Something struck me as we discussed curriculum during our last class session. As educators first, our focus must primarily center on meeting state standards and the curriculums designed for our schools. Yet as technology leaders in our fields, we must also stay abreast of all emerging technologies. It is not enough to know how to turn on a computer and modulate student learning. As tech experts, we must continue to ‘upgrade’ our own knowledge base.
To understand these technologies and be able to integrate them builds student trust in our abilities as tech leaders and fosters motivation to learn in environments that activate student interest. To fall stagnant would be detrimental to us and our student population.
Yet, technology is evolving so fast and furiously that I wonder if it is even possible to understand every facet. Realistically, I believe it is possible to keep a finger on the pulse of change. Instead of trying to understand each new piece of technology that is invented we can educate ourselves on its existence and the exposure it will create to our student population. Technology educators should be harbingers of integrated technology curriculums, bridging the digital classroom divide with advice and expertise. We also need to keep in touch with our students, their interests, motivations and culture. One cannot exist without the other.
It’s not easy being a leader but within education, we have no choice. As the internet, texting, chatting and game play evolve into faster paced technologies, we need to continue to learn and teach at the same time. A perfect metaphor for our multi-tasking students who will one day take our places.
Sunday, September 28, 2008
Monday, September 22, 2008
TechnoBabble
I first entered the realm of technology within the framework of my teaching career in 1994 when an incredible program named "GradeQuick" hit the market. I just purchased my first PC for entertainment value before I started to realize how it could make my work life so much easier. I started using GradeQuick to keep track of my grades, student progress and statistical reports. Strictly administrative at first, it quickly bled into other aspects of my lessons. Creating reports, presentations and correspondence, the computer was working it's way into my everyday lesson presentations.
I started writing E-Rate grants to obtain computers for teachers at my school and by the following year, we had assembled a lab for students. GradeQuick became the norm for all teachers in my school as I headed up professional development for them. St. Mark School in Chicago became the only school in the Archdiocese of Chicago that had a technology plan written and instituted by 1997.
I was asked to join a Think Tank at Argonne National Labs through Bill Kurtis' New Explorers' programs during the summer of 1998. Twenty-five schools across Illinois took part in the first ever development of science/technology integrated lesson plans that corresponded to the New Explorer's video series. I took part in the writing and piloting of "Killer Virus" and "Travel to Twilo" wherein students took part in message boarding lesson questions, ideas, lab results and discussion with other students across Illinois. My class entered a technology integration competition in 1999 through Bill Kurtis' program and took first place producing a video broadcast on the net aptly named "The Virus That Stole Christmas". Our winnings contributed to the purchase of laptops for our school.
By 2001, I was named Technology leader by the Archdiocese of Chicago, winning the Heart of the School Award, the Archdiocese's Golden Apple. In 2004, I received endorsements in computer applications and computer science with DePaul University and the state of Illinois and went to work as a Technolgy coordinator/computer teacher at William F. Finkl Academy in Chicago.
I found it easier to work with technology as a classroom teacher than as a computer teacher, ironically. As a classroom teacher, I was able to seemlessly integrate tech components like message boarding, email, word processing and research directly into my lessons. In Chicago Public Schools, computer teachers are viewed as 'preps' or a drop off point for classes and teachers who require their breaks. I have struggled for 5 long years to rid the school of that stereotype. I work and meet with grade level teachers daily, special ed weekly and administration monthly in order to ensure technology integration is not lost on Reader Rabbit and module type activities. Teachers look to me as a guide in the tech wilderness and often ask for help when working on large class projects. Many teachers who never thought of using tech in a project have ventured into the wilderness and have emerged unscathed and better for the experience. I enjoy the wonderful rapport with them and encourage them to use me as a resource and not a baby sitter!
Most of all, I enjoy the connection with the students for whom technology has become truly seemless. I enjoy learning from them as much as they do from me.
Scroll down to view Heart of the School information!
http://schools.archchicago.org/news_releases/news_heart.shtm
I started writing E-Rate grants to obtain computers for teachers at my school and by the following year, we had assembled a lab for students. GradeQuick became the norm for all teachers in my school as I headed up professional development for them. St. Mark School in Chicago became the only school in the Archdiocese of Chicago that had a technology plan written and instituted by 1997.
I was asked to join a Think Tank at Argonne National Labs through Bill Kurtis' New Explorers' programs during the summer of 1998. Twenty-five schools across Illinois took part in the first ever development of science/technology integrated lesson plans that corresponded to the New Explorer's video series. I took part in the writing and piloting of "Killer Virus" and "Travel to Twilo" wherein students took part in message boarding lesson questions, ideas, lab results and discussion with other students across Illinois. My class entered a technology integration competition in 1999 through Bill Kurtis' program and took first place producing a video broadcast on the net aptly named "The Virus That Stole Christmas". Our winnings contributed to the purchase of laptops for our school.
By 2001, I was named Technology leader by the Archdiocese of Chicago, winning the Heart of the School Award, the Archdiocese's Golden Apple. In 2004, I received endorsements in computer applications and computer science with DePaul University and the state of Illinois and went to work as a Technolgy coordinator/computer teacher at William F. Finkl Academy in Chicago.
I found it easier to work with technology as a classroom teacher than as a computer teacher, ironically. As a classroom teacher, I was able to seemlessly integrate tech components like message boarding, email, word processing and research directly into my lessons. In Chicago Public Schools, computer teachers are viewed as 'preps' or a drop off point for classes and teachers who require their breaks. I have struggled for 5 long years to rid the school of that stereotype. I work and meet with grade level teachers daily, special ed weekly and administration monthly in order to ensure technology integration is not lost on Reader Rabbit and module type activities. Teachers look to me as a guide in the tech wilderness and often ask for help when working on large class projects. Many teachers who never thought of using tech in a project have ventured into the wilderness and have emerged unscathed and better for the experience. I enjoy the wonderful rapport with them and encourage them to use me as a resource and not a baby sitter!
Most of all, I enjoy the connection with the students for whom technology has become truly seemless. I enjoy learning from them as much as they do from me.
Scroll down to view Heart of the School information!
http://schools.archchicago.org/news_releases/news_heart.shtm
Tuesday, September 16, 2008
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