Activity 2F
C&I 335
Summer, 1998
Karen Bennett
Glenwood High School
Chatham, IL
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My District's vision for Technology use
The goal is to integrate technology into the curriculum so that students are technologically literate upon graduation. The idea is to provide comprehensive technology infrastructure with the contemporary tools for students to create, assess, manage and communicate information. They want students to be aware of the technological opportunities, and to be efficient, confident users of technology. The future goals include connecting the community to the schools so that students have unlimited access to information, and to create a strategic alliances link between homes, businesses and schools.
Classroom Vision:
The vision for the classroom is of a well-trained, technologically knowledgeable teacher who incorporates technology use into the existing curriculum. Students, who are technologically comfortable and proficient, thrive under this type of instruction.
Classroom Realities:
Reality for the average high school classroom teacher is maintaining status quo. Under the time demands of attendance record-keeping, discipline and its record-keeping, lesson planning, grading assignments, calculating term grades and communicating with parents and administrators as needed-- the average teacher has no time or energy to learn new technological strategies and advancements. Many feel they barely have time to do what they are doing! Many teachers are aware, some more than others, of the explosion of changes that are occurring, but have not been able to keep up. To learn takes time, time, and practice. Workshops and courses exist that explain new developments, but incentives are not in place, or not well-publicized.
Adding technology to an already full year's curriculum may be difficult. Certain topics or units must be covered. Time to add something new or something more is scarce. In my own experience, I was not eager to add tech to my existing courses, but when I was given the opportunity to create a new course, I was excited to make technology an intrinsic part of the new one.
Availability of technology is another problem with the vision. There are no computers in the individual classrooms, and only one lab for the entire Math department. With approximately six courses held each period, it would be impossible for all to have access at any given time. Some courses, like PASCAL, actually meet in the lab, ruling out the possibility of another Math class using it during that hour.
Finally, not all students, at this point, are technologically proficient. Some kids hate the lab. They would rather hear a lecture. They do not find working with computers to be intrinsically exciting, and are resistant to the experience. Because our lab experiences can be scheduled far apart, they sometimes forget how to use the software.
Ways to Improve My Class's Use of Technology:
First, I freely admit that I need to be more attentive and involved in what is going on in the district in terms of technology. Workshops, sessions, are offered. Meetings are held. If I make myself more involved, I will be more likely to care about applying the use of these technologies in the classroom. But I must get excited about it, before I can do the work required to use it!!
I feel it would be helpful if the entire department "got behind" this move to integrating technology. There is a lot we could do including using info from some existing web-sites I've seen out there. It will be much, much better if there is a consensus among us that it is good and even necessary to do so. I could push for this a little bit. My department head is already using her website to get students and their parents information. She posts their grades to them using e-mail. The reaction of her students and their folks has been very positive. She has not forced this idea on the rest of us, but I think it might be a good idea for all of us. (I should be honest and note that before CTER, I avoided www.anything like the plague!! If I can be converted, maybe others can, too!)
Next, we need a computer with network connection, internet capabilities and software available in each classroom! It could be used for demonstrations, tutorials, and preparation for lab sessions. This would save time (and anguish) once we are actually in the lab.
Additionally, we could schedule our times in the lab. We could be coordinating schedules to allow access, maybe even mandate lab use so that students get the exposure to the math software available. If students use the technology in math classes more often, it may get rid of the "resistance" I referred to earlier.
Finally, as much as I hate to admit it, our courses probably need to be reviewed and revamped. We have to cover certain concepts, but perhaps units could be taught using technological resources to replace the old methods. Certainly, this would take time, cooperation, and a spirit of willingness to change in order to accomplish this changeover. I have seen that, for example, a probability unit could be based on a program that generates examples, rather than lecture method.
A VISIT TO MY DREAM CLASSROOM: Musings of a high school math teacher circa 1998
On the average day of my dream math class, my ten to fifteen students would enter the classroom carrying their laptops (or whatever you call their tiny, portable computer!) They would log on to our Math site and attendance would be electronically taken and sent to the office. Homework from the previous day would be scanned and graded, once students "plugged in" to my personal server/grader. I would entertain questions, and, as I spoke, a VSCWP ( also known as a voice-synthesizer/compiler/writer/projector dealie ) would project what I was saying onto a personal projector screen in front of each students desk. No chalk or chalkboard needed! Kids would correct their homework errors on their laptops and re-submit them for grading. My server/grader would send back the appropriate messages ("Great job!", or "See Mrs. Bennett about #17") After questions on homework were answered, students would download a new interactive lesson. By the discovery method they would, either individually or in cooperative learning groups, find a mathematical truth for themselves. I would roam around the room, offering wisdom and helpful, encouraging suggestions as needed.
After an appropriate length of time for discovery is given, I would once again speak through my VSCWP confirming the discoveries of the students. I would talk through some examples. The images, formulas, ideas I describe would appear on the students individual screens as I spoke.
Students would download the day's homework assignment into their laptop and peacefully head to the next class. No forgotten book, paper, or pencil would prevent learning! I would have a few extra laptops available in case of a glitch or a forgettful student.
Tests and quizzes would be taken through the laptop and machine scored. Records would be automatically kept. All grading information would be kept in the computer.
When I head back to my personal, private office, I notice an e-mail? message from a parent regarding the performance of their student. Via teacher-to-parent mail, I can immediately return the parent's call (they have a device similar to a pager when the teachers need to contact them). Via something like a tele-conference call, I am face-to-image with the parent. I download the student's info, and play a video-type recording of the student's in-class behavior. Together, the parent and I devise a scheme to help this student reach his full potential. The parent thanks me profusely for my expertise and for my help.
I head home (with no papers to grade) to enjoy time with my family. I feel totally appreciated and content with my job.