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About
this Issue
Updating
Your Toolbox
By Anita McAnear
To read letters to the editor, click Readers
Respond
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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.
 Download
the full article (PDF, 594 KB)
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.
Download
the full article (PDF, 246 KB)
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.
Download
the full article (PDF, 331 KB)
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.
Download
the full article (PDF, 248 KB)
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.
Download
the full article (PDF, 358 KB)
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.
Download
the full article (PDF, 277 KB)
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.
Download
the full article (PDF, 302 KB)
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.
Download
the full article (PDF, 250 KB)
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.
Download
the full article (PDF, 148 KB)
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
Instructional Technology
College of Education
Ohio University, Athens
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
Senior Research Associate
WestEd
San Francisco, California
"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
Director
Digital Media Resource Center
Adjunct Assistant Professor
Educational Leadership
The University of Arizona, Tucson
Copyright © 2004, ISTE (International Society for Technology
in Education).
All rights reserved.
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