Wednesday, July 8, 2009

Making Change

In our final discussion, we talked about some of the limitations we face (or are worried about facing) as we bring digital technologies and media literacy into our classrooms.

  • hardware
  • blocks/filters
  • reliability/speed
  • space

  • for departments/schools
  • for administrators

  • being clear in purpose
  • knowing why we do what we do

  • time
  • flexibility
  • allignment with standards

  • resistance
  • legal repercussions

  • how to justify and find support

In the comments below, please find the drafts of some of the "solutions" we found to these issues. These include links, sample letters, grant opportunities, statements of philosophy, etc.


  1. Here is a good site that has a bunch of different grants one particular is a toshiba grant for math and science

  2. Philosophy of Pedagogy
    Merle K. Peirce
    Daniel Williams

    We both agree that responisble pedagogy will revolve around respect and regard for the student. Accepting the student as a person, and one as close to an equal as is consonant with the teaching process, will result in a better relationship, and facilitate transfer of knowledge. The use of a traditional, top-down sort of educational paradigm may not always produce a desired result, and may leave feelings of alienation and bitterness. We further agree that while technology can enhance the learning process, it is not the sole means of teaching and learning. Interpersonal relations will determine the quality of the educational experience, to which technology, carefully monitored and chosen, will add greater depth and convenience. Some people uncritically accept or adopt technological advance and innovation. It is better to chose carefully the best items, and also, since technology is not always universally dependable, to come prepared with a non technological or low technology alternative in case of unfortunate occurrence. We have been exposed to egregious examples of poor teaching, and we resolve NOT to teach in the manner, in which students are viewed as empty beakers to be filled by the instructor. We advocate a partnership, sometimes a two-way street in which student and teacher inspire each other, and the learning becomes bi-directional.

  3. Grant site

  4. Getting everyone on-board with technology use (Joe/Lisa)

    Step One: Get teachers & tech departments to get both on board together for what is most beneficial to teachers’ instruction and student learning. Part of this includes getting teachers to feel better about not knowing everything about technology to begin with so they don’t feel like the kids know more than they do about applying technology for learning. Professional development on new technologies needs to be a part of the understanding & implementation.

    · What technology is available?
    · What resources are most useful to faculty?
    · How much training and follow-up will teachers need?
    · What on-going professional development will be required (new software used by whole faculty or departments/grades)?
    · How will the new technology aid teaching?
    · Why is it important to use it and to teach students how to use it?

    Step Two: Work with administration to establish professional development criteria for using new technology that isn’t exclusively outside the classroom learning. Make it part of in-school training throughout the first year or two to get the most number of faculty using the technology. Make the PD as user-friendly and non-threatening as possible for more veteran faculty who aren’t as comfortable using computers.

    · Why is it important to have an on-going policy for professional development for using new technologies?
    · How much time will be needed each year to train faculty & staff on new hardware and software use?
    · How does new technology fit in with state curriculum standards?
    · Why is it important for administration to make faculty part of the policy-making decisions on implementation and use of technology?

    Step Three: Present technology inclusion and professional development policies where necessary to school committees for approval

    · Why is the policy and professional development necessary and important?
    · How will these changes support the educational mission of the school?
    · If needed, how much will it cost?


  6. Thank you for the appreciation, Lesley, I'm glad you like the Web pages, They are pretty basic, but then I was always reminded that not everyone has high-speed Internet, so the more basic, the quicker it loads, even in older browsers on slower connections.. As for creating a Web page, if you haven't done it, it's actually pretty easy, just takes some practice. I can offer ideas and advice if you can't find anyone else who can help you create a more developed page. Just let me know. Hope you are enjoying the weather!