https://storybird.com/books/the-heartache-of-technology/?token=dn7ydnmrzm


Chapter 12, Integrating Technology and Creating Change as Teacher Leaders was the best teacher centered chapter encountered as of yet throughout the book. The chapter’s focus addressed how education has changes, the roles technology has played in that change, and finally the things teachers need to do in order to make sure they are on par with the innovate changes that have come by way of technology. Three concepts that I found interesting in the chapter was the look into the different issues present in integrating technology into the classroom, the issues with digital inequalities and the participation gap, and finally a teachers’ role in becoming a technology-leading teacher. Firstly, the concept that there are different issues present in integrating technology into the classroom is not a new concept. However, what I did find new and informative was the fact that most schools, whether serving affluent or lower income students, possess various technology tools, but they are not used as enhancement tools, but rather as side bars to lessons. I think the overview of the 6 issues was important, but the most powerful was the concept that teachers were either unwilling or unable to make changes that infused technology. Truthfully speaking, I can understand. I’m torn with this concept also. I personally, being the type of creature that feels like when something works why change it, tackles with the idea of fixing something that is not broken. So, when I look at the idea that experienced teachers who have found success in lessons aren’t too eager to change the lesson, I’m torn. I know that technology integration is best for maximum student learner, but I’ve touched on this before, some of the smartest people I know were not raised in the era of technology integration and they learned very well. Moreover, I understand “…teachers who resist change are not rejecting the need for change but are often expected to lead developments when they are given insufficient long-term opportunities to make sense of the new technologies for themselves.” (Mumtaz, 2000) Yet, although these issues and concepts are prevalent, I am equally aware that when used properly into everyday activities, lessons come to life. I guess that’s when I need to remember that students are different, learning is different, and what worked before doesn’t mean it won’t work now. Specifically, I think in order to get teachers to not be as torn as I am, they should be offered technology training and opportunities to shadow teachers that have infused technology into everyday lessons. I think if they see that they are not alone in their aversions and they receive guidance on learning how to make the shift, they may be less reluctant to change the ways of the old. Secondly, the issue with digital inequalities and the participation gap isn’t something new either. There have been and will always be the ‘have’ and ‘have nots’. So, how, as teachers, do we minimize the impact of this divide? I say the answer lies in understanding it exists. When we, as teachers, understand that it exists we can employ different strategies to minimize its impact. For example, we can craft lessons where students are paired together with students who have more access to technology on a regular basis and make them student teachers for the day. The students who don’t have regular access can navigate the computer while teaching a lesson, yet they have someone who is able to help them when they fall into areas of difficulties with navigational skills. Also, there could be added time allotted for students who don’t have computer access outside of school to come before school, during an elective period, lunch, or after school. Additionally, students, both those that have and those that do not have, can still learn about technology use through seeing teachers use it seamlessly in their everyday teachings. Although this may not give them hands on usage, the continued observation will only help to acclimate them to the possible advantages technology does provide. Finally, becoming a technology-leading teacher may not be easy, but it is necessary. I like the idea that the chapter outlined that leadership does not have to happen through years of teaching experience or by having a specifically defined role. What is nice to understand is that, even as a new and upcoming teacher, I have the power to lead. First, in my classroom by the choices I make with deciding what to teach my students and how to teach it. Then, secondly, by creating and joining communities that recognize the effectiveness of technology integration. Finally, teachers can become great leaders by joining professional organizations. This allows teachers the opportunity to share, learn, borrow, and access hundreds of ideas of technology integration. In the end, I’m not saying that I am 100% vested in including technology in all aspects of education as of yet. What I can attest to is the fact that I am absolutely aware that my hesitation stems mainly from the fact that I have my own discomfort with understanding and using technology seamlessly. Throughout my continued education, I know that I am learning more and more ways of integrating technology into the classroom and more importantly, I know that “change starts with the individual teacher, who, upon catching the vision, is willing to take risks…” (Earle, 2002) As such, because study after study has proven that “Technology offers opportunities for learner-control, increased motivation, connections to the real world, and data-driven assessments tied to content standards…” I know that I must not only learn to integrate technology, but also believe in its power so its maximum potential is delivered by me to my students. With continued education and continued practice with using technology, I believe I will get to a place where I feel very comfortable integrating it into my classroom lessons.


 References Earle, R. S. (2002). The integration of instructional technology into public education: Promises and challenges. EDUCATIONAL TECHNOLOGY-SADDLE BROOK THEN ENGLEWOOD CLIFFS NJ-, 42(1), 5-13.

Mumtaz, S. (2000). Factors affecting teachers' use of information and communications technology: A review of the literature. Journal of Information Techology for Teacher Education, 9(3), 319-342. doi:10.1080/14759390000200096

 Maloy, Robert W. Transforming Learning with New Technologies. Boston: Pearson/Allyn and Bacon, 2011. Print

A look into chapter 11, Engaging Students in Performance Assessments and Reflective Learning is all about how teachers and students can use technology to evaluate and access the process of their learning. Using technology allows for teachers to experience an ultimate teaching experience while offering students the ultimate learning experiences. Three main points that were outlined that I found interesting were the use of portfolios, student involvement in the educational process, and preparations for high-stakes testing.

Firstly, I have heard of portfolios before, but never in conjunction with using them to access student learning. The mere concept of creating a portfolio is a good one because they allow for an outsider to take a look inside of who you are and what you or your cause is about. What I didn’t think about with regards to portfolios is that they can act as alternate assessment methods. Not only would a student have to prepare what they learned and arrange it inside of the portfolio, but hey would have to reflect on how that particular object plays a role in what they learned. Additionally, it allows students some sense of ownership. They move from simply answering questions created by the teacher to becoming active authors of their own learning and assessment process. As a teacher, I would definitely use digital portfolios to record my work as a coach. Because it is my ultimate goal to coach at the collegiate level, documenting my path along the way can capture my growth, my accomplishments, and the areas I need to focus on to make it to that level in coaching. For my students, it can offer them that varied learning approach. It can take away the pen and paper testing component and open up their imaginations and creativity. I think a good idea would be for new teachers to propose to the school they start working at to have the technology class implement time and hands-on use of digital programs that allow students familiarity with digital portfolios. Can you imagine if a student started one in junior high school? What a full and rich outline they would have to use for the job market or college at the end of their educational rode.

Secondly, research shows that students who actively participate in organizing and developing their assignments and assessments, “…reinforce their grasp of the course content and strengthen their own skills at self-assessment.” My thought is, what harm can it do? If allowing students to have a voice in some of their educational practices helps them to get more engaged, why not do it. This sort of involvement labels schools as democratic classrooms. This concepts is achieved when students and teachers come together to make essential decisions about various aspects of the students’ learning process. It’s important to understanding that chapter 11 does not qualify this act as simply allowing student to decide whatever they want. For instance, what 13 year old would elect to have homework at all? However, the process allows for the 13 year olds to engage in an open discussion where they can offer reasonable input into different components of homework like: how many questions a night they are given, what days of the week are best to have homework, how will be accessed and so forth. I can only imagine how powerful this will feel for the students and the equal power it can give to teachers who can later address students who fall short on their own expectations.

  Thirdly, the chapter’s attention to high-stakes testing was necessary. Now more than ever in the field of education, no teacher can get around the necessity of preparing their students for high-stakes tests. Since the No Child Left Behind Act was put into effect in 2001, states are being required to assure students are assessed and pass a basic skills test at varying levels in order for their institution to receive federal funding. With no way around students having to take tests, teachers need to find ways that their students can be best prepared for such assessments. Using technology to load simulated questions into a bank that students can then practice from is ingenious. I like the fact that it offers the students the ability to practice very similar type questions as well as uncover other test taking strategies. When teachers use a technology based strategy to practice with the students it takes the pressure off of being wrong and it opens students up to being able to switch roles from simple learners to teachers. Many of the applications discovered in chapter 4 can be used to achieve this successfully. Testing isn’t going away, so as teachers, we must help our students be able to successfully navigate through them and technology helps make that happen.      

In the end, chapter 11’s focus only extends itself from previous chapters. Its focus centers on the assessment part of a student’s learning process as opposed to the previous chapters focuses on the learning portion of their academic journey. All in all, the chapter reinforces the concept that technology is beneficial from the beginning all the way through to the end of a lesson. Specifically, for the assessment portion of learning, technology can help by offering students a visual way to demonstrate an understanding of material learned, allowing them say so in their culminating assessments, and providing much needed practice to become efficient with high-stakes testing.            

Work Cited

            Angelo, Thomas A., and K. Patricia Cross. Classroom Assessment Techniques: A Handbook for College Teachers. San Francisco, CA: Jossey-Bass, 1993. Print.

"Kahoot." Kahoot. N.p., n.d. Web. 03 Nov. 2016.

Maloy, Robert W. Transforming Learning with New Technologies. Boston: Pearson/Allyn and Bacon, 2011. Print.

"The Elementary and Secondary Education Act (ESEA)." Rss. N.p., n.d. Web. 02 Nov. 2016.