Discussion on Chapters 13-14.

Chapter 13

Kevin Perkins One barrier to technology integration, especially at the high school level, is insufficient bandwidth. As an ITRT, I would love for teachers to regularly use streaming video in their lessons and for students to use multimedia rich websites for research and exploration. However, there have been times when streaming has been blocked during the school day and browsers stall when more than a handful of students visit certain websites. There are plans in Rockingham for the County government and school system to partner in a microwave based communication system. This would allow for high-speed wireless connections that would increase bandwidth and virtually end dependence on costly leased fiber connections.

I have been exposed to information security issues in my ITRT role. Part of my duties includes assisting with the student information database. Our division will likely adopt a web-based database in the next few years. This would give students and parents access to student attendance and grade information via the Internet. While this will greatly improve communication efficiency between school and home, it will make the database more vulnerable to inappropriate access.

Denise Lam The greatest barrier to integrating technology in my classroom is that it takes time for students to learn some of the technology before we can use it for the actual lesson. I know this is the digital generation that is quicker to learn than I am, but for some of my students that is not true. I even have to spend time with upper level students on how to evaluate web sites, and with the time demands of SOLs it is easier to just do things "the old way." Using new technology in my class actually helps me stay energized about teaching, but the time barrier definately stops many teachers from making changes.

The point about costs involved is part of the research I am doing about interactive whiteboards. In economics we call it opportunity cost when we choose to spend money on technology, but cut other programs. It is hard to know when we are getting the most for our limited resources. I looked at the Vision Quest web site - the URL has changed, but it seemed a little dated to be helpful.

Andrea Adams I think Denise makes a good point about students and technology. JMU offers a lot of technology for students to use and sometimes I feel like we just assume they know how to use it. We tend to think that students in the most recent generation have grown up with technology and therefore know how to use it. I don't think this assumption is true, I find it interesting when faculty ask us to demonstrate Blackboard to their students. There are always a few students that hang around at the end and ask more questions or just show their appreciation because someone has taught them how to use Blackboard.

I agree that the cost of technology can be a barrier to the institution, instructor and student. For example, if an instructor wants to use clickers in their classroom the eInstruction model is for students to purchase the clicker. The cost ($21.75 for the clicker and $10.00 for registration) has dissuaded some instructors from using the technology. I think clickers can create valuable learning experiences if they are used effectively in class.

Chapter 14

Kevin Perkins I found the reference to the Minnesota Educational Computing Consortium (MECC) to be interesting. There is MECC software installed on about every RCPS computer that runs Mac OS 9. Fraction and Number Munchers are MECC software programs that I used on occasion and the elementary school teachers use even more. Talk about bang for the buck…those titles were purchased 10 or 15 years ago!

Just this past week, I noticed that high school business departments were issued classroom sets of PDAs. It will be interesting to see how they are used in instruction. I’m not sure if the intent is to get students comfortable with a technology that is common in the business world or to integrate it is an instructional tool.

Most classrooms today still look like and to a large extent function as they did over one hundred years ago. (p.292)
That observation is made regularly with regards to education while most other fields look nothing like they did even a few decades ago. While technology is an incredible tool for the learner of today, it can be misused. Take mental math. If you ask just about any group of high school students, “What’s 15% of 40?” you’ll get plenty of blank stares. Take away calculators and you’d be lucky to get even a few correct answers. Mental mathematics is a lost art. People that argue learning multiplication tables and basic math facts is futile when calculators can do it for you fail to think about situations where a calculator is not available. I definitely believe that technology can make the learning process more efficient and engaging but learning basic facts and critical thinking skills the old fashioned way is still important.

Andrea Adams Kevin mentioned that the high school business departments are using PDA's in their classes. A couple of years ago, CISAT purchased PDAs for students in health care related fields. The students used the PDAs as they might in a real world scenarios- storing and transfering health care data. The PDAs included Microsoft Office, Adobe Acrobat, Windows Media Player and several more applications. Here are a couple of links that explain the project more [link] (an article in the library newsletter) and [link] (CIT highlights JMU faculty and their incorporation of technology- scroll down to Dr. Cynthia Cadieux for PDA highlight.) I could not find any updates on how well students received and used the PDAs or if they are still being used in classes.

It is interesting how technology goes through fads. I wonder if PDAs have already started to fade? I don't notice people using them as often as I used to. Have other pieces of technology begun to replace the PDA (i.e. Blackberry or simlar technologies, IPODs)?

Denise Lam Kevin's comment about quote from p. 292 was something that I ran across in my research. Many teachers are using SmartBoards just as flashy dry erase boards instead of a way to make lessons more student centered. I know I am guilty of it as well. More training is really needed to help teachers brainstorm about ways to use technology to get students more active in the learning process. It needs to be more than just a more interesting way of doing the same thing.

Andrea, I think the new cell phones are replacing a lot of what PDAs do. They don't have all the Office software, but they can be used for music, web browsing, pictures and videos, as well as storage devices. I can't afford this level of cell phone, but the students seem to have them. I usually get the phone that is on special if you renew your contract.

I checked out the National Educational Computing Conference that was recommended in the Technology Coordinator's Corner, and it will be in Atlanta at the end of June. It sounded very interesting and not too expensive as far as conferences go. It is also a lot closer than last year's that was in San Diego. But the web site also has copies of presenter hand-outs fromt the last conference.

• The NECC conference is one to really consider attending during your graduate/professional experience. Of course you should also consider the Virginia Society for Education's conference which is even closer home. (suggestion from Rich Clemens)