In the introduction letter the professors clearly stated their vision for us, the students, in the Instructional Leadership and Technology course: to help us effectively use and integrate technology on our campuses for the purpose of improving student achievement. Upon reading this statement, my vision for the course was to understand how to use the resources available and to revisit TEA’s guidelines for using technology in our schools. Not only were those expectations met, but I acquired so much more information than anticipated. As a future technology leader, I believe I am coming away with an awakening. On one hand, we are limited as to what we can do based on what our districts can provide, but on the other hand, we can implement more technology at intervals as we make our way along that new information landscape. With each step though, comes the need to advocate cyber ethics and continually be watchdogs for cyber dangers to our students.
The results of these findings leave me concerned and therefore motivated to continue not only on a path that involves technological resources for teaching today’s students, but it also starts a quest to either initiate or integrate what I know is essential for our learners’ success. First, I must ensure I am modeling and continually teaching ethics. With that I must also stress the need for network discretion. Using collaboration and cooperation for authoring assignments brings more motivation and participation for students. Also by graduating from a Digital Immigrant to more of a Digital Citizen, I think I could close some of the gap that exists between my Digital Native students and their teachers. As new resources become available, I must commit to being one of the first to implement them and stress to those I work with to do the same. I must not sit back and wait for them to come to me. I may need to ask questions, seek answers and push to get action. And then, practice makes perfect.
These new goals, or expected outcomes, come at some cost. Not only do they come at a financial cost, but they will cost time. In an already over-extended work day, many of us run on negative time, and therefore we are forced to cut corners constantly and re-plan our lessons plans. Many teachers are perfectionists and having to go to Plan B too often doesn’t sit very well. With a new commitment of additional technology in the school, comes a time commitment too. In the article “Who’s In Control of the Technology-Integrated School?” author Betsy Price (2005) points out the three tiers of classification: teaching, classroom management and information technology. By using them simultaneously, this should allow for a near-balanced schedule, hopefully.
As a Digital Immigrant seeking to become a Digital Citizen, I do not feel alone. This course provided opportunities for us as students to break out of our shells and try some new things. One example was that of not only creating a blog but learning to actively use it with posts and downloads. Another assignment brought me to a website where I could read and compare information regarding the use of technology on my campus. The STaR Chart and the Texas Long-Range Plan are important when considering educational goals. Message board discussions allowed me to see both successes and complications on other campuses. By collaborating I was able to better see what is working and what is not in other districts in the state. Then by observing works posted by colleagues, I gained so much more insight. Direction became more focused as others shared their experiences. While meeting with a middle school principal, she admitted that her campus is far from where she would like it to be when considering teaching to our 21st century learners. She strives for progress and just possibly I can help her move forward.
I would like to create a wiki for the principal which would allow her to collaborate with her teachers. Additionally, she would like to use one for a book club too. First, we must get permission for accessing the site. I hope to help her break through in this area. I have learned that the old adage “where there’s a will, there’s a way” still rings true. I have the right attitude and the motivation to get the ball rolling. I understand the hurdles, but when it comes to leadership, there will be many snags and snarls to overcome. This could just be an excellent practice exercise. My technology skills have progressed, if only a fraction, but willingly “I Go” with the technological demands.
Many values come with learner-centered lessons, such as a lesson designed for using wikis or blog sites. First, it is the 21st century we have to consider, after all. Second, our students can learn such skills as collaborating, communicating and working toward a deadline, all of which will benefit them in the real world. This form of learning is more interesting to most, exchanging blogging for preparing a report or writing a paper, not that there is anything wrong with those forms of learning. Blogs allow learners to use diverse forms of input and customization. They experience netiquette hands on and creative learning styles are expressed. As engaged learners in a teamwork effort, our Digital Natives can learn with some flexibility and greater ownership. Diversification can fit right in with resources and individualized instruction. By utilizing this form of educating, we put ourselves in the position of being more empathetic toward our students and hopefully we create and maintain that connection that can so easily get lost in the classroom.
Though it may be a valuable source of learning, blogging is not looked upon as a perfect mode of instruction. Risks are involved. Districts fear outsiders with ill intentions may have access to students’ web pages. Possibilities of misuse are a problem. Exposure to cyber ads and other temptations are concerns. Worries come with the territory. It becomes a critical matter then that we as educators and administrators put cyber communication standards at the top of our technology priorities. We must make plans to be filters and teach filtering while including lessons and activities for online safety. Even author Hallee Adelman (2004) admitted results from a recent study showed “there are real dangers online that our middle level students must be prepared to face.”
Blogging does have its advantages too. For example, this interactive tool allows for an administrator to set up a site for the staff to jointly read about important information while allowing an avenue for feedback. The leader can direct all questions or comments about specific topics to the blog and then respond, allowing for all concerned parties to view the information. Also, teachers can allow students to blog about specific topics, creating a learning neighborhood online. Teachers can blog with each other, allowing for lesson planning and sharing of information. Teachers can blog with parents. Again, topics with thoughts and details can be expressed in the form of a blog site where parents can access it and make their comments. School district personnel can set up blogs for the public to access. Community leaders and representatives can blog about upcoming changes and education issues. In addition, Real Simple Syndication (RSS) would allow for the content to come to the subscriber, allowing the reader to review all new updates from a specific blog. With this form of communication at virtually everyone’s fingertips, information can be disseminated, reviewed, thought about and responded to several times over while keeping communication lines open. The possibilities seem endless.
References:
Adelman, H. (2004). Teaching online safety. Voices from the middle, 11(3), 17-22.
Price, B. (2005). Who’s in control of the technology-integrated school? Principal Leadership, 6(1), 51-56.
