NOTE: Where indicated, files are in PDF format (view PDF instructions). Some files are in MS Word (view MS Word instructions) or Rich Text (view Rich Text instructions) formats. In this issue, we learn about new tools and new uses for old tools.
One relatively
new tool can be used in the curriculum to promote active learning and
problem
solving. The tool? Global positioning system (GPS) devices. The
application?
Geocaching. Lynn Lary describes how you can use these high-tech,
worldwide treasure
hunts and GPS devices to teach math, science, and social studies. An old tool many of us learned about in our computer
literacy/technology courses
and inservices is a spreadsheet. Math, science, and business teachers
may have
incorporated its use into their curriculum and taken advantage of its
ability
to ask "what if" questions of the data under discussion. The
NCLB
legislation has reminded us that we now have the technology tools we
need to
do the analysis of instruction we learned about in our education
courses that
can result in improved learning for our students. Rob Kadel explains
some valuable
statistical analyses teachers can perform using Excel with their
assessment
data to improve instruction. He also provides us with a great
explanation of
scientifically based research. Educators have always depended on resources in the form of articles,
books,
periodicals-and now Web sites-for their own learning and for teaching.
Kate
Conley, L&L editor, begins a three-part series on
recommended resources
covering educational technology, leadership, and technology
integration. Part
I covers everything you should know about educational technology. We are currently exploring the potential of blogs in the classroom
and in professional
development. Sara Kajder and Glen Bull describe how blogs improve
students'
writing in Emily Van Noy's classroom. As digital cameras and digital microscopes are becoming more widely
available,
they are proving valuable for classroom use. Anne Bowen and Randy Bell
describe
their use in biology and how their use aids in learning science
concepts. Good curriculum for using technology with students is essential. Holly Poteete
has written a motivating unit for students to learn to use the Web for research
and problem-solving. Her unit is actually part of a book, The Computer Lab
Teacher's Survival Guide, K-6 Units for the Whole Year, published in 2003
by ISTE. Instructional methodologies are important tools for educators. It turns out
that project-based learning helps address the gender gap in technology know-how
and use. Diane McGrath examines current research and translates it into practical
ideas for the classroom. Gail Lovely reviews some new products for helping students learn to
read and
helping teachers learn new strategies for teaching reading. One uses
augmentative
communication tools to support students with special needs. Finally, for some insight on how to use technology to channel student
energy,
see this month's member profile on Jonathon Stoper. His student
digital video
projects have increased curriculum integration across his school. Enjoy exploring some new tools and new ways of thinking about old
tools! Readers Respond Power in Your Palm The issues discussed in "Getting a Handle on Handhelds" (December/January 2003-04, pp. 6-11) demonstrate the importance of determining the goals for the use of technology before purchasing! As with technologies of the past, educators must determine the goals for implementation of handhelds and the teacher training that will be needed to move the handheld from storage cart to educational engagement. Both the lab model and the one-on-one model have been successful in many schools in the past with desktops, and it can be expected that the use of these models with handhelds will also be successful-once again with realistic goals for implementation plus teacher training! From my own experience with handhelds, the one characteristic that makes the handheld so inviting in the one-on-one model is personal ownership. Teachers and students seem to become empowered by this ownership. My own students who have handhelds often state, "I like that it is my computer. I decide what and how it is used. I make the choices, I'm responsible." Empowerment-an outstanding goal for technology use! Dr. Teresa Franklin Second Steps I commend Maria Cloessner for making the use of technology to support instruction at her school a priority ("Teacher-to-Teacher Mentoring," December/January 2003-04, pp. 36-40). Research makes it clear that it is the principal who makes a significant difference about what happens at school. Her approach to the problem focuses on the technology, not its use as a tool for student learning and teacher productivity. My experience tells me that this is a good place to begin because it serves to raise a teacher's comfort level. Her next step should be to break up the computer lab and put the computers in classrooms. Research has demonstrated time and again that technology supports more powerful student learning when students have ready access in their classroom, not a lab. Future plans should focus on the use of technology and not the technology itself. Harvey Barnett "Teacher-to-Teacher Mentoring" hits the nail on the head when it comes to creating a practical, easy-to-implement professional development strategy. The principal of Most Blessed Sacrament School, Maria Cloessner, is to be complimented on creating a program that blends research on adult learning, diffusion of innovations, and communities of practice. Using established data collection techniques, this concrete model allows the school to develop meaningful learning activities for its teachers. Using in-house expertise (i.e., teachers on an "expert" list and middle school students), the Technology Study Group (TSG) professional development model allows Most Blessed Sacrament to provide timely and cost-effective technology training. However, the real power of this model is almost hidden at the end of the article. While discussing second-year plans, the authors note that Ms. Cloessner "realizes that systemic change takes several years to implement" and that she wants her teachers to "move beyond application comfort and focus on specific strategies to incorporate technology into the curriculum." A simple statement, but it is a profound one that many educational leaders miss. Ms. Cloessner and the TSGs are to be congratulated on shifting their focus from "What and how will I teach?" to "What do I want my students to learn and how will I reach all students?" Finally, compliments to the authors of the article, who provide easy-to-follow steps that will allow others to recreate this model in their school. The Louisiana Educational Advancement and Development with Technology program is lucky to have such a visionary leader, and the readers of L&L are lucky to have this article from which to create their own professional development program. Christopher Johnson, PhD Copyright © 2004, ISTE (International Society for Technology in Education). All rights reserved. |
