Shows Us the Money! How to Petition for Tech Tools in Your Classroom.

Davis Brock realizes that school districts won't just throw money around for technological tools when educators demand them, as he discusses in his article, "Show Us the Money! Planning and Preparation Can Help Get You Ed Tech Stimulus Funding." In order to get adequate funding for new technology, he suggests that creativity and a lot of preparation is required. He recommends that anyone trying to tap into stimulus funding for educational technology ought to consider several factors before they try and snag this much desired "moo-la." He believes that teachers should research the technology policies and plans of their schools, find empirical evidence that actually proves the technology is beneficial, and make a pitch for funds. Including success stories of other schools that have implemented and gained great benefit from such technology is key, as well as including training and professional development for all educators that will use the prospective tools so that they are being used at full potential. Brock also emphasizes the importance of having professional and aesthetically pleasing documents to present to higher-ups and that building relationships with these people is just as important. This should not only include "schmoozing" board members and principals, but also asking for widespread input so that your proposal is truly a collaborative process. Lastly, the article says that you must "keep knocking on the door." Ask for feedback, send updates, and don't become discouraged if the "fish doesn't bite" the first time. Tenacity is key. Even if your school doesn't approve funding this time, they are more likely to consider you in the future if you show determination to gain funding for technology tools.

I thought this article was a great way to encourage teachers and those working in schools to form sound strategies for funding proposals. Being specific in what is needed in the classroom, how it will help students, and how it can practically be purchased and implemented is a better way of asking for money than just a simple request for new tools. I can foresee using a lot of technology software to help students with speech and language disorders, but it is incredibly expensive at times. If I find research articles that can show how specific programs helped students with speaking or reading abilities, I already have improved my pitch greatly. Technology shouldn't just be frivolous in the classroom. It should be carefully selected and useful, not just purchased for the sake of having it. I also think that persistence is key, and even if you're sure that you will be initially denied funds, you should still try by continuing to use research to convince higher-ups that you are asking for beneficial tools that will truly transform students' educational and life experiences. This may mean that I will have to revise my initial plans or compromise when I am requesting funds, but the goal is not just to gain spending power, but to help students with technology tools in whatever ways possible.

This article can be found in ISTE Learning & Learning with Technology Vol. 37, No. 1, August 2009.

As You See "IT:" Educators, Attitudes, and Learning Styles

Kimberly Ketterer's "Coach, Nurture or Nudge: How do you do technology best?" proposes three styles of learning that educators prefer when they are instructed about how to best integrate technological tools into pedagogical practice. The three styles that Ketterrer proposes are coaching, nurturing and nudging. (As if the title didn't give that away!) The learning category that I neatly placed myself into was the coaching style because I self-identify as someone who is generally computer literate, and I am willing and able to learn new programs when they are given to me. Like those who wish to be coached, I need to be challenged to try new and innovative ideas and need a trusted individual to encourage and push me into improving my technological abilities rather than becoming complacent in my skills. The next category was the educator who required a nurturing mentor who could help them build confidence in his or her "fuzzy" and underdeveloped skills. Finally, the educator who needs a nudge is the probably that teacher that refuses to learn how to operate WebCT, can't respond to e-mail, and generally don't see a need for technology in the classroom. These educators lack the initiative and drive of the first two types described and have to be pushed, pulled, and possibly coerced into using even a computer and other types of tech tools in the classroom (and probably at home too). Ketterer argues that educators who are unwilling to integrate technology into the classroom are creating a "hole" in students education.

With all of the emphasis on learning styles today, I think that this article makes the point that people learning technology also have varying methods and attitudes towards the process. I remember having some very primitive computers in the classroom when I was growing up. However, they weren't really integrated into our learning well. In fact, I only recall using my classroom computer to play Oregon Trail during days when I finished my work early. The lack of technology wasn't a problem, but the teachers' attitudes towards learning and integrating computers into our classroom certainly was. To this day, I have an association between teachers and poor computer skills. My teachers could not and did not want to use technology in their curriculum or instruction and had no desire or real incentive to do so. However, this article reminded me that we are in a new age of teaching and technology, and not all teachers fall into the "nudge" category that Ketterer described. In order to better equip students for the technological world we live in, educators must integrate these tools into the learning process. As a future speech pathologist who will be working alongside educators, I have to be aware of their level of technological abilities and encourage and educate those who need help by identifying their learning style and guiding appropriately. I also have to keep an open mind and constantly be searching for new technological tools while looking to colleagues and experts for new ideas and input on which tools are effective so that they can personally "coach" me. Using the learning styles described in this article, I can identify students and colleague's learning styles and help them according to how they prefer to learn.

This article can be found in ISTE Learning & Learning with Technology Vol. 34, No. 8, May 2007.

"Too Cool for School?" Probably not...

Punya Mishra and Matthew Koehler discuss the fusion of fun and learning through the use of technology in their article, "Too Cool for School? No Way!"

With the growing use of technology for recreational purposes, this leaves educators with the question of how gadgets and technological tools generally used for convenience can be transformed into educational resources. Specifically mentioned by the authors is the need to "repurpose" technology for the classroom, keeping in mind that technology that is considered "cutting edge' to students is far more advanced than the tech tools that many teachers generally use. Through the use of their proposed TPACK model for integration of technology into learning, Mishra and Koehler believe that technology must be combined with a pedagogical knowledge and content knowledge of specific learning objectives, or the use of tech tools are rendered useless in the learning process. I examined three specific examples of microblogging, specialized search engines, and DJ software that can be adapted for more than just casual use, and through the tweaking of an intentional educator can become relevant means of allowing students an exploratory educational experience. I especially appreciated the example of using DJ music mixing software as a means of explaining mathematical concepts by comparing them to music tempos and patterns. As a pianist and music teacher, I thought that this was a fantastic idea because I often inadvertently teach my students fractions when I teach them about tempo in music.

Personally, I felt the underlying theme of using creativity and adaptability in regards to using technology in education was incredibly important. Many teachers would never consider the idea that blogging or using a search engine could be a valuable learning experience in their classroom. The idea that teachers use technology that seems incredibly outdated to their students is generally true. In an age where assignments and homework are going paperless as well as the general workforce, it's time that the classroom caught on. As far as how I would personally apply this article to my future profession, I would say that keeping an open mind to the use of technology is the best lesson I can take away from this article. If I find that I have students who might be able to improve their speech through the use of a music software program or could use a video chat program to make a conversation more comfortable, then I would consider using it as part of their therapy and always keep an open mind to new technological possibilities. I also can't use technology for the sake of using technology. It's often a valuable tool when integrated in the learning process, but it absolutely must be relevant and effective for students and not just a novelty.

This article can be found in the Learning & Leading with Technology Archives, May 2009, Vol. 36, No.7.

Chatting It Up Online: Review and Reflection

My first blog entry pertains to the article "Chatting It Up Online" by Pamela Livingston. This article describes the experience of Livingston and her third grade class participating in a live chat with a popular children's book author. Livingston describes the process of the finding, preparing and participating in chat with her students. I think that the article brings to light a lot of unforeseen technical issues that can arise when using the Internet in a classroom, especially in the format of a live chat room. She specifically mentions that educators shouldn't announce that a chat or any special technological component in the classroom will be used without some certainty that it will actually happen. (Disappointing students generally is not a great idea!) I found it to be a very practical and informative article because it reminded me that anyone working in a classroom needs to take plenty of time to make sure that issues with firewall, Internet connection, and even the glare of a computer screen need to be dealt so that the technology can be used effectively. Livingston also brought up another important issue which is that educators probably have to teach Internet etiquette ("netiquette") to their students. She used her example that using all capital letters is considered to be rude "shouting." I agree that a world of texting and "twittering" creates kids that are technologically savvy, but probably not very polite. Livingston made a point that kids enjoy the immediate feedback of a chat environment, and I appreciated that she listed many resources to help the reader find chat rooms for students.

While my career plans involve working in schools as a speech and language pathologist, and not a teacher, I still feel that I can glean some valuable information from this article. The first point being that I must plan on technology failing at times, and that I should allow time to fix errors and have the resources and support needed when technology doesn't function as planned. I should not promise students that they will be able to use a certain program on the computer because there is always a chance that the computer or software will fail. This means that I have to have some sort of backup plan in my therapy plan for the student, but I should also know how to make quick fixes, and make good friendships with someone in the IT department. I can't particularly imagine that I would be using online chat sessions with my students, but that I would use programs that aid with reading and speech skills in order to make my therapy less routine, more fun, and completely integrated with technology. I have to ensure that these programs work as smoothly and consistently as possible, and that I know how to use them myself. Similarly, I also must prepare students to use his or her computer and its programs correctly, ensure that they are comfortable with his or her workstation, and will alert me in the case of an error. I think that unlike Livingston, in my situation, I would have to work in an environment where each student can have their own computer for use.

This article discusses ISTE NETS for Teachers Standard 4: Promote and Model Digital Citizenship and Responsibility.