I had the privilege to have an outstanding kindergarten teacher. Mrs. Clark used a Blue Piano to engage her class. I don’t know if she ever taught vocal music, but her lessons and daily routines revolved around music and singing. No wonder, in my class of 21, 13 of us participate in vocal or band in college.
Mrs. Clark was a master of using music to create an engaging learning environment. As a teacher, creating a learning environment that uses technology in the same manner as Mrs. Clark’s Blue Piano, is the real challenge facing the integration of technology.
Many educational technology authors and researchers, refer to technology as just a “tool.” A tool that when correctly and carefully integrated can have a dramatic impact on student engagement and learning. While many of us would agree, I would argue that technology is much more than a tool. Teachers that have mastered technology integration have created a “learning environment” where technology is the cornerstone of their instruction. While Mrs. Clark used music, we all face the challenge to intertwine technology in our teaching.
When looking at the history of educational tools, how is the Internet and 1:1 laptops, different than the book, slate, chalkboard, radio, television, VHS tapes, and computer lab? I would argue, that 1:1 computers and technology-based instruction is a "tool," unlike any innovation we have ever faced as educators.
When looking at the history of educational tools, how is the Internet and 1:1 laptops, different than the book, slate, chalkboard, radio, television, VHS tapes, and computer lab? I would argue, that 1:1 computers and technology-based instruction is a "tool," unlike any innovation we have ever faced as educators.
Obstacle for Technology Integration:
Jane M. Healy wrote Failure to Connect in 1998; just as the Internet and computer labs gave all teachers a chance to integrate technology. She identified the obstacles for technology integration and classifies them into two categories:
First-order barriers:
Time—not enough time for training for teachers, students, and integration during the flow of normal instruction. Technology is sometimes viewed as something extra, when all the other "real" work is completed.
Professional Development-not enough training for teachers on new instructional technologies. Short training sessions, without time to collaborate and tinker are the norm, but highly ineffective.
Hardware Shortage and Availability- not enough equipment and hardware to get all students and teachers using technology.
Second-order barriers:
Individual Teachers core believes- some teachers still view integrating technology as something additional, just something to add to their already overflowing plate.
Teacher Control- integrating technology leads to a more constructivist teaching approach and many teachers are reluctant to give up control and create more student-centered classrooms.
· How can Grundy Center School District help remove these barriers?
· What have we already done to help teachers integrate technology?
· With K-12 virtual education invading our states, how can we keep up and use our 1:1 program to better meet the needs of our students?
Next week? Creating Web-based lessons using Instructional Design Principles
