This was a great learning experience in finding material and in working with my cohort group. I will implement the knowledge I have gained next year. This has challenged my thinking and technological skills more in such a short time than I have in all of my years of teaching. I have felt supported by both my colleagues and professors to try ideas I did not feel slightly confident in and yet have come through the process with a great sense confidence in the technology I used. I am confident I will be able to apply these skills next year in my teaching practice. Thank you to all of you for your great support. #MAETEL1
Blow, D., & McConnell, S. (2012). A new model for classroom technology rollouts.
Leadership, 42, 32-35. Retrieved from web.ebscohost.com.proxy1.cl.msu.edu
Blow and McConnell discussed the introduction of the iPad Academy that
provided a set of classroom iPads, charging cart, an Apple TV, teacher’s
personal iPad and Mac Book, opportunities for further training with an Apple
representative, and free apps that would meet their specific learning needs.
Willing teachers applied through their districts. They were required to meeting
specific expectations for their learning and communication just as students
would be expected to do in the learning process. The program proved to be
successful. As I am entering a similar scenario, I find myself very aware of one
missing factor, I have not been given direction or support in learning the device. I
will be proactive this summer to find my own learning opportunities. I want to be
as prepared as possible for the upcoming year. I would like to ensure the success
of my student’s new learning opportunities and this needs to start with me. My
plan will be to explore opportunities through Apple Inc. and the Internet to get
as much training as I can.
Murray, O.T., & Olcese, N.R. (2011). Teaching and learning with iPads, ready or not?
Tech Trends, 55, 42-48. Retrieved form ezproxy.msu.edu
Murray and Olcese discuss the implications iPads are having in the k12 setting.
IPads have a larger capacity in performing more applications than did the ipod or
iPhone but the question arising is if the software is keeping up the advances
in the explosive computer industry. Studies are hard to define because data
is still needed to determine if technology is being applied effectively in the
classroom to improve learning. I tend to believe this is weighted heavily on the
need for teacher training and understanding to improve.
Schrum, L., & Levin, B. (2013). Lessons learned from exemplary schools. Tech Trends,
57, 38-42. doi: 10.1007/s11528-012-0629-6
Schrum and Levin discuss the importance of teacher’s efficacy in the implementation of 21st century
learning modalities and the success of student learning. Findings show students are competent in
handling the rapid changes in today’s technologies but teachers need the support and training to feel
adequately prepared. In order for professional practice to take place, all levels of educators have to
take an active mind-set in professional growth and development in technology training. This ideal
needs to be ongoing as technology is continually changing. I see my own school as positive in
supporting in the 21st century learning styles but the focus is unclear. I see a strong need for
technology integration but the lack of understanding hinders the full benefits modern technology
affords the teacher and their classroom.