The professional development area is somewhat of a sore point with me as I feel this is often the most neglect area of education (at least at my Site). Often what happens is a new and innovative idea or software will come within adminstrative sight and will try to be implemented. The down side to this is there seems to be no effort to develop a program to assist teachers in implimenting the program. An example of this is when our Site spent about $130,000 last year for computers and SuccessMaker software. Some teachers received only one computer while others received as many as four. The budget allowed for 1 and a half days of training on the software. While it has only been one year since the implimentation, I can see the software being used less. My contention is that if staff development had been more intense, many more teachers would still be willing to use the software as their comfort level would be higher.

At times, I feel the staff development is left up to the individual to seek out what interests the perosn and if they so choose, share with their peers.


This week has been spent developing my projects and responding to my peers.

ETEC 623 Project Proposal Format

Your Name: Robert Lynn

Project Title: Using a teacher created Website for the purpose of communicating homework, class events, and to allow student and parent comments.

Project Focus: Communicating about effective technology use

Project Description:

The project will consist of presenting to my middle school peers how I am able to effectively use my classroom Website to list homework, allow student questions,(and parents), and to post information related to effectively running the class. This is important as many teachers perceive this topic as being too much work or ineffective. During the course of carrying out the project I hope to learn what would determine whether a teacher would use technology or what would discourage its use.

Project Artifacts:

1. I will list the URL of my class Website.
2. As this is a presentation, the verbal feedback from my peers will be the indicators of what I have done. Long term, the indicators would be if the teachers actually created and used their own Website.
3. The artifacts would be the verbal feedback, which I will list the comments.

Project One: 2/19/07

Project focus: Communicating to my peers how I effective use technology

How I chose this particular project: After hearing many teachers state that using technology created more work and they had little time, or knowledge to effectively use technology to assist them, I decided perhaps I could persuade some of the teachers to at least be open to the idea of a Website. As my plan developed, another colleague, who is enrolled in the masters program, stated that he wanted to present technology use to our peers. I saw this as a unique opportunity for not only myself, but for yet another person to show how technology is used.

On Thursday I was to present to the following people:

Julie, who is a math/social studies teacher and has minimal trust in technology usage.

Mary Beth, who is a Language Arts teacher and also lacks the determination to use technology.

David, a computer teacher who does use technology in his classroom.

Helen, a Language Arts teacher who does not use computers.

Scott, our Physical Education instructor who will use technology if he feels that he is capable.

Diana, a self-contained sixth grade teacher who does not use computers.

As you can clearly see, most of my colleagues shy from technology use, and I knew that trying to make my pitch of using technology was going to be difficult.

Upon arriving at the meeting, I could see the” hung-head this is going to be another one of those meetings” looks from most of those present. I opened by asking how many teachers receive numerous phone calls per day from students and parents. All except for Scott stated that they do receive many calls per day. Upon asking them the nature of the calls, most agreed that the calls were from students who had either missed the class, or parents looking for homework to make up. After asking if they would like most of the phone calls to stop, the consensus was “YES, but how?” I shared that I used to get between 5 and 14 phone calls per night related to homework or missed work until I discovered a way to prevent most. Now I had their attention, as they sat upright and asked how.

Before the meeting I had set up my LCD projector and connected it to a PC with Internet access. The URL for my math Website is mrlynn.bravehost.com. After going to the Site, I navigated to the About Me page and read aloud what I had written. I received positive comments on how this would make a connection for the students if they got to know something about their teacher. Since many students had stated an interest in ghosts sometime in October, I posted my images that I taken during a trip to Tombstone, Arizona. This brought two emails from parents that felt this demonstrated my connection with their child.

One of the most important feature of my Site is the homework calendar. I demonstrated how I entered data to the monthly calendar and was able to keep the information at least a week ahead of schedule. This elicited two comments on how time consuming this probably was to me. I opened my lesson planner, teacher’s edition and showed them how I was able to write my plan in the book and take only an extra 5 minutes to put the information Online. I re-asked how much time was spent answering homework questions. The responses were much greater than 5 minutes. Sharing my personal experiences, I told the teachers that very few students did not have access to the Web, and was able to resolve most issues, other than how to do the homework Online. Two teachers asked me if they chose to do this, would I help them; this is what I was waiting to hear. My response was that if they would like, I would sit down and create their initial Web with them.

After demonstrating the Chat feature, some asked if this could be misused by students. I stated while it certainly does have the potential, I have never had this happen. Prior to posting this feature, I warned the students that any misuse would have it removed.

By know, I was being asked questions by all present. Seems I forgot to mention the Bravenet is free, as when a teacher asked how much per month, I replied that it is free. The two colleagues that expressed interest before stated that when we return from our week off, they were going to get me to sign them up and get them started.

However, there were still two present that were skeptical as they felt that I have more technology savvy than they. I decided that I would get them to enter the new information into my calendar. While both were reluctant to try, they were able to complete the task quite easily. I did not receive a positive response that those two were going to attempt their own Site, even with my assistance. My feeling was that I did plant the seed of hope that it was at least possible for them to use technology in the class.

After reflecting on my presentation, I feel that while I did not open the technology doors to all who were present, I did manage to impact two of my colleagues enough to at least to implement a minimal amount of technology. Also, I feel that by not only demonstrating the ease of use, but getting two teachers to use the calendars themselves, showed them that they were capable of using new technology to aid them in their class; not perceive its use as a burden.

Since I was able to open the door for some, I will follow up by approaching the teachers next week with offers of setting up the Website.

ETEC 623 Project Proposal Format

Your Name: Robert Lynn

Project Title: Using a teacher created Website for the purpose of communicating homework, class events, and to allow student and parent comments.

Project Focus: Communicating about effective technology use

Project Description:

The project will consist of presenting to my middle school peers how I am able to effectively use my classroom Website to list homework, allow student questions,(and parents), and to post information related to effectively running the class. This is important as many teachers perceive this topic as being too much work or ineffective. During the course of carrying out the project I hope to learn what would determine whether a teacher would use technology or what would discourage its use.

Project Artifacts:

1. I will list the URL of my class Website.
2. As this is a presentation, the verbal feedback from my peers will be the indicators of what I have done. Long term, the indicators would be if the teachers actually created and used their own Website.
3. The artifacts would be the verbal feedback, which I will list the comments.

Project One: 2/19/07

Project focus: Communicating to my peers how I effective use technology

How I chose this particular project: After hearing many teachers state that using technology created more work and they had little time, or knowledge to effectively use technology to assist them, I decided perhaps I could persuade some of the teachers to at least be open to the idea of a Website. As my plan developed, another colleague, who is enrolled in the masters program, stated that he wanted to present technology use to our peers. I saw this as a unique opportunity for not only myself, but for yet another person to show how technology is used.

On Thursday I was to present to the following people:

Julie, who is a math/social studies teacher and has minimal trust in technology usage.

Mary Beth, who is a Language Arts teacher and also lacks the determination to use technology.

David, a computer teacher who does use technology in his classroom.

Helen, a Language Arts teacher who does not use computers.

Scott, our Physical Education instructor who will use technology if he feels that he is capable.

Diana, a self-contained sixth grade teacher who does not use computers.

As you can clearly see, most of my colleagues shy from technology use, and I knew that trying to make my pitch of using technology was going to be difficult.

Upon arriving at the meeting, I could see the” hung-head this is going to be another one of those meetings” looks from most of those present. I opened by asking how many teachers receive numerous phone calls per day from students and parents. All except for Scott stated that they do receive many calls per day. Upon asking them the nature of the calls, most agreed that the calls were from students who had either missed the class, or parents looking for homework to make up. After asking if they would like most of the phone calls to stop, the consensus was “YES, but how?” I shared that I used to get between 5 and 14 phone calls per night related to homework or missed work until I discovered a way to prevent most. Now I had their attention, as they sat upright and asked how.

Before the meeting I had set up my LCD projector and connected it to a PC with Internet access. The URL for my math Website is mrlynn.bravehost.com. After going to the Site, I navigated to the About Me page and read aloud what I had written. I received positive comments on how this would make a connection for the students if they got to know something about their teacher. Since many students had stated an interest in ghosts sometime in October, I posted my images that I taken during a trip to Tombstone, Arizona. This brought two emails from parents that felt this demonstrated my connection with their child.

One of the most important feature of my Site is the homework calendar. I demonstrated how I entered data to the monthly calendar and was able to keep the information at least a week ahead of schedule. This elicited two comments on how time consuming this probably was to me. I opened my lesson planner, teacher’s edition and showed them how I was able to write my plan in the book and take only an extra 5 minutes to put the information Online. I re-asked how much time was spent answering homework questions. The responses were much greater than 5 minutes. Sharing my personal experiences, I told the teachers that very few students did not have access to the Web, and was able to resolve most issues, other than how to do the homework Online. Two teachers asked me if they chose to do this, would I help them; this is what I was waiting to hear. My response was that if they would like, I would sit down and create their initial Web with them.

After demonstrating the Chat feature, some asked if this could be misused by students. I stated while it certainly does have the potential, I have never had this happen. Prior to posting this feature, I warned the students that any misuse would have it removed.

By know, I was being asked questions by all present. Seems I forgot to mention the Bravenet is free, as when a teacher asked how much per month, I replied that it is free. The two colleagues that expressed interest before stated that when we return from our week off, they were going to get me to sign them up and get them started.

However, there were still two present that were skeptical as they felt that I have more technology savvy than they. I decided that I would get them to enter the new information into my calendar. While both were reluctant to try, they were able to complete the task quite easily. I did not receive a positive response that those two were going to attempt their own Site, even with my assistance. My feeling was that I did plant the seed of hope that it was at least possible for them to use technology in the class.

After reflecting on my presentation, I feel that while I did not open the technology doors to all who were present, I did manage to impact two of my colleagues enough to at least to implement a minimal amount of technology. Also, I feel that by not only demonstrating the ease of use, but getting two teachers to use the calendars themselves, showed them that they were capable of using new technology to aid them in their class; not perceive its use as a burden.

Since I was able to open the door for some, I will follow up by approaching the teachers next week with offers of setting up the Website.

In my classroom, I use Grade Pro to keep track of student tests, quizzes and homework. I have went paperless as I do not keep a paper copy. To assure that the data does not become lost, I also back the grades up on my laptop as well as a Jump Drive. Every Monday I print out the students current grade as well as missing assignments. This would not be possible with the old paper grade book nor would the parents be able to receive an up dated list of current work in the event that their child missed a day. My personal thoughts are to get away from paper if possible, but also keep in mind that anything saved digital could potential become lost due to virus or unintentional deletion.

This week I responded to peer Blogs and finished up Project One while working on Project Two.

Ed Norman Syndrom:

At my Site this is the rule, not the exception. We have a technology person who is actually from the high school, and we get the services of this person for a half day per week. The restrictions are so great that I cannot load anything on the computers with this persons agreeance. For example, our math curriculum is Prentice Hall and we can use student tutorial discs or intervention software. However, I have yet to have the student tutorial for pre-algebra loaded on my computers. Also, I have discovered interesting math Websites such as mathgrad.com and virtual manipulatives but am unable to access these sites. I feel very limited to what I am able to do in the class. Last week I was looking on the Net for a coordinate plan so that I could place it on the overhead, of course the site was blocked.

Another block is of emails. My class room website allows for students and parents to email, but the blocking software of the District picks this up as Spam and blocks my emails. Also, I cannot access my personal email at the Site. It seems my main methods of communicating with students and parents has been hendered or at times, stopped. It is difficult for me to understand the thought process behind purchasing the technology and refusing to allow the tools to be used as intended.

This week was spent responding to Blogs and writing my first project and beginning project two.

This week has been spent meeting with a colleague to discuss a propject that we both need for our masters. The other teacher is becoming more technology savvy and knows that I use technology every day in my class. He proposed that we present to our middle school staff together; I agreed as this is required for this course and hopefully will stimulate use in other classrooms as well.

I have posted to three other student's Bloggs and listen to Podcast as well. My Project is almost finished, Hopefully by Wednesday!

Response to Podcast: I have experienced many barriers to technology use. Often, a Site will attempt to be a technology leader and purchase software that is cutting edge but not take into account that only two or three on staff are able and willing to use the product as intended. At my site, there are many software programs that were purchased on a whim and have yet to be opened due to a lack of interest.

Another barrier to technology use is the training necessary to use the product is not factored into actually implementing its use. For example, last year our site spent about $110,000 to purchase computers and SuccessMaker software. While the new computers were welcomed by many teachers, almost half stated that they "did not have the time" or Know-how" to use them as a learning tool in the classroom. We spent two half-days in training to use the SuccessMaker software as it was implied by administration that the computer teacher would impliment the majority of the software useage. This left me with the impression that the software would be used by those with the skills or desire to impliment its use.

Finally, the most often expressed barrier is time. Many teachers will state that they lack time to impliment technology as they perceive making a lesson with technology as creating a lesson twice. I have discussed this with all of the middle school staff and all but two teachers feel this way (myself and one other). This is why I felt driven to do a project where I can present to my colleagues how I am able to us etechnology and it will actually lessen my time spent making a lesson.

The outcome of not changing this misperseption is that our students will also not by up todate on technology, which innthe work force can be devastating as fastfood service, customer service, and" blue collar" work requires technology use.

Identify technology integration Best Practice that I have used in my classroom. How did you learn about this Best Practice? Describe what it is; how to accomplish it; did you learn it on your own or by someone else? Why isn’t everyone doing the Best Practice?

In my classroom, the technolgy best integrated is the use of PowerPoints to present a lesson or simply to deliver the daily warm-up. I also use an LCD projector to show PowerPoint slides and demonstrate step-by-step instruction.

My Memio XI is also used through the LCD projector to write on the white board and solicite student response.

I am not sure what the Best practice would entail as newer technology is always going to be available. However, I currently feel that my best practice is defined by what works in my particular classroom. This does change by period, for example, my first period is mainly those who are above basic, and my 6th period is an intervention class. The first period enjoys the latest technology and is easily taught using these tools. However, 6th period seems to shy from new technology.

The reason some people are not using the best practice is the fear new things or are uncomfortable using them in the class. To resolve these issues one must first decide that it is at least worth trying new things and seeking those that are willing to help in the beignning.

During this week I responded to Blog posts and have begun preparing my presentation.

After listening to the Podcast, I do feel that I lean more toward being the innovator. I seek out new technologies and have many of them. For example, I own multiple computers (unfortunately, perhaps fortunately, I also feel the need to have the latest and greatest available), I own and use Ipods, Blogging, computers in the class, and the latest software for images and education.

What really made me feel the part of the innovator, at least at my site, is that most teachers will come to me with questions of "How-Do-I, How-Does-This Work, and questions about the latest technology. Many teachers have expressed their desire to learn the technology, but have been hesitant to use it as I have. I have full accepted that I must use technology to reach my students, and am willing to look for better tools.

This week has been spent writing up my project and posting to Blog site.

Can technology integration in US classrooms be expressed in a hierarchy? Absolutely. There are many teachers that have not advanced their skills in technology and are unable to effectively use these tools in a classroom. On the other hand, there are teachers that are at an advanced level of technology usage and are able to impliment the technology quite effectively. At my site there is unfortunately too many teachers that are unable to use anything more advanced than a PC used as a word processor. Many justify there inabilities by making statements such as, "My students are only second graders, what more do they need?"

Those that use technology are few in numbers. In my classroom, I have a 100" screen which I purchased, an LCD projector mounted on the wall, an overhead projector, and my newest arrival; the Mimio XI (similar to the Smartboard). Those that do not use these technologies will often make comments such as , "That is a fine toy, but I do not see where this will help the students learn."

This week has been spent using the technology, resonding to posts, and getting approval for my projects.

As this disparity between those that "use and those that don't" seems to increase, I hope to at least lessen the gap at my Site by offering short how to do classes and demonstrate how I use the technology in my class.