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. A continuum of technology use seems to be emerging in classrooms around the world. It starts with access of some kind to hardware and necessary software. Next, teachers receive some training or educate themselves. As they use the technology with their students over time, their teaching style often becomes more constructivist—more student centered. As this happens, teachers seem to integrate technology more effectively into their teaching, and students stretch the limits of what they can do with their minds as well as with the available hardware and software. Though many of the necessary components are in place to make travel
along the
technology-use continuum possible (e.g., access to hardware and
software, basic
technology training, models and research on constructivist teaching),
we travel
it at different rates. Many pioneers went right from access they often
obtained
themselves to effective uses of technology for improved student
learning. One
such pioneer, Douglas Becker, the 2004 ISTE Technology-Using Educator
of the
Year, is featured in our Member Profile. Read about what keeps Doug
forging
ahead. Now, what keeps others forging ahead is increased demand for
accountability—to
the effective use of the costly infrastructure, to federal and state
mandates,
and to help students develop 21st century skills. But how can these
demands
help us travel smarter, not just faster? Robert B. Kozma describes
what innovation
looks like around the world based on his work with the Second
Information Technology
in Education Study (SITES). He identifies several trends in classroom
technology
use and describes projects you can adapt to help yourself and your
students
move along the technology use continuum. Read how teachers and
students around
the world are gaining strategies, knowledge, and skills with
technology. Mary Burns stretches technology use beyond merely using spreadsheets
for show
and tell to using them as problem-solving tools. She argues that
teachers need
to experience the power of technology as a problem-solving tool before
providing
these experiences for their students. Clever ways to teach technology skills along with content are always
in demand.
Joanne Fortunato up-dates the silhouette lesson, adding digital
cameras, photo-editing
software, and ties to art, language arts, and social studies. Once
students
have technology basic skills, the curriculum applications are wide
open. As a high school student, Rachel Lee made her way along the continuum
by participating
as a member of her school’s Tech Team and taking media
classes. Technology-supported learning by doing has to be one of the most
powerful uses
of technology in education. Building and programming robots is an
ideal way
to learn science, math, and engineering concepts. Diane McGrath
describes the
Kansas Robot League and the constructivist pedagogy behind it. Collaboration in the classroom can facilitate groups or teams traveling the continuum efficiently together. Several authors this month describe special tools to aid collaboration. Annemarie Timmerman describes how online survey tools can be used in
the classroom.
Designing and analyzing the results of an online survey helps move
students
to the analysis, evaluation, and synthesis levels of Bloom’s
taxonomy.
Weblogs are a tool for adding a collaborative element to journaling.
Sara Kajder
and Glen Bull continue their discussion about this tool and its
potential to
aid struggling readers and writers. The collaboration can be done
solely with
the class, but it can also easily be expanded to include audiences
outside the
classroom. Lyn C. Howell uses e-mail to facilitate a collaborative project
between her
high school students and elementary students in another school
district. Her
students communicate with the elementary students to learn their
interests and
then develop books for them tailored to their interests. The books are
developed
using PowerPoint and are thus easily shared as e-mail attachments. She
has done
this project without and with technology and has interesting things to
say about
the differences. Getting started is still a challenge, even with some access and some
basic
computer literacy training. Cindy K. Wilson, Susan L. Jones, and John
M. Hail
continue providing ideas for teachers with one or a few classroom
computers.
The second article in the series discusses using a classroom computer
as one
of the learning centers in a classroom. Don Hall continues his exploration of new management skills for
technology
coordinators. This month’s article looks at managing the
performance of
the tech staff and helping them excel in meeting their vision-aligned
goals. The L&L staff is moving along an editorial continuum to
better serve
our readers by evaluating the results of the L&L online
survey for
Volume 30 and sharing our intentions for improvements with you. Thanks
to all
ISTE members and NECC attendees who filled out the online form and
provided
valuable feedback to the L&L staff. If you missed this feedback opportunity, feel free to send your thoughts, suggestions, and/or ideas about L&L to the editors at letters@iste.org. Dear Editor, Please let me know if it would be okay to use these articles. I am an ISTE member. Lana Stone Editor’s reply: One of the privileges of ISTE membership is permission to share with your colleagues articles from L&L, Journal of Research on Technology in Education, Journal of Computing in Teacher Education, and ISTE SIG publications. The L&L PDFs (online at http://www.iste.org/LL/) include our standard credit line, so all you need to do is log in (with your member number), download the files, and print the copies you need. For articles from other periodicals, please add this credit line, inserting the copyright year:
If you need written permission or need to copy large quantities of articles, please contact ISTE’s permissions editor at permissions@iste.org. Nonmembers can get permission to copy articles from ISTE periodicals and the ISTE Web site from the:
L&L welcomes letters to the editor. Please send all responses to articles or general feedback about the magazine to editor Kate Conley at letters@iste.org. Copyright © 2003, ISTE (International Society for Technology in Education). All rights reserved. |
