Questions & Answers

Analysis

1] In regards to technology, what have you observed in the classroom that can be considered positive learning experiences for the students?  Have there been any negative experiences?  Please describe both the positive and negative experiences. 

Positive experiences have included increased motivation and engagement.  Generally, students enjoy working on the computer as opposed to textbook assignments.  These computer assignments include research, quizzes and online movies clips.  The only negative experience has been that there are not enough computers for every student; therefore, some students have been doing other work waiting for their turn to use the computers.

The fact that motivation and engagement increasing as a result of incorporating technology is predictable.  Especially in an Alternate classroom, the students are generally unimpressed by regular schoolwork.  The prevalence of ADD, ADHD and other learning challenges will tend to put the use of technology in a positive light.  However, the teacher brings up something that is commonplace in today’s classrooms – lack of resources.  Due to budget constraints and declining enrollment (not in all districts), there is not enough money to furnish all classrooms with cutting-edge technology, software and trained instructors.  The limited resources available will possibly prevent technology from being completely integrated into most classrooms for many years. 

2] How do you implement and integrate technology into the mathematics classroom?  Is it being used daily or intermittently?

Science is generally an easier subject to integrate when dealing with research assignments.  With math, computer use has been limited to online games that deal with specific concepts.  Therefore, the computer is not used consistently with math.

Much like the teacher who was interviewed, I find that Science is easier to integrate with technology than Math.  It is almost by nature that Science and technology go together.  All types of science applications in the world rely on the computer, such as hospitals, geologists, chemists and physicists.  Therefore, assignments and activities in the Science classroom are more technology-based.  For Math, it seems that specific programs and activities are used for practicing or applying concepts.  Other than using scientific calculators and some computer emulations, technology is not as heavily used as in Science.

3] There has been debate as to the level of support teachers are receiving for technology in the classroom.  In terms of hardware, software and training, do you feel that you have been properly supported?

With the limited budget available for new technology in the classroom, it is impossible to be on the cutting edge.  With that being said, there is not enough support for software, hardware and training.  Software is a big issue since licensing can be very expensive.  Moreover, limited professional development opportunities exist for specific learning in regards to teaching science and math.

This topic comes up quite often, yet it is important.  The teacher feels like many others where they do not see much support for using technology in the classroom.  Unlike an actual computer lab, where there is a computer for each student, specific software and trained instructor (sometimes that is not a given), regular math and science classrooms are poorly supported.  There was a survey that was sent to randomly selected teachers in the district to assess the lack of technological support for classrooms and teachers.  Therefore, it appears on some level, certain districts are trying to address the problem.  Yet, the teacher and I agree that it may not lead to any immediate change since there is no money to address all the needs.  It can be seen as only the start of a process where we might possibly see a greater emphasis on the use and support of technology in regular classrooms.

4] Please estimate the following percentages of your “technology time”.  By “technology time”, I mean the total amount of time that you spend engaged with some aspect of technology related to your teaching environment (very broad definition, so there is room for your interpretation).

a) Researching or locating necessary technology      30%

b) Supporting the technology (or supporting other teacher’s technology uses)      30%

c) Interacting with your own students through/with technology      20%

d) Other technology aspects not mentioned above.  If there are other aspects, please briefly describe them            20%

- Time is spent ensuring the technology will be appropriate and functional with specific assignments.  In other words, testing the assignment with the technology before giving it to the students.

By looking at the response by the teacher, it appears that using technology in the classroom is time consuming.  Of course it can be less time consuming for an advanced technology user, however, it still takes up a considerable amount of time.  One of the main points is that technology does not always work like it is intended.  Unlike the traditional methods like using the chalkboard, textbooks and basic manipulatives, when the technology decides to not work, the lesson often suffers.  Thus, the teacher is stuck with testing the presentations and assignments to ensure that they work smoothly.  Yet, despite testing and checking many times over, technology can fail at any moment.  This can lead to wastage in instruction time.  Moreover, it can lead to frustration for teachers, possibly deterring them from pursuing technology integration.

5] Do you feel that technogadgets (iPods, cell phones, etc.) have any place in a learning environment?

Absolutely, except for cell phones.  Cell phones are an obvious distraction; therefore, it is not acceptable to be in a learning environment.  However, music devices such as iPods can actually help students focus.  Of course this does not apply to every student, but some work more efficiently with music.  They are less distracted by others in the classroom.  In turn, they do not distract other students in the process.

The use of mp3 players and the such are a hot topic in schools today.  At our school, they were considering banning such devices in the classroom, however, the staff did not reach a consensus.  The reason for this is the fact each classroom is different.  For some teachers, it is essential they have the ability to let the students use these devices.  Some classes depend on headphones and music devices for multimedia creation.  In this particular teacher’s class, it is imperative that the students are allowed to use these devices.  These students did not function well in a regular classroom setting for a variety of reasons.  They cannot be expected to function any better in an Alternate class if they were not given concessions that would possibly help their concentration and to not distract other students.

6] Are equality issues prevalent with the use of technology in your classroom? (Does it benefit some students more than the others, or leave some students behind?)

There are definitely equality issues when it comes to technology.  Although many students are familiar with technology, there will be some that proficient and some that struggle.  Therefore, the inequities allow some students to easily complete their work and others take more time, getting frustrated in the process.  Yet, this process must continue, since it allows these students to be exposed to technology and different ways of learning.

The teacher does not bring up anything that is surprising.  Much like inequalities in ability to read, write, and do math, a technological divide is not uncommon.  However, the one difference is that access to technology is dependant on the ability to attain it.  For instance, a good computer that can run modern software and is fairly fast can cost thousands.  Therefore, not everyone can have the same tools as everyone else.  Those that can afford it are at an extreme advantage.  Thus, the technology gap is not solely based on ability, rather it can be based on socio-economic status.