Blogging is definitely the new thing. A co-worker has been introduced to blogs and discussing its use in her mid-management education classes. I met with Dr. Espinoza about my degree plan and she mentioned using blogs in one of her classes. A summer Math institute is going to spend a week working on blogs. I am not sure how to continue using a blog personally but I like the idea of a blog over a web page. This may take the place of maintaining a blog at school. It is definitely user-friendly. The ability to respond to blogs is an import feature.

I think the biggest change for me is getting the creative juices flowing with ideas on how to use the skills learned in the classroom. I am feeling more confident in my ability to help students in creating technology products. I have taken my classes to the computer lab since starting the class and it has gone so much better. I have gotten new ideas of things to try with my students. The ideas came from the readings in the text, lessons in class, and listening to everyone share their experiences. The class was an introduction class but in my opinion some of the class was very advanced. I am not including myself in this category. I appreciate those students sharing their skills. Another “Aha” moment is realizing that you cannot be afraid of technology. You just have to jump in and try it. Trial and error will allow you to see what works and what does not. I really enjoyed the movie maker. I had always thought it was a hard program but it is not. I know the students would really enjoy it. I can’t wait to try it out. The photo shop was something totally new for me. Kim and her students created some of the neatest projects.

Final Thoughts
I do not know if the states would allow all control to be handed over to the national level. After getting new students from Arizona and Arkansas a week before TAKS I could see the benefits of having nation-wide expectations. This would also make it beneficial for companies to create software since it could be used by everyone and not limited to certain states. The concepts presented by Romano are realistic. The support needed to implement the ideas may be hard to come by especially knowing the history of previous efforts failing.
There is a new resource available for Texas classroom teachers. It is called Curriculum Developer and it is available through most of the regional educational service centers. The lessons available at this time are for the core subjects of English, Math, Science, and Social Studies. This is to help align the scope and sequence for the state as well as equip teacher with lessons that cover the current TEKS. The lessons were developed by teachers and have problems that need to be worked out. This would give teachers lessons to use to get them started. We are not required at this time to follow the Curriculum Developer but I do use it to get ideas. Parts of the program are being required to be followed in other schools. From what I have seen there is not much integration of technology included in the lessons. This would be a great opportunity to make technology available to all teachers. The difficult task of finding lessons and relating them to current classroom practices would be eased with the Developer. Once the lessons were quality checked and proven to work then they could be required to be implemented. The cost of all the regions going in together should be significantly less than what a single district would face. Teachers were compensated for creating the units included in the Developer. The teachers who have taken the initiative to explore and integrate technology would see a reward in their hard work by contributing to these lessons.

I feel that the virtual world is still a long way off from public education. I could see it used in secondary as an advanced course. The cost and building requirements do not seem feasible. Kim wanted to take her kids to the Battle of Gettysburg and this would have to all be built. It would be a great learning tool to be able to transport students back to that time period. They could actually be a soldier fighting along side the North or South. I feel that as the technology expands this will become available. I can see where you would be able to choose important times in history and be placed in the middle of it. Technology will improve and the cost will come down. The ability to have the audio would be a necessity for me.
I do not think that virtual high schools should completely replace the traditional classroom. In rural areas, small school districts or poor school districts virtual classes would be a great asset. This would allow a school to offer classes that they would not normally be able to offer. I feel that there should be a limit on how many online courses a high school student should be allowed to take. Funding would be an issue for administrators since they receive money for the number of students in the school. I do not think that they would be too supportive if funding is affected. I talked with a home school parent about virtual classes and it would be a great experience for these students. I do know how parents feel that they can give their child a complete education on their own. Virtual classes would allow these students to take classes in the home setting but by more qualified teachers. This would be a better option than correspondence or videotaped lectures.
I think we have yet to see all the possibilities available through these two mediums. As a elementary teacher I do not see an immediate change in my technology philosophy. I think I am personally a long way from using Second Life and online classes in pubic school.

The NARA website had a lot of resources to use in the classroom. It would be great to use for Social Studies or researching a famous person. The access to copies of historical documents would be so more interesting that just having students read about them. The pictures included are also a great asset. I think so much can be learned from interpreting pictures from the time period or event you are studying. The NARA worksheets provided would also be helpful for the teacher. They prompt the students to start thinking and asking questions about the source they are looking at. Primary sources would be very good way for teachers to use technology to make their lessons more meaningful. The website even has an educator section to assist in lesson planning. This takes a lot of the work away from the teacher and anyone would be open to that. This website, along with others like it, need to be shared with teachers so they are aware of them.
I appreciate the recent blog from Brent stating that in taking this class he will be able to better assist his teachers in integrating technology. I think this will have a very positive impact on his campus. This is the type of support teachers need.

We continue to hear about the progress that has been made in providing computers and Internet to schools. This is great but until the money and emphasis shifts to train teachers what to do with the computers things will not change. Teachers need to be shown how technology can improve their classroom. You may receive manuals or websites to use but no training in how to use these resources or support. Stakes are high in the classroom for students to be successful on standardized tests and technology is not tested on the TAKS.

Computer technology has been adapted to amplify the capacity of professionals in virtually every aspect of society-with the exception pf the teacher.
I have worked in other professions where computers were a daily part of the job. These were programs designed specifically for the job and definitely made the job easier. This is not easily transferred to the classroom. There cannot be just one set program to assist teachers. Every teacher, student and classroom is different and I feel that is one of the reasons technology has not advanced as much as in other fields.

The mind coupled with a computer infinitely amplifies its capacity to perform the basic cognitive functions. Yet, there is no configuration of microchips that replicates the intricate, vital interface between the mind and emotions-a basic limitation of computers.
This should put teachers resistance and fear to rest when it comes to computers. A computer could never replace the teacher completely. The goal of computers is to make tasks easier and faster. This cannot be done without human interaction.

The fundamental role of computers in the classroom is to extend the capacity of teachers to provide individualized tutoring to learners, thus compensating for the disparity in each individual’s capacity to achieve.
I do feel that when it comes to tutoring or remedial programs computers are used more in schools. This is where students can work on their individual needs. There are many good programs available. This is a time when the traditional methods did not work or were not enough for the child and using the computer is a different instructional method.

Television empowers individuals by amplifying their capacity to see and hear virtually anything, anywhere.
The videos typically available for the classroom are not very appealing. The accessibility to videos online have made the option a lot better for teachers. I agree that television can enhance the learning process. I teach math and that makes using television limited.

Ironically, television, the global master medium that daily impacts human psyches and emotions in homes, is only an occasional visitor in the classroom-the place where young minds are being nurtured and cultivated. This is because we have not yet devised the best way to harness this extraordinary power in a manner compatible with the system in place.
I have always felt that children watch too much television at home for it to used as an important tool in the classroom. I think teachers also use the television as a reward or in place of recess and it does not get used for educational purposes. This goes along with the next perception.

The use of television in education can be either a passive or an active experience for learners. The outcome depends solely upon the teacher’s understanding of television’s versatility.
I think my feelings about television have been from passive experiences. I can see how taking an active role in using television could really benefit a lesson. This is a valid point for computers as well. We get software programs to use but that is taking the passive role in technology. The active experience it what is needed to truly make technology work in a classroom.

Perceptions

1. All human activity is driven by information; the more demanding the activity-the greater the need for information. Thus, information can be termed the fuel that powers the teaching-learning process.

The information technology allows us to have access to is endless. This should fuel many learning possibilities. We need to go where the information leads us instead of being resistant to new information.

2. At a fundamental level, it can be assumed that all learning is initiated by information perceived by the senses: specifically, what you see, hear, taste, smell, and feel.

Most students are better reached when you appeal to more than one of the senses. This is where technology allows you to appeal more to what and how they see the information. It is a better match to their learning style is to see information electronically.

3. Information technology empowers teachers by amplifying their capacity to readily provide their learners the heightened sensory perceptions of multimedia.

We have discussed in class and from previous readings that students need this heightened sensory perceptions to get their attention and keep it better. We read about how we are using left-brain methods to right-brain dominant children. We need to accept the fact that children are different today and we need to make the changes to improve our classrooms.

4. The master teachers of the Information Age are those who develop the capacity to navigate the worldwide oceans of information and selectivity retrieve that which can provide an enriched experience for their learners.

There is so much technology available it can be overwhelming wading through it all. You have weed out a lot which can be very time-consuming. I am not one of those that can navigate very well. I feel I waste most of my time and get frustrated easily. I do agree that once you have developed this capacity you are on your way to becoming a master teacher.

5. Teachers plan, communicate, guide, and evaluate. Information technology can be adapted to allow the teacher to do these better and, thus, impact positively the efficiency of the teaching-learning process.

This is the one area that teachers probably feel most comfortable and have the most experience with. This was discussed in the journal article I found as one of the lowest and most achieved level of internet use for teachers. Again, this must be only the starting point and not the only level achieved.

6. For centuries, the teaching-learning process has been primarily fueled by words-the lecture and the book-mainly because until now teachers have always found words easier to use; not because it was determined that words impact learners better than the combination of words and images.
7. A verbal description alone of anything that can be seen must be considered a compromise; a compromise made every day in classrooms in an age when technology makes it unnecessary.

These two perceptions go together. This is where teachers are resistant to change. I agree that it is easier to keep doing the same thing but we need to accept the fact that it is not better for our students. Time is one factor to come up with new lessons instead of pulling from the same material that has been used in the past. Some teachers feel that if it is not broke don’t fix it. We have all heard the saying that a picture is worth a thousand words. Technology allows us to expose our students to so much more. We are no longer limited to only explaining an event or a concept but now we can also associate it with images. This should make so more meaningful to our students.


I do not think that any of these perceptions were unheard of before this chapter reading. I do feel that the more I read, discuss and learn about what we can change with technology will carry over to the classroom. That is the key that we move from perceptions of ideas to implementing them.

This class and more classes that I have to take will help relieve fears and give hope. I know that the skills we are learning will be useful to implement in class. This also helps the ideas start to flow as to what lessons can be changed to include technology. I do not feel that technology threatens job security but would help secure it. I do feel that the leaders in education stress the importance of technology but do not fully equip teachers with the means to implement it or follow up with teachers. The off-the-shelf software may help in practice or review but it is not truly integrating technology. These are readily available but not a solution. These also do not relate fully to the TEKS that we are covering.
My school is in a rural area and I have found that most do not have computers at home. I do not think that they would be as advanced as the students mentioned in the text. I can see letting the student come up with ideas to use technology that would relate to math. This would give them more ownership in what they were learning. I like the idea of collaborating with other teachers as to their experiences. This is usually a very good learning tool.