Learning to write a potentially successful grant was a wonderful collaborative learning experience. Our group discussed the merits of having such a large task allocated to various members in order to meet the critical time constraints of this class. I am looking forward to hearing the outcome our efforts, and feel that through this exercise, I am now more aware of how to attack an ambitious project.

Within our discussion, access and support were mentioned.  Teachers using technology can begin to overcome hurdles in reform, but they also must have the support, time, organizational assistance and access necessary to develop the skills required by the demands of our changing educational structure.
I would like to see more curriculum guides and materials available for the technologically oriented classroom. Teachers often don't have the time or resources to develop compatible lessons with computers. If adaptable grade/age appropriate curricula are offered to schools, technology might be more accessible and acceptable to teachers struggling with new teaching concepts and philosophies. Jane David's "Rules of Thumb for Decentralizing Decision Making" discussed the need for technology budgets within schools, allowing immediate access to those budgets. This would be an important step in supplying the existing needs of each classroom, while utilizing teachers and even students, as the decision-makers.

Perhaps the most stimulating perspective for me during this course was Jane David's article Realizing the Promise of Technology: A Policy Perspective. Her explanation of why technology has failed to live up to its promise was enlightening. Although I feel constructivism has many flaws in practice, the philosophy adapts itself well to technology, almost as if it were tailor-made for this system of information. Computer technology encourages a learner centered approach where students involve themselves in inquiry, problem solving, and research. David's table on the Shifts in Teacher Beliefs and Practices was practical and informative. When applied to the computer and its applications, constructivism offers an easy shift into teacher as "(sometimes) learner", and student as "(sometimes) expert". Even the constructivist approach to assessment is closely aligned with the use of computers in the classroom. Students can "construct" knowledge through a myriad of avenues available on the Internet, through graphic displays, and through a variety of educational programs made for specific skills.