RATHS, D. (2014). 4 WAYS CTOs CAN IMPACT THE CLASSROOM. (Cover story). T H E Journal, 41(2), 12-17.

Throughout our discussions today, the articles I've read, and now this online discussion, I seem to return to the same idea of a CTO being a leader in communication, a resource for technology integration and development and a facilitator of learning through technology.  I think whether you're talking about budgetary issues and effectiveness, staff training, classroom impact, support, etc., it all comes back to the same ideas of communicator, resource provider and facilitator.  When its broken down that way, its easy to see how those same themes overlap with other district leaders.  Administrators are meant to be facilitators and communicators. working toward the common good for all students.  CTOs working in tandem with district leadership toward effective use of financial resources, equipment, learning environments, learning outcomes, support staff and more  ensures a clear vision to all parties and confidence in the fact that consideration and best practice is being used in decision making.  Having said that, I believe the most crucial skills involved in a becoming a successful CTO would have to be "Understanding the Education Environment."  This set of skills refers to the importance of team building, communication, professional development and creating stakeholders. 

Decoding learning: the proof, promise and potential of digital education

References

Stokes, K. (2012). Decoding learning: the proof, promise and potential of digital education. Education Journal, (149), 8-12.

This article, Decoding Learning: the proof, promise and potential of digital education, proposes a plan for rethinking how technology can be used for learning via eight themes, or approaches to learning. These include the following:


Learning from experts - This theme emphasizes the opportunities available for students to communicate with experts via online discussions or tutorials.

Learning with others: - Accentuates the need for collaboration, networking, participation and performance with other learners.

Learning through making - The importance of creating and sharing through technology. This could include engineering, robotics, design, etc.

Learning through exploring - Creating the opportunities to explore information through spontaneous yet guided learning.

Learning through Inquiry - Helps learners gain new understanding by learning to ask questions, make discoveries, and test them.

Learning through practicing - Designing games to integrate knowledge, skills and learning outcomes.

Learning from Assessment - Making assessment faster, easier and more accessible to teachers and learners create significant implications for learner achievement.

Learning in and across Settings - Technology can help teachers and learners capture, store, compare and integrate material from and across different settings – whether at school, on a field trip or at home.


The article concludes with the assertion that best practice would include learning across these themes and linking them together. It goes on to warn, however, against the dangers of using technology for technology's sake and remembering the importance of context when choosing how technology is used.


I certainly recognize the themes identified in this report and appreciate the need for identifying best practice when it comes to the use of technology in the classroom. Like so many others, I often question the purpose of new technology initiatives and wonder at their effectiveness. Are we doing what's best for student achievement, or have we just discovered a new way of delivering the same material? Building an instructional technology plan that recognizes and addresses the points raised in this study could prove the basis for a more successful technology initiative. Furthermore, it could provide a foundation that will insure the success for all involved, students and teachers alike, for years to come.


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Five Obstacles to Technology Integration at a Small Liberal Arts University.

Spodark, E. (2003). Five Obstacles to Technology Integration at a Small Liberal Arts University. T H E Journal, 30(8), 14

I found this article during my research for my obstacles in technology integration paper.  The author addresses five key obstacles in technology integration, and while there might be slight differences in wording from some of the obstacles we discussed in class, the major themes remain the same.

The first obstacle, Lack of Clear Vision, addresses the big picture issues of technology implementation.  How will this technology will be used on larger scale, what are the expectations of the staff, how will this technology be supported, etc.?

The second obstacle addresses the intent of the school district and administrators with regard to how this technology will be used, how staff will be trained, support, etc.  Lack of Leadership is basically a lack of planning.

Critical Mass, the third obstacle, refers to the lack of available technology for teachers.  In other words, how can teachers be expected to use tech if there isn't enough to go around. 

The Lack of Incentive is the fourth obstacle.  This refers to a lack of faith in working technology, support and financial incentives for teachers.

Lastly, all of these factors combine to form the final obstacle, Lack of Faculty Participation.  This refers to staff buy-in, attitudes, etc.

I found it interesting that many of these "obstacles" were human in nature as opposed to financial.  My own experience reflects this idea, as I have often found my colleagues to be the largest hurdle in implementing new technology in my department.  Whether its fear of new tools or methods, lack of faith in the technology or support, laziness!, etc.  It seems someone is always opposed to new technology efforts.  I can usually find ways around money, administrators, and every other problem I run into.  But my fellow staff members...?  Haven't figured that one out yet :)   

Technology in the rear-view mirror: how to better incorporate the history of technology into technology education.

Hallström, J., & Gyberg, P. (2011). Technology in the rear-view mirror: how to better incorporate the history of technology into technology education. International Journal Of Technology & Design Education, 21(1), 3-17. doi:10.1007/s10798-009-9109-5

I found this article particularly relevant to our own work on antiquated technology.  I know the question of "why?" we were taking the time to learn the history of these devices was raised during our class discussion, and I found the rationale or relevance points raised by the author to be very poignant.

The author breaks the need for teaching technological history into three questions.

The first question an educator should ask themselves is what they want their students to know about technological change?  The second question one should ask themselves in teaching historical technology is if the technology in question is relevant to the student's learning? Finally, is this information being used to analyze the history or development of this technology?

As a Fine Arts Teacher, I work through the entire spectrum of traditional, hands-on learning all the way to digital instruction. Because of this, a large part of my instruction can be walking the line between traditional and technological techniques, so I can definitely relate to the relevance of new methods and technology, noting past procedures and techniques and the dreaded "WHY are we learning this?" question.  Most of the time, I simply explain to my students the importance of history and understanding where this knowledge comes from.  Still, sometimes I can't help but ask myself the same questions.  "WHY are you teaching this?"  "Is it relevant?"  "How are we going to use this information?"

In any event, this article has opened my eyes to these questions, and hopefully I can come up with the right answers when preparing my next historical lesson.    

PILOTING, POLISHING & PERFECTING: Creating and Implementing a Technology Staff Development Model.

Sanders, B., Brown, C., & Zellner, L. (2002). PILOTING, POLISHING & PERFECTING: Creating and Implementing a Technology Staff Development Model. T H E Journal, 30(2), 41


This article recalls the evolution of a technology staff development plan in a Texas school and the large role grant money played in making this model possible.  Particular attention is paid to the stages of development in this plan and the milestones required of participating teachers.  These included training at a district, building and personal level, as well as recording progress and creating artifacts.   

I was particularly interested in the timeframe noted in this article.  The intent of this model was to create a basic foundation that would be built upon, developed and refreshed over a number of years.  Creating modes of development allowed teachers to achieve milestones that allowed them to be successful as they moved through the training.

As teachers, we are very aware of the time it takes to teach our students.  We don't expect them to learn something overnight.  Learning takes time.  So why don't we apply this to our own learning?  Too often we develop new programs, hand out devices or initiate new applications without proper training or time to develop our skills.  Again, learning takes time...even for teachers.    

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Teaching and Learning with Mobile Technology: A Qualitative Explorative Study about the Introduction of Tablet Devices in Secondary Education

Montrieux H, Vanderlinde R, Schellens T, De Marez L. Teaching and Learning with Mobile Technology: A Qualitative Explorative Study about the Introduction of Tablet Devices in Secondary Education. Plos ONE [serial online]. December 7, 2015;10(12):1-17. Available from: Academic Search Complete, Ipswich, MA. Accessed June 22, 2017.

This article discusses the impact of tablet devices used in secondary education.  The study focuses on two groups of teachers.  The first are those who modify and adapt their teaching to use tablet devices in new and creative ways.  The technology becomes an interactive, innovative part of their teaching style.   These educators are referred to by the author as "Innovative Teachers."  The second group of educators use the tablets as extensions of the already established material.  In other words, a "book behind glass" or digital copy of the predetermined text book.  These teachers are referred to as "instrumental Teachers" in this article.

I found the results of this study to be fascinating for a number of reasons, not the least of which would be the tendency of the "Instrumental Teacher" to be more conservative in their teaching practices.  The use of technology represented a lack of control for the "instrumental Teacher," a distraction that could disrupt the classroom.  Therefore, the "Instrumental Teacher" adopted a more traditional, controlled teaching environment that actually negated the purpose of the technology being used.

Also of interest was the fact that the students in the study reported no difference in their capacity to learn regarding the use of technology.  They noted the benefits of interactive materials, new presentation methods and how technology made them "excited" about learning, but all in all, did not actually increase their capacity to learn.

The last point that really stood out to me was the lack of support noted by both the teachers and students.  Both groups acknowledged lack of support and materials as being a major factor in the way technology was used in their classroom.

All in all, I think this article speaks to many of the points we've raised in our class discussions.  It also addresses the same concerns I raised in my previous post.  The attitude of the educator regarding the use of teaching materials, regardless of that material, has a major impact on student learning.  Technology is here to stay.  Yes, it may be over-hyped from time-to-time and the need to use it at every turn overstated, but fighting against this turn in educational methods is simply counterproductive.  I know it can be scary - new things always are - but we shouldn't let our prejudices as educators prevent us from utilizing a new tool.  Better to learn when and how to use it.