I discovered a post on dangerously irrelevant that send shivers down my back. It's the lament of a self proclaimed "technology-loving science educator" whose activities on the districts network have been restricted to the point of harming his effectiveness. It send shivers down my back because I worry that our teachers might have these same frustrations.
This teacher doesn't give any details or specifics so I can't speculate on what might have occurred but this topic is one that every district struggles with.
How do we as a district balance the scale between our need to maintain a secure and stable network against what our teachers need to create an interactive 21st century experience for their kids? How do we unblock the tools that the teachers and students need without allowing content that is inappropriate or that compromises the districts network by using too much bandwidth.
Unfortunately it often comes down to available district resources. How much bandwidth do we have available, how many computers, age of equipment, effectiveness and choices we've made in configuring our Internet filter, etc.
On the Around the Corner blog by Miguel Guhlin he gives some wonderful suggestions as to how this teacher might approach the district in regards to these issues. Miguel's response is definitely worth your time to read.
What are your thoughts? Are we as a district doing what we need to do to make sure our teachers have the tools they need or are we restricting our teachers ability to offer their students their best?
Window Project to display my heirloom ornaments
13 years ago
6 comments:
Thanks for carrying the conversation over here. In this case, it's less a matter of resources, I believe, and more a matter of trust. As the teacher said to me, "They trust me with a roomful of children but not a laptop?" Remember, this teacher had administrative privileges before and there were no incidents. But the moment the curriculum director left, the IT director took away the privileges...
I really find your blog insightful. I think of all the technology questions we all have, and I think back on where we all started and I realize that it is a continuing process. I am amazed at how the district maintains the security that it does, and although it frustrates me to have to override to get to things for this class, I do understand why they are there.
completely different issues, does the district have any macbooks that are less than 2 years old that are having issues with selected rows of the keyboard?
Good job adding the questions at the end of your post to invite your readers to respond.
It makes me happy to hear my concerns come from a tech coordinator. This tells me that administration is aware of how difficult integrating technology can be in the classroom. Interestingly, my biggest concern has nothing to do with appropriateness of content. I actually think our distric does a good job of making technology available to educators.
My "issue" is how to convince all teachers that technology in the classroom should NOT be an option.
I understand the frustration that technology can be a worst enemy at times; however, valuable learning opportunities are lost because of this. Aside from optional PFK course, such as 23 Things, how could the district better educate and require the uses of technology?
chargercougar,
Our district purchased all computers with a three year warranty. I know of no issue with MacBook keyboards but if you are having problems please place work orders to have them repaired. They are still under warranty.
80slover,
You raise a tough issue when you state that "technology in the classroom should NOT be an option" and basically that "required uses of technology" should be considered by the district
How do we do that? From my perspective we could either create incentives for teachers to integrate or we could hold those accountable that don't. Or a combination of the carrot and the stick.
Our options -
1. Creat incentives for teachers to become technologically proficient and to integrate technology into their classrooms. This sounds fantastic until you start putting a pencil to it and adding up the costs. We have no magic pot of money to finance the type of incentive that would entice much of a response from our teachers. No magic pot = No incentives
2. So we're left with REQUIRING teachers to meet some level of mastery and/or some level of classroom integration. First of all how do we measure which teachers are meeting the expectation and which teachers are not? Our current PDAS system apparently is not up to the task although it defines what the expectations are. What do we do with the teachers that don't meet the expectations? What sanctions would we use to force them to comply? Would we dock their pay? Would we release them from their contracts? Can we ask a principal with a teacher who's kids are highly successful on state tests to let that teacher go because they haven't integrated technology into their classroom? How likely would that principal be in finding a replacement that integrated technology effectively and whose students were highly successful on state tests?
Bottom line - I agree with your stated "issue" - We need to convince all teachers that technology in the classroom is NOT an option. 100% YES we should do that!
It's the "how" we do that that we keep tripping over. I'm open to any brilliant suggestions.
My fear is that we will not see system wide change until Technology Applications becomes a part of the state accountability system. I hope I'm wrong.
Please note: These writings may not reflect my employer's views, only my own.
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