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