Reflections of the Technology Link – Week 5

Technological Reflections

As I began to reflect on the learning opportunities that were made available to me and my classmates at the beginning of this course, I started to prioritize my learning on what my instructors believed to be the most critical learning objectives. The main thread of learning that I was able to glean from this course addressed the question, "what do students need to learn, and how can technology promote those learning goals"? You see, I am not much on answers, I like questions! That is how I promote learning in my classroom, with my athletes, and others in my area of influence. I truly believe that it is more important to have the knowledge and intellect to ask more knowledgeable and intellectual questions than it is to get an answer to a specific question. To ask questions is to challenge the status quo. Technology does this for the kids that can't dominate a classroom discussion but can challenge those great classroom orators with a debilitating question! A great question is the great equalizer in learning as far as I am concerned. But in order to get our campus to this point, I have learned that a plan must be in place. A plan that is data-driven, well thought out and a plan that serves all the students with a long-term approach at learner-centered instruction.

As I mentioned, the educational goals for the students should be determined prior to purchasing technology or teachers participate in their first professional development session. To answer these questions, the school should convene a technology planning team comprised of administrators, teachers, other instructional staff, technology coordinators, students, parents, and representatives of the community. This team first develops a clear set of goals, expectations, and criteria for student learning based on national and state standards, the student population, and community concerns. Next, it should determine the types of technology that will best support efforts to meet those goals. The opinions and viewpoints of parents and community members will be very helpful in presenting a broad-based perspective of skills that students need to succeed after they leave the school environment. This course taught me that rather than using technology for technology's sake, the planning team will ensure that particular educational objectives are achieved more efficiently, in more depth, and with more flexibility through the use of technology on our campus and thus, a technology plan. Next, the planning team develops a vision of how technology can improve teaching and learning. Without the development of a vision, lasting school improvement in my opinion is unobtainable. The school's vision of learning through technology also must emphasizes the importance of all students having equitable access and use of technology—females, special-needs students, minority students, disadvantaged students, students at risk of educational failure, rural and inner-city students. All students need opportunities to use technology in meaningful ways that assist all of our students to develop higher-order thinking skills. Asking questions!!

After the educational goals and vision of learning through technology have been determined, it is important to provide professional development to teachers to help them choose the most appropriate technologies and instructional strategies to meet these goals. Students cannot be expected to benefit from technology if their teachers are neither familiar nor comfortable with it. Teachers need to be supported in their efforts to use technology.

Ongoing professional development is necessary to help teachers learn not only how to use new technology but also how to provide meaningful instruction and activities using technology in the classroom. "Teachers must be offered training in using computers," notes, "but their training must go beyond that to the instructional strategies needed to infuse technological skills into the learning process." In successful projects, teachers are provided with ongoing professional development on practical applications of technology.

Teachers cannot be expected to learn how to use educational technology in their teaching after a one-time workshop. Teachers need in-depth, sustained assistance not only in the use of the technology but in their efforts to integrate technology into the curriculum. This time spent ensuring that teachers are using technology to enrich their students' learning experiences is an important piece in determining the value of technology to their students.

Increased use of technology in the school requires a robust technical infrastructure and adequate technical support. If teachers are working with a technology infrastructure that realistically cannot support the work they are trying to do, they will become frustrated. School districts have a responsibility to create not only nominal access to computers and electronic networks but access that is robust enough to support the kinds of use that can make a real difference in the classroom. Teachers also must have access to on-site technical support personnel who are responsible for troubleshooting and assistance after the technology and lessons are in place.

When we as educators and planners use the accumulated knowledge that concerns the circumstances under which technology supports student achievement, we will be able to make informed choices about what technologies will best meet the particular needs of our campus. We also will be able to ensure that teachers, parents, students, and community members understand what role technology is playing in a school or district and how its impact is being evaluated. Finally, we will be able to justify the investments made in technology for our students.


We were asked to explore blogs, wikis, a lot of open-source opportunities during this course and I can say that I have really enjoyed the blogging the most. Blogging has already proven a valuable asset in my classroom as my students have been introduced to the educational value of blogging in a safe manner. My Business class has for their final exam this semester a PowerPoint that is uploaded to a blog that they have had to develop along with each classmate required to comment on each classmate's blog. This class has had an immense educational impact on the manner in which I conduct business with my students. As note by Richardson in the week 3 reading "Blog Revolution", "I've learned more in my four-plus years as a blogger than I have in all my years of formal education" (Richardson, 2005). However, blogging has to be done in a safe and secure manner. Students that blog at random, may give cyber-predators access to their personal information. Nevertheless, there is risk involved with anything and if we as educators to a good job of informing our students about the risks involved and be a proactive part of their blogging experience, blogging can become an invaluable learning experience for our students.


With the technology and learning experiences that we have been exposed to during this class, one would expect to be able to charge to school and pull out the technological "magic wand" and shazzam, touch our students and create learning wizards but unfortunately, it doesn't work that way. There may be expectations that technology will solve all the school's problems with student learning and achievement but to be effective, I believe that technology must be used to promote new learning goals and teaching strategies that are student-centered, collaborative, engaging, authentic, self-directed, and based on development of higher-order thinking skills. I appreciate all of the thought and considerations that Dr. Abernathy and her staff has put into the development and delivery of this course and there is no doubt in my mind that it will create greater learning opportunities not only for my students but for me as well.