Part Two: Engaging Teachers and Students, pgs. 39 - 59

We found the first few chapters of the second part of this book (focused on engaging teachers and students) very relevant to the readings and discussion taking place in this class at this time. Chapter 6 and 7 were on vision and professional development, while chapter 8 focused on creating a web presence for your school and classroom.

We all agreed that the section on vision was very timely and was an important factor in the rest of the chapters we read. We discussed that in order for change to be implemented there had to be a clear vision of where we were headed. We felt there needed to be "ownership" of this vision from the administration to the teachers. We discussed that the vision could not be something that was handed down from the top and expected to be implemented by the teachers or past mistakes would be repeated. (Ideas discussed in the book Teachers and Machines and Learning By Heart.) We felt that if technology integration was truly valued it needed to be an integral part of the school. For example, time issues are raised when new technologies are mentioned. An example was given by Stephanie concerning a requirement that all teachers have a website. Because this was important and the administration believed in it, they made it possible for Stephanie to have half day workshops with the teachers on designing websites with free and easy tools. It was a great success!

A study I'd like to share that I found interesting is from the Apple Classrooms of Tomorrow project. (http://images.apple.com/euro/pdfs/acotlibrary/rpt10.pdf) As Brooks-Young explains, this study identified five levels that teachers move through in their use of technology.
Entry level - learning how to use the technology.
Adoption - Using technology but more for personal than instructional use.
Adaption - Adapt the new technology into traditional forms of instruction.
Appropriation - Use of project based learning or cooperative learning styles, using new technologies as a tool.
Invention - Using the technologies basically as mind tools.
(p. 42 - 43)

This hierarchy reminded me very much of Blooms Taxonomy in that the goal is to move to the highest level. It was also interesting that the author pointed out that most prof. development focused around the first three levels of technology use even though the desired result is the fourth and fifth levels. Is this why true technology integration is not occurring in many classrooms? What do you think? The questions for discussion at the end of the book asked you to think about the level of technology use in your school. We'd love to hear your thoughts.