https://padlet.com/mskimball2/1n68oywot2cs Discussion 3.1 (EDEL 590) en-us 2017-09-03 17:46:58 UTC 2017-09-03 19:03:08 UTC hello@padlet.com mskimball2 https://padlet.com/mskimball2/1n68oywot2cs/wish/184420408 http://fno.org/sum99/reluctant.html]]> 2017-09-03 17:49:41 UTC https://padlet.com/mskimball2/1n68oywot2cs/wish/184420408 mskimball2 https://padlet.com/mskimball2/1n68oywot2cs/wish/184420587 http://www.educationworld.com/a_tech/tech159.shtml]]> 2017-09-03 17:52:53 UTC https://padlet.com/mskimball2/1n68oywot2cs/wish/184420587 mskimball2 https://padlet.com/mskimball2/1n68oywot2cs/wish/184420591 https://www.iste.org/explore/ArticleDetail?articleid=28]]> 2017-09-03 17:52:57 UTC https://padlet.com/mskimball2/1n68oywot2cs/wish/184420591 mskimball2 https://padlet.com/mskimball2/1n68oywot2cs/wish/184420797 The reference to teachers waking up to computers in their classroom that they did not ask for, is very similar to what is going on in today's schools with chromebooks. Often, teachers are receiving class sets of chromebooks without having received any training on using them effectively and if they do not want them, they just end up collecting dust in the back of the classroom. ]]> 2017-09-03 17:56:23 UTC https://padlet.com/mskimball2/1n68oywot2cs/wish/184420797 mskimball2 https://padlet.com/mskimball2/1n68oywot2cs/wish/184420916 The article brings up relevant ways to approach reluctant teachers with technology. First, it should be introduced with the impact on student learning. Simply using technology for the sake of using technology or even student engagement is not enough. Further, if the technology integration remains in the substitution level of the SAMR model, reluctant teachers will see it as a more expensive piece of paper and not see any benefit in its use.]]> 2017-09-03 17:58:51 UTC https://padlet.com/mskimball2/1n68oywot2cs/wish/184420916 mskimball2 https://padlet.com/mskimball2/1n68oywot2cs/wish/184422285 This article brings up different ways to motivate and provide incentives for reluctant teachers to begin using technology. However, this article primarily focuses on teachers using it for themselves (email, online grading programs, creating a class website) and do not focus on student use of technology. It seems that making tech proficiency as part of maintaining a teacher license was the most effective way of increasing teacher use of technology. Also, providing stipends and on-the-job training was effective. However, when trainings are not aligned to teacher needs, are held during the summer, and are voluntary, they are less likely to be attended.]]> 2017-09-03 18:22:57 UTC https://padlet.com/mskimball2/1n68oywot2cs/wish/184422285 mskimball2 https://padlet.com/mskimball2/1n68oywot2cs/wish/184422716 This article brings up the importance of support for teachers in the form of technical support (IT) and integration support (a tech specialist or coach). Teachers feel more comfortable trying something if there is someone there to assist them if something goes wrong. The article also focuses on teachers not having to use email when the notices are being copied and posted for them to read. This enables teachers to not have to use their email and is not helping them to learn the technology. Even though email is not new technology, there are many teachers in my district that do not check their email on a regular basis. These teachers often are behind on school information, relevant events, and miss possible opportunities for themselves and their students.]]> 2017-09-03 18:28:17 UTC https://padlet.com/mskimball2/1n68oywot2cs/wish/184422716 mskimball2 https://padlet.com/mskimball2/1n68oywot2cs/wish/184422970 When relating this article to the course and the mentor project, it is important to remember that teachers need to feel supported and that their time is valued. Also, they need to see a benefit for themselves or their students as a result of the time invested in learning, planning for, and implementing new technology. They are less likely to continue to use it if they do not see a positive outcome. ]]> 2017-09-03 18:32:49 UTC https://padlet.com/mskimball2/1n68oywot2cs/wish/184422970 mskimball2 https://padlet.com/mskimball2/1n68oywot2cs/wish/184423287 This article related more to our program and my role as a Digital Learning Coach. Reading about the differences between "just in case" tech training and "just in time" training were important reminders to not introduce new tech tools to teachers as they most often will not be used unless they see an immediate need for it in their classroom. However, providing just in time training meets the individual needs of the teacher and the goals of the activity, and is more likely to result in classroom implementation. Also, this article is more relevant to today's use of edtech citing ISTE standards, global communication and Google Apps. ]]> 2017-09-03 18:38:17 UTC https://padlet.com/mskimball2/1n68oywot2cs/wish/184423287 mskimball2 https://padlet.com/mskimball2/1n68oywot2cs/wish/184423511 I appreciated the guiding questions to ask a teacher during a coaching cycle that is based on the ISTE standards for students. However, it is difficult to make these connections to teachers when they have not received training on the ISTE standards. Further, districts are hesitant to move forward with ISTE standards training because teachers are still learning the CCSS and NGSS. Adding more "new" standards would be overwhelming for many teachers. ]]> 2017-09-03 18:41:44 UTC https://padlet.com/mskimball2/1n68oywot2cs/wish/184423511