Carolyn

Carolyn Kerr Weekly Reflection #1 3/11/2010

I am excited about the advances in technology that are currently taking place. However, when comparing the ISTE standards for teachers, administrators and students the burden of advancing technologically in education falls on the shoulder of the student. Administrators may lead the development of technology and teachers may inspire digital learning but it is up to the student to demonstrate their understanding of digital media. One standard that particularly concerns me is Digital Citizenship. Are our students using technology responsibly, safely and legally? As administrators and teachers' it is an enormous undertaking to police the internet. Perhaps, more time needs to be devoted to teaching students digital media personal responsibilty. However, the state standardized test does not evaluate knowledge in this area of technology so consequently there is very little if any time spent teaching this standard. Students' are on their own with lettle or no guidance. The state and our education system is struggling and perhaps failing to stay abreast of the technological industry.

3/17/2010 Carolyn Kerr Reflection #2 First of all I like the format of the text it is easy to read and looks at technology in a “practical” manner. I couldn’t imagine having to assemble a computer myself like the teachers at St. Mary’s but it would definitely make me take greater ownership of my computer. Furthermore, at Washington-Conners School both students and teachers were actively engaged with computers. Often students are engaged and teachers are not. Teachers respond best when they can navigate computer programs and generate the data they need. Computers can’t replace classroom teachers but they can enhance student learning and engagement. This year in my district each elementary schools received 3 Starboards and 2 sets of Responders. The responders still are not programmed correctly and we have had some Starboard training but you are pretty much on your own to figure it out. However, our students love the technology and are motivated to incorporate it in their educational program as well as their personal lives. My district is on the right track! Our administrators support technology! They have purchased the technology, provided some training and trust teachers to use it effectively and the teachers who work 12 hours a day do! For the rest of us it will be a slow, continual learning process.

Week 3 3/24/2010 Reflection Carolyn Kerr

I respect the effort of St. John’s School incorporating technology into the classrooms especially their ability to provide every child with a lap top. Okay, so the wires are awkward and they are using a combination of text/computers. They are making progress and I am sure they will have more electronic programs incorporated as well as some structural/cosmetic changes completed in classrooms. Additionally, students will always try to veer away from web sites they are not supposed to be on and will always need to be closely monitored. It is human nature and adults do it all the time. Technology is the future! I don’t see any other alternative but for school personnel to embrace it. Strong and supportive administrators and competent technology specialists make it easier for teachers and students to use technology to enhance learning. If teachers feel supported and strongly encouraged to increase technological usage in their classrooms they will.

Carolyn Kerr 3/5/2010 Reflection Part III There were a few valid discoveries made in this section which are still relevany today. First, technology is not a substitute for content but rather should be a servant. Consequently, teachers who were more familiar with their curriculum were more readily able to infuse technology. The second point was that educational leaders still follow a behaviorist approach while technology leaders focus an a constructivist pedagogy. The constructivist theory requires students to create their own knowledge. However, the political reality of NCLB forces teachers’ to use computers for math and reading proficiency test preparation which is a behaviorist approach. Lastly, it seems that districts who use these test preparation programs are unsure if their use has increased proficiency levels. I am anxiously awaiting the end of April, the end of PSSA testing. I will have more time to incorporate the creative aspects of technology with my students. I won’t be looking at the clock as frequently to ensure that I “cover “all the skills I need to in a period. My school is in school improvement for the first time and the reading and math instruction is strategically planned and on a very rigid schedule. Occasionally, I feel that I am just relaying information to students rather than enabling them to inquire and construct their own knowledge.

Reflection Part IV This section was interesting because it focused on school budgets and socio-economic ranks. Currently, districts are cutting teachers, administrators and increasing class size. Shrinking budgets mean less money spent on technology. Schools in low socio-economic areas may even have more drastic cuts to their technology budget. Furthermore, technology can’t make up for social inequity. Technology costs money. Although, the cost of technology has decreased in the past years school budgets have also decreased. In my district we have been unable to maintain the upkeep of our laptop carts. Additionally, teachers are buying their own printers /scanners. Will ALL schools be able to afford to enhance and maintain their technological equipment and software? I think not but socio-economic status will greatly influence which schools succeed.

//Carolyn,

Your points are right on. The barriers districts need to overcome too often overwhelm exactly what our students need. Though at the end of the day, they are the reason we do what we do. Your concerns about inequity and shrinking budgets are legitimate, and I venture to say they are not going anywhere. It shouldn't, however, deter school leaders from their focus, commitment, and vision for their students. As evidenced in the text, there are schools with serious deficits that somehow "make it happen". As for your question about ALL schools, I am sorry to say I have no answer, but it is definitely a discussion worth exploring well beyond this class. Thanks!

David //