EDLD+5364+-+week+2

My focus during all of these courses has been how to get real technology into the a math classroom. I have said for years, if someone would tell me how I could use the technology I would try it. I just needed to be pointed in the right direction. Finally, I am pointing and I can't believe the great ideas I have found. My main concern is still quality technology to support the lessons, not lessons built around cool technology. It has to be meaningful, not forced. This takes time and energy and encouragement and a willingness to try new things that might fail. As a leader, we need to be able to offer those things we think will support current lessons. I think the majority of teachers feel similar to the way I did, give me some direction and examples of what I can do and I will try it. And probably most importantly, they need encouragement to try. That is where curriculum specific technology leaders would be helpful.

In "Using Technology with Classroom Instruction that Works" discusses "turn-key" technologies that any teacher could use in their classroom, either as part of instruction or as enrichment ideas. Many times, teachers may find it easier to start with enrichment ideas and then gradually include those ideas into their curriculum. Many times, teachers are hesitant to do something but will quickly use it once they really how easy the transition is. Again, with math, it is harder to find material that relative and supports the curriculum. Even when perusing TeacherTube and YouTube, it is hard to find the material that is appropriate; however, it is out there. This video I found on YouTube is a great example. It uses real world examples and gives the students choices of what area of the world they would like to use.

media type="youtube" key="PHwrehm6HO8" width="425" height="350"

As mentioned in some of the discussions, I think many teachers want to try new things but the reality of teaching now makes it difficult to research and try new methods. The pressure from the district and campus administration makes it difficult to change what is working. But what are we suppose to teach, the test or the subject matter? What matters more, the test score or the experiences the child has encountered while learning the material? Often, change is a hard sell on many level but the added pressure of test results makes change even harder. Again, as leaders that would be an obstacle that we need to prepare for.