Jared

**__Partner presentations (Scott/Jared):__**
**References** General information through (ehow) - available from:__[| http://www.ehow.com/facts_5920475_technology-assessment-elementary-schools.html]__ International Society for Technology in Education (ISTE) - available from:__[| http://www.iste.org/]__ Pennsylvania Department of Education information on technology - available from:__[| http://www.education.state.pa.us/portal/server.pt/community/pennsylvania_department_of_education/7237]__ Levels of Teaching Innovation (LoTi) - available from:[| http://loticonnection.com/index.html] Apple Classrooms Of Tomorrow - Today (ACOT2) - available from:[| http://ali.apple.com/acot2/] Concerns Based Adoption Model (CBAM) - available from:[| http://www.mentoring-association.org/MembersOnly/CBAM.html] National Educational Technology Standards (NETS) - available from:[| http://www.iste.org/AM/Template.cfm?Section=NETS] Creative Commons images through (Flickr) - available from:[| http://www.flickr.com/search/?q=fire&l=commderiv&page=4] Complete profile and blogs/information by the (LoTi) inventor Dr. Chris Moersch - available from: [| http://www.blogger.com/profile/03083714715202016010]

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Reflection # 5: Part 3 Hit-or-Miss Commitment

At the onset of part three the author states that the schools in this particular section are representative of schools across the nation. I guess I would agree for the most part, at least they seemed pretty par for the course for the experiences I have had and heard of in this region of the nation. I think many of the deficiencies in technology described in this section are common. The author described older teachers with many years of experience who were apprehensive about utilizing technology. Teachers who felt that due to the demand of testing that technology integration just didnt fit into their lessons. Teachers who have not received the proper training or the guidance imbedded in their districts curriculum and therefore do not have a high level of comfort with the technology they have access to. All of these issues raised are ones that administrators are both responsible for remediating and are able to do so. Providing a currculum with technology integration and professional development sessions to train teachers are both ESSENTIAL components to its proficient use. Especially senior teachers who have a highly engrained style of teaching that may be for the most part completely void of teachnology. AS far as the testing goes, there is little an administrator can due to eleviate that hurtle. However, technology usage is an attitude in my opinion, an attitude that starts from the top and must trickle down. Technology must be viewed as a vehicle by which content is delivered. Even though tests are taken using a paper and pencil, technology can be use to hold student attention and to teach vital test taking skills and areas of content. The final aspect of part three that stuck out to me was a comment the author made regarding an observation he made as students were leaving a class. The author noticed the size and weight of the schoolbags students were carrying. He then went on to comment that he wondered if the day would come when students merely carry a tablet, a stylus and a wireless modum. I find this to be a very intriguing prospect. I would welcome the elimination of physical texts and the ability to truely go paperless. Why can textbooks, notes and assignments all be online? It certainly would create the need for instant technology use in schools.

//Jared,

Check out " Must See TV " and watch the future of textbooks. We're already there technologically. //

Reflection # 4: Code Of Best Practices In Fair Use For Media LIteracy Education

I am going to try and not over simplify the Fair Use for Media Literacy Education but for me it truely boiled to the three key points we discussed two weeks ago in class. As educators we are afforded more liberal use of produced media given its intent to teach. So, as long as a few guidelines are followed, teachers have little to worry about. First, you must be sure that the work is being used for a purpose other than its originally intended purpose. For example, a student can use clips from various films to express their views and satisfy a requirement of being able to edit film. Next, the amount of the material being used is important. Utilizing 30 second clips from a given piece of media is acceptable, as opposed to using a work in its entirety. Lastly, given that our purpose of using the media is for education, a teacher must be sure that their financial gains from the project, if any, is less than that of its original creator. Another important concept to keep in mind when thinking about this idea of fair use is the notion of purpose and objectives. While reading, I highlighted many points in which the author stressed a clear objective for the media accompanied by an explanation of its use. I think as educators there are many myths that the Code of Best Practices set right for me. We truely have very little limitations as to the use of media for the purposes of education. As a future administrator, this is important because I feel as though principals should be relaying this message to their staff and encouraging the use of such materials.

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//Jared,

Great reflection and insightful. I especially liked your "going through the motions" quote. The whole notion of using technology for its own sake is self-defeating, and shows a lack of understanding of how profoundly transformative technology can be when it comes to student work. It also highlights the fact teachers will never become obsolete and will always be needed to guide and facilitate quality work from students. Thanks for sharing.

David //

Reflection # 3 (3-25-10)

Part two of the text described the technology integration of four schools that in the author's words "fell short" of satisfying the needs of their students in this area. While the schools were in economically more advantages environments and the leadership from administration seemed to be there, the programs and applications were lacking. In the first school described for example, teachers assigned work that is web based and have children email their homework as oppsed to handing it in on paper. Essentially, going paperless, which in a school is a monumental accomplishment. However, a scene described in the first few pages of the sections paints a picture of "snaking wires". The physical set up and maintanance of technology can drastically alter its overall effectiveness if not completed properly and ultimately impact its usage. At the Longfellow School, special education students utilize technology to enhance their education. It was stressed that technology is not merely used as a "babysitter" but truely to supplement and enrich instruction. However, in this school funding decisions have allowed technology to fall to the side to maintain smaller classes and assist students with disabilities. Both of which are imperative but unfortunately the technology integration suffered. The third school depicted, in the Ludlow Springs focused the utilization of technology in part to assist teachers with data entry and analysis. Additionally, students worked to research mammals for a report using computers. An observation in this venue by the author told of the students simply "going through the motions". As I view it, this speaks to a lack of student engagement and intrigue with the technology being used, which is the opposite of what is usually seen. I view it as the job of the administration to provide the technology, provide professional development and time for planning. It is the teachers job to use the technology in such a way to engage their learners. For me, the most powerful statement I have read in this book was that the technologiacl change in schools will be "evolutionary, not revolutionary". Change, especially large scale change, often times does not occur quickly. However, as leaders in education, administrators and teachers need to fight for the change and facilitate its implementation with more of a sense of ugency.

___ Reflection #2 (3-18-10) -

I have to say that I really enjoyed reading the first part of Pflaum's book. I like how it was essentially story based and how he described each of the different situations he experienced in regards to technology usage in American classrooms. The range in ages of students and applications of technology in their daily instruction was wonderful. I enjoyed seeing the utilization of technology in many forms and across many content areas. Technology was used to teach reading, writing, ancient cultures and was even utilized in an algrebra class. In each scenario the author commented on the students engagement in the lessons, which, most teachers will affirm is step one in educating children. I felt like these stories continue to support not only the important role technology plays but examples of how it is being used well. Like anyother tool, technology will be wasted if not properly utilized.

A definitive common thread I noticed is each building the author visited was strong leadership with a commitment to technology. A commitment that was exhibited in terms of money, time, planning and professional development. A particular principal noted that she spends one third of her staff development time and resources on technology. These elements are essential. Teachers can not successfully implement any initiative if not properly trained to the extend in which they develop a certain level of comfort with the material. As future administrators I think these examples are paramount. Technology isnt a fad or a trend that will come and pass on the ever present pendulum education rides on. Technology is an essential vehicle by which instruction can be delivered and accessed and its the job of the administration to facilitate its use in the most effective manner possible.

Jared...congratulations! I heard you're now a "proud papa". If you get a chance, let us know how you're all doing (Peggy)

Reflection # 1 -

> > I chose to answer a prompt question for the first reflection to some what play it safe i guess you could say until I see where everyone is going to take these reflection posts! It will undoubtedly get interesting with this group. > > I believe that the mere existance of the NETS or technology standards are evidence of the transformational effect technology has had on our profession, education. Before I was a teacher and simply a student, technology in the classroom referred to possibly a laser pointer or overhead projector. The function of technology in the classroom has primarily been a vehicle by which content was delivered. Smartboards, samsung projectors, powerpoint presentations, all commonly used technologies in the classroom that deliver content. The existances and maturation of NETS shifts technologies role in classrooms from the deliverer of content to the content itself. Technology standards have become paramount to the complete education of students. In our "exponential times" kids need to be more than proficient in navigating the rapidly evolving technology around them to stand a chance once they leave the comfortable surroundings of their neighborhood schools. I found it interesting to read the standards as they were presented by section and the immense responsibility placed on the shoulders of building administrators. Standard A truely set the tone and highlights the task set forth before administrators - "Inspire and facilitate among all stakeholders a shared vision of purposeful change that maximizes use of digital-age resources to meet and exceed learning goals, support effective instructional practice, and maximize performance of district and school leaders". Bulding principals must not only embrace technological change, they must inspire and facilitate it. Principals need to be on the front lines of technology education to meet the standards laid before them by the NETS but to also meet the future needs of all their students. Technology in schools can no longer be viewed as a priveldge, or an elective, it must be viewed by all as essential content and that starts at the top. I for one certainly have a lot of learning to do!
 * What transformational effect does or has technology had on our profession?

Jared - you were the first done, bud! This means you get an automatic "A" !!! See ya Thursday =D

Congratulations! Take care of that baby and your wife. See you next week!

Theresa