongoing process. This entire process will take time and energy. Many teachers could help take part in this process, to save on some of this time. Ultimately, it is the results of effectiveness that matter. As I continue my career in teaching, I hope I will be better able to determine the effectiveness of certain websites and applications.
After reading Seven Essential Steps for Adopting New Technology, some steps I would consider taking when adding technology to my curriculum are: performing a 360 degree trial, document compliance with students, and develop a plan for adoption. One thing I have learned when trying to implement new technologies into my classroom is that I must do a COMPLETE trial before I try and integrate them, if I don't there is undoubtedly always a few problems that I don’t know how to fix. If I do a complete trial from all aspects, I can troubleshoot any problems that might happen on my own time so I am ready for them once my students present these problems in the classroom. I learned after there was a problem with a website I used frequently in the classroom the one day I was being evaluated. After that, I will always do a complete trial to troubleshoot any problems before hand. I also make a “cheat sheet” for myself just in case I forget the steps I need to take. The second step I would take would be is to implement a document compliance with students and parents so that they agree to let their children use the technological platforms I use in my classroom. A few of the sites I do use you must use or make accounts for and it is better that the parents know the usage of these and comply with them. That way I am covered if anything does happen that is not supposed to. The last step I take is to develop a plan for these technologies. I am a planning type of person and can’t really just wing anything so developing a plan for everything I do in my classroom is necessary. I also think developing a plan will help the integration be smoother, easier, and more effective. If there is a plan in place then you can take the appropriate steps in order to successfully integrate technology and not have to guess. If there is a plan, that also helps with sharing the integration with other teachers. They can also follow along the plan and everyone can be somewhat cohesive in the plan of technology integration, and be on the same page instead of some people not integrating anything and others using a new technology every day.
ReplyDelete-Kara McNish
Hi Kara,
DeleteI totally agree with you on the planning! I am a huge planner too! When it comes to technology I have to plan each step to teach my first graders. Although, it is amazing at the age of 6 and 7 that the students can pick up on new technology in a matter of minutes. If there is a plan in place the success of technology is great on individualizing the learner and learning process.
~Heather Catrambone
I have seen circumstances in which these steps were followed and the integration has seemingly been positive (so far.) My school is piloting a one-to-one laptop initiative. 200 students have their "own" laptop. One team has chromebooks, while the other has Mac Airs. Both are utilizing Googel Classroom. They seemed to have provided the appropriate supports as far as funding and training. I was impressed that they didn't just go with one of the models and are doing a comparison study. When they purchased ipad carts a few years ago, they did not take some of the steps into consideration and there have been some huge obstacles in using the technology including apple configurator, purchasing apps, teacher training...
ReplyDeleteHi Tracy,
DeleteI agree teacher training is so important before implementing new technologies in the classroom. It is important for the next technologies to be successful and beneficial for the student and teacher. Our school now has professional development classes for teachers to learn more about technology in your classroom. We also have a technology coordinator who comes to your classroom and teaches technology lessons with you to your students.
~Heather Catrambone
After reading Seven Essential Steps for Adopting New Technology, I immediately thought of my teaching philosophy, which is developing students into life long learners in a multi-cultural technological society. As a first grade teacher for now six years, students are learning new skills each and every day. It is the world they are growing up in. At the age of 6 and 7, my students are able to use technology every day in the classroom. I am fortunate to work in the Westfield, School District, where each student is able to use an iPad during class instruction during lessons and activities. I use many applications during my teaching to individualize the learner and learning process during times of instruction.
ReplyDeleteThe beginning of the article gives an analogy of the game of the wooden pieces, stacked perfectly together to make a tower. Children take turns removing one piece at a time, in hope to keep the tower from falling down. This is a great visualization of technology being implemented into classrooms and districts. In my school, when we first started with implementing iPads in the classroom, our district had a goal and objective in the student learning outcomes. Teachers from each grade level met, to discuss ways the iPad could be adopted and used in our classroom during lessons and activities. Now, in the year 2015, my first grade team and I are using applications that help each student become successful learners. There are not only great applications we use for students, but for teachers as well. I use an app called, Confer, to take notes on my students during Reading and Writing Workshop. In first grade, reading and writing are crucial and a big component for the students throughout the year. The app Confer, allows me to take notes on each strategy and skill my child is working on in both reading and writing. For example, while I am meeting with a student during reading for either a conference, strategy group or guided reading group, I will take notes on the skills they are working on and future lessons I can implement with the student. My notes are saved and can be used during a parent teacher conference or with another teacher. The notes allow an organized system in your classroom and ensure that every child is working on a skill and has the support to allow the student to make the skill a habit during their independent time.
When my school first implemented the use of iPads in the classroom, my first grade team and I found applications that go with our curriculum and follow our mission and goal. For example, we use the Everyday Math applications that follow our math program. On Fridays, the students will play Everyday Math games on the iPad that go with the week’s lesson and reinforce the skills we are working on in Math. At parent teacher conferences, we show parents how to download and access the games to have their child play at home for reinforcement and practice. It is engaging and fun for the students! Parents use the games throughout the year to practice the math skills at home and to provide consistency with home and school.
The school investment of technology can be very costly. I am fortunate to work in a district where technology is valued and important in your classrooms. With new technology devices, applications and different maipulatives, our district created a position a few years ago, called a Technology Coordinator. This person travels to your classroom to help you with implementing technology in your classroom. You can meet with this person to plan a lesson using technology and this person will come to your classroom and teach the lesson with you. It is amazing to have a support system to ensure the technology is being implemented in the most successful and beneficial way for the students. This person helps with the determination across the district of what technology is helpful when evaluating the technology at the end of the year and speaking with teachers about the growth of their students using technology. There are consistent email updates, posts on our school Twitter account and professional development workshops to ensure the investment of technology is being used in the best way possible. Having a coordinator to help bring technology into your classrooms makes a big difference in your teaching. Educators are able to have formal training to ensure the delivery of instruction using technology with your students is successful.
ReplyDeleteI agree with this article that the most important step for technology in classrooms is data on student achievement gains or improved student behavior. I have seen in my experience with using technology in the classroom my student’s affect and enthusiasm for learning change to more of a positive engagement with learning. Students enjoy the manipulatives of technology and are excited to take the next challenge. For example, I have a hearing impaired child in my room who uses the application, Evernote, on the iPad to record his writing from writing workshop. He will listen to his recording when he is done and self-correct his sounds. This application builds on his confidence and works as a manipulative to individualize the learner and the learning process. This is an example of data I collect when using technology in the classroom. This proves and shows the achievement gains for the students using technology in the classroom.
Technology makes me think of a quote from Steve Jobs, “Lets go invent tomorrow instead of worrying about what happened yesterday.” Every child deserves a chance to shine. Technology is motivating and engaging children to become life long learners!
~Heather Catrambone
First Grade Teacher
Please see both of my posts above. It was too large to publish in one posting. Thank you!
ReplyDelete~Heather Catrambone
Recently there has been a strong force driving schools and teachers to integrate technology into their classrooms. While the promise of increased understanding and achievement by our students is tantalizing, it is important that we take a step back to ensure that this integration ultimately serves our students and is not simply an educational arms race.
ReplyDeleteI was happy to read Dr. Gravel’s argument that technology must address a need and ultimately serve a purpose. I myself have found pressure to further integrate technology into lessons that did not require them simply to address a perceived deficit. Technology is a tool. It is a means to an end and should not be confused as an end itself.
The last three points Dr. Gravel made were his most convincing. All too often we find ourselves stuffing an unrequested piece of technology into our classrooms. This is putting the cart before the horse. Introducing technology without a clear plan on how to integrate and evaluate success is misguided. It is making the mistake of looking for quick, easy and attractive solutions. The best solutions are often not the sexiest, but the most practical.
During this school year, the district where I work, implemented an on-line management system. After reading the article the administration followed several of the essential steps mentioned int he article. First many OMS were evaluated and discussed by a test group. The criteria which helped the district make their choice included simplicity of user management, the efficient manner to move students into the system from pre existing platforms, the security and cost. Once the best OMS was chosen for our district, small group meetings were held to discuss outcomes and goals for the school year. The administration had monthly goals which the teachers would need to accomplish within the system. The staff was offered support, if needed. The monthly goals started simple but became more complex by the end of the school year.
ReplyDeleteThe administration recently had a meeting to evaluate the staffs ability to use the OMS and effectiveness within the teaching. After reading the article there are a two things I would change. First, I think that a test group should include the students and parents, who will ultimately be using the program. This would be the most the effective way to learn if the program is suitable for the goals established and, most importantly, the security. Second, evaluation of the program by everyone involved is the most direct means for analyzing the pros and cons. Having numbers would have been more concrete to evaluate the staffs likes and concerns.
I am a strong believer that technology can enrich and help each and every subject taught in school. Moreover, after reading the article titled “Seven Essential Steps in Adopting New Technology”, I do agree that each school district should be more responsible when first becoming familiar with new technology and before integrating it across the board in every classroom.
ReplyDeleteMy school district recently purchased an AVRover for each science classroom in our district. This purchase did not seem to come with a plan prior to its adoption or even an evaluation period. I agree with Brian Weinfeld’s response when he states that “it is important that we take a step back to ensure that this integration ultimately serves our students and is not simply an educational arms race.” After reading the steps in the article, I would follow these steps in order to adopt the AVRovers into our district: I would initially purchase one or two AVRovers and evaluate them in several classrooms with several teaching subjects and a variety of age groups. I would also present them to the parents in the district and show them their capabilities of enriching a variety of lessons for the students. I would collect data from students, teachers and parents on their opinions. I would then evaluate if this technology could be an integral tool in helping students to reach classroom and district goals.
I find that school districts often are blinded by the need to have new exciting technologies to use, however, they do not evaluate the way that the new technology can really help students. While my district takes large strides in the technological realm, it is also forgetting the smaller classrooms of teachers and students who still do not have working computers, promethean boards or projectors to use as an aid or a source of enrichment during their lessons. I believe that many district’s students sometimes suffer from lack of follow-through by the district administrators.
I believe that if districts followed through with their integrations as well as followed the seven steps in the article before adopting their new technology, they would find that the technology would be much more helpful for student across the board. After all, that should be the real motive for the integration of technology: the students’ future success.
I have observed that utilizing technology, for the entire classroom has improved students behavior, but that does not always equate to improved test scores. I find that it is much more difficult to get the students to transfer the knowledge that they have gained while using technology services to hard copy tests.
ReplyDeleteIn order to properly evaluate the implementation of new technology, the evaluation process should be equally technologically advance as the software being evaluated. This would be the most important part of the plan prior to the adaption. This would be important to know that the system that the school is considering to invest in includes its own evaluation software. Having high technology student learning, processes and low technology evaluated process, defeats the process.
I have worked for over 12 years with the State of New Jersey in Correctional Education. I work currently in Jamesburg at “The New Jersey Training School for Boys” which is designed to incarcerate juveniles convicted of serious crimes. While the charges were initially more related to stealing cars and selling drugs; now they are convicted of murder, rape and sexual crimes. I work with juveniles that most people don’t understand.
ReplyDeleteThe students have been required, as a part of their initiation into the education system to take a series of placement tests. We use a system called PLATO, which has been used since I started teaching. While there are advantages to the computer system, there are many serious weaknesses.
In my opinion, the disadvantages of the software are ignored primarily because administers have ignored four of the steps listed in “Seven Essential Steps for Adopting New Technology”. Students often complete 3 intense mathematics, language arts and reading tests in a total of 30 minutes. This simply can’t be accurate.
Since I started using the PLATO program, administrators have consistently demonstrated that no specific goals or initiatives exist. Since I started, no adequate 360-degree trial has ever been done to evaluate if the software is effective in assessing any student’s educational level. No obvious initial plan was completed and no regular consistent evaluation has been done. This means no accurate data-driven decisions were ever made. Yet, nobody speaks the truth.
Another weakness in the technology with the State is that the Internet availability. The internet usage is severely restricted. Most websites are unavailable to staff because students have hacked into inappropriate visual sites to store images. So, as often as administrators block sites, students are working together to circumvent the process and get the images. So, YouTube is completely unavailable to staff—even if it is used appropriately during “quota time”. This severely limits anything that can be done. Also, the internet is unstable. Sometimes it works and there are other times when it doesn't work. So, the technology is intermittent, at best.
I am fortunate to work in a district that values the use of various technologies in the classroom. We have whiteboards, projectors, laptops, ipads, and chrome books.
ReplyDeleteWith the help of utube, websites such as Brainpop, and search engines we have revolutionized our curriculum and how our students learn.
Technology use allows students to be active thinkers, make choices, and execute skills and ideas. Technology is used as a tool to support students in performing tasks; the students are in the position of setting goals, making decisions, and evaluating their progress. Students prefer technology because they believe that it makes learning more interesting and fun. They especially like laptops. Subjects that hard or boring can become more interesting with virtual lessons, through a video or game. In addition, technology enables students to learn at their own pace. For example, most applications allow for individualized instruction. Students can learn according to their abilities and needs.
A great way to implement a new technology into the classroom is creating a web quest. Web Quests increase student motivation. When students are motivated, they are likely to put in more effort, and their minds are more alert and ready to make connections. Anyone can access a web quest and follow the instructions from anywhere.
When students are not in school, just about everything that they do is connected in some way to technology. By bring technology into the classroom, teachers are changing the way they teach and provide students with the tools that will take them into the 21st century. Technology changes by the minute, and as educators we need to keep up with the times in order to best prepare our students for this ever-changing world that we live in.
Dawn Whitehurst
Washington School
After reading “Seven Essential Steps for Adopting New Technology” I realized more than ever the importance of using technology in my classroom that is going to enhance the students learning. It is very easy to get “technolust” as Dr. R.J.Gravel stated. I feel my district offers us many opportunities to implement new technologies but also gives us time to reflect and analyze if they are making the academic impact necessary for good instruction.
ReplyDeleteMy district has a Technology Committee that meets four to six times a year to discuss problems we are having with the equipment but we also preview new programs and evaluate what we have and whether or not we are using it. This helps us make sure we are not spending money on programs we are not using and allows us to explore more and maybe better products. Each grade level at the two Elementary Schools (K-3) has a representative and the committee member is responsible for communicating with their team. This time is also spent sharing ideas across the schools and I have come away from these meetings with great information.
The district I work in also has classes you can take after school to stay informed and up to date on technology. They have coordinated these classes for all ability levels and are often taught by teachers. I think learning from your peers is very important and since they are implementing these technologies into their classrooms I feel they are more valid than a representative from a company trying to sell us something.
My school also tried something different this year where each month we have a technology based faculty meeting. The meeting topic is given ahead of time so we can load the apps into our iPads and we get to explore the app with our colleagues after a brief introduction. I think this is a great way for us to evaluate new and upcoming technologies.
I agree with Dr. Gravel about the importance of piloting programs before they are purchased. I think my district could do this more across all areas. We were recently handed a new math program and the technology component was a disaster for the first six months. I have piloted programs in the past and some were adopted and some weren’t but the effort and time put into each of them was worth it.
I have decided that each of the steps listed in this article are of importance and will add my comments regarding each:
ReplyDeleteSteps 1-2: I agree when the article states that it is easy to get caught up in the ‘hype’ of all the new technology and feel pressured to incorporate a new tool or teaching style. Teachers should be wary of this trap as technology is an ever developing field and a lot of the latest and greatest gadgets are becoming obsolete very quickly. It is important as educators to take the time to fully understand the new technology and not be so quick to jump at it without having analyzed it in detail. Questions like “Will this work in MY classroom (not all classrooms are physically equipped for all types of technology)” or “Will my students get bored with this technology quickly (is it all flash and no substance)?” The whole idea behind a test run or trial is the basis for Step 2. This will help to answer some of these questions educators might have about implementation and/or value for their classrooms. What works for one teacher or class might not work for another. We have all seen this before…
Step 3: Privacy and copyright laws are an extremely important topic but is rarely thought of from an educator standpoint. Teachers simply use the technology and do not generally concern themselves with how the software licensing works or what they can and cannot share over the internet.
Step 4: Another often overlooked cost is that of the software license. Are there licenses for each class - or maybe each computer? Does the license get purchased once or does it have to be renewed each year? If so, what are the costs with renewal? These can definitely add up. A perfect example is the idea of an online textbook or classroom grading system (blackboard, etc.). Some of these types of access need to be renewed each year and can come with a hefty price tag. All of this needs to be considered when investigating new technologies.
Step 5: PLAN! All this technology might seem great but will it be worth the cost? How frequently will it be used - for the whole year? What about a unit. Or only a week? Maybe just a handful of lessons? Some cost benefit analysis would be in order. One needs to make sure that the technology will be used in an ongoing fashion and will not be ‘dumped’ to the curb as quickly as the latest fashion trend.
Step 6: The needs of students (and the district) as well as changes to technology and curriculum are all things that need to be evaluated each year. Once this is done, the current technology (and that which is being considered) must be evaluated as well. Is the current implementation of technology sufficient or is it worth spending the thousands of dollars that come with the purchase of new technology? There needs to be evaluation of the technology by multiple members of the faculty. And this should not be limited to the faculty members but perhaps evaluation by the students as well. Some of the students are more up to date with the latest technology than the administration! They might be able to lend some insight.
Step 7: All of the prior steps need be considered when making a final decision about whether or not the technology is worth the cost. It is a district’s responsibility not to simply go out on a limb and make an expensive purchase just because the money is available, rather, make informed fiscally sound decisions that benefit the district, it’s employees, students, and the taxpayers who fund the technology initiatives.
-Mark Falcon
I'm a math teacher at Governor Livingston HS in Berkeley Heights. This is our second year on a 1-to-1 iPad initiative. Every student and teacher has an iPad. After reading this article, I feel we did a pretty good job with those seven steps in the article. Teachers were given the iPads about 3 months earlier to experiment and learn how to be the first line of tech support. However, even after 2 years, with most classes using the iPads in some manner either in class or for at home assignments, I'm not 100% sold that students are able to transfer everything they learn into their paper tests.
ReplyDeleteThis past year, we implemented an app called STMath into our Math Strategies classes for students identified on their 8th grade to need remediation. I really like the program, it identifies weaknesses and tailors non-verbal games and activities to teach the lessons. It also provides feedback to me so I can supplement lessons to help them. What we didn't realize was that the interface itself is for K-12 and is very cartoony and meant to get the smaller kid buy-in. 9th graders went home to their parents and complained that (even though they were learning HS level Algebra and Geometry) they were doing 3rd grade math work, which led to angry parents and the whole program never got the support it needed from all sides. It's unfortunate, but that's part of the lack of planning ahead. Added to that is that it's a per-student license which was complicated with students transferring into and out of the courses.
The steps I take when adding technology to my curriculum are as follows: Is the technology user-friendly for my age group: Pre-K to Gr. 3? Because I am in the media center, I only have 30 to 40 minutes per class period, so I look at my ability to complete an assignment in not more than 30 minutes and assess that from the technology, especially when it is an iPad app. I assess ease of use for my students as well as the necessity of an email address, which my students do not have.
ReplyDeleteNext, I look for apps and technology that are no charge or a minimal charge. I also look for the ability to easily store the students work in a platform like Showbie, so I can readily share work with parents.
Moving forward, I will more carefully evaluate my student achievement goals when adopting new technology and strongly consider how the introduction of each new piece of technology meets and/or exceeds those goals and needs.
With technology changing every day, I try to stay up to date with technology that my students (preschool inclusion classroom) will benefit from the most. Therefore, the first thing I need to consider when adding a new technology to my curriculum is my age group and their abilities based off their age and varying levels. A lot of technology I use in my curriculum needs to be used with adult assistance. So it is my job to make sure I am aware of how to use the technology and my two aides are aware of how to use the technology. Also, a lot of times when I add technology to my curriculum I use trial and error by having some of my highest ability students and lowest ability students try the technology and see how it works out. From the first trial and error, I adjust the use of the different technology based off what I felt was difficult for the students and what worked well. I find it amazing how with each new class each year, you realize more and more students are coming in to school with prior knowledge on how to use the new technologies out there, like iPads.
ReplyDeleteSome things that I learned to consider for the future is to have plan in place for the new technology I am considering to adopt into the classroom curriculum. Sometimes I hear of new technologies and decide to use them without a plan. This does not give me a good enough reason to provide to the school of why we should buy that specific technology. Another thing I learned to consider for the future when looking at new technology for our curriculum is to find and document answers to the important questions listed under step number 3 in the article, “Seven Essential Steps for Adopting New Technology.”
I highly value the use of technology in the classroom. The steps mentioned in "Seven Essential Steps for Adopting New Technology" were things that I had not quite considered, as a new teacher.
ReplyDeleteWith Step 1, prevent "technolust" adoptions, I could implement a checklist or rubric to assess each application or website. These checklists or rubrics would help me assess the value and cost of these adoptions. As a teacher in a small Catholic School, cost is always a concern. Step 2, perform a 360-degree trial, would also require the use of a rubric as well as a trial by myself. Working out all the kinks ahead of time will help eliminate problems in the long run. Step 3, document compliance with student information and privacy laws, also requires extensive research done by the educator. This makes sure that all students are protected while using the application or website.
Steps 4 through 6 will be an ongoing process. This entire process will take time and energy. Many teachers could help take part in this process, to save on some of this time. Ultimately, it is the results of effectiveness that matter. As I continue my career in teaching, I hope I will be better able to determine the effectiveness of certain websites and applications.