Hello, Everyone!

I would like to thank those of you who wrote in your awesome questions. However, this week I’m taking a strange turn and publishing only one (I will get to the others next week.) The reason being is because I’m such an advocate for better education, and I received one question that took me quite some time to research and double check my facts, and with all the information I found, I decided to turn it into an article. Please see below.

Thank you,

-gbb

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Dear Mr. Burke,

I’m a computer programmer, and an actively involved parent of three high school children. I’ve noticed over the years that my children do not receive very much education in the area of technology. I have asked the school on several occasions why there isn’t more education on or with technology, and basically have been told that it’s not up to the school as to what’s in the curriculum. What can you tell me about technology in the classroom?

Thank you for your help.

Ms. Techno Parent

Dear Ms. Techno:

What a great question! And since I feel education is lacking in many areas in the K-12 schools, I have done some serious looking into your question, and have actually researched and written an entire article based on it.

However, I recommend you rally parents who feel as you feel, educate others and take it up with your district’s superintendent, the school board and the local media. There’s strength in numbers!

–gbb

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Technology in the Classroom

By Glenn Brandon Burke, M.Ed.

 www.GlennBrandonBurke.com

Although there has been a strong push to get educational technology into the hands of teachers and students, many obstacles to implementation still exist.

Equipment may not be placed in easily accessible locations. Hardware and software often pose problems for teachers in the classroom, and timely technical support may be unavailable.

Teachers may lack the time and the motivation to learn technology skills. Professional development activities may not provide ongoing, hands-on training for teachers or offer practical strategies for implementing technology into lesson plans.

Initial technology funding may not be sustained and thus not capable of providing upgrades, maintenance, and ongoing professional development.

Nevertheless, the push to provide technology in schools has been successful in recent years.

“Most schools have computer labs and many have computers in every classroom. More than 90% of all schools are connected to the Internet, and more than 33% of teachers have Internet access in their classrooms.” (Williams, 2005).

Yet, teachers readily admit that they are not making as much use of technology as they could. Nearly 30 percent of teachers said their students use computers only one hour per week; nearly 40 percent said their students do not use computers in the classroom at all.

Although technology is more prevalent in the schools, several factors affect whether and how it is used. These factors include:

- Placement of computers for equitable access

- Technical support

- Effective goals for technology use

- New roles for teachers

- Time for ongoing professional development

- Appropriate coaching of teachers at different skill levels

- Teacher incentives for use

- Availability of educational software

- Sustained funding for technology.

Access to technology is an important issue for teachers and students. Although schools may have computers available, one factor that determines their use is where those computers are located. If computers are connected to the Internet but are not in a convenient location, the availability to students and teachers will be limited. To make the best use of limited connections and equipment, schools can explore various strategies for allocating computers.

The standard computer lab is commonly used in schools. If the use of the computer lab is carefully scheduled, it will provide high equipment utilization; on the other hand, keeping the computers in one place may be a barrier to using them on a continual but intermittent basis as a part of the curriculum.

Some schools prefer to place computers in the regular classroom. These computers often are distributed through incremental roll-out. In incremental roll-out, technology is given to a limited number of classrooms at first and then expanded to an additional classroom each year.

Sometimes the computers are distributed on a grade-by-grade basis with primary grades first and upper grades later receiving the most up-to-date equipment. This approach requires continual, yearly funding.

Another practical strategy is to have computers available through mobile computer labs.

In this strategy, the computers are placed on small carts or desks with wheels so they can be moved to the area of need. Even though some educators believe that computers should be equally distributed throughout the school so all teachers have equal access,
mobile computer
labs offer a workable approach. Teachers may find that they do not need access at the same time and would rather pool their resources to give each of them a critical mass of computers at varying times.

“For elementary teachers, a critical mass to support meaningful technology integration might be six to eight computers; for secondary teachers, a critical mass might be 10 to15 computers.” (www.ncrel.org)

The mobile computer lab allows teachers to have enough computers for projects when they need them, and the classroom space when they do not.

In some schools, however, each classroom may be allocated only one computer. Teachers in such situations learn how to survive in a one-computer classroom.

One strategy is to set up different workstations for students to use when working on a project. Access to a computer with an Internet connection or CD-ROM capabilities may be one workstation, and other resources can be available at other workstations. Students can rotate from one workstation to the next.

Another strategy is for students who are using the computer to gather material; they can print out the material and read it at a later time instead of trying to read it online.

Other options include allowing students to use the computer during free time or when they finish their class work.

A valuable tool for a one-computer classroom is a projector or large monitor that teachers can use to make the computer screen more visible to students; the teacher can use the computer or have students take turns using it, and the increased visibility enables the rest of the class to see their efforts.

Some schools have chosen to start with their Internet connection in the school library. This location necessitates that the library-media specialist is aware of educational sites to supplement students’ classroom activities. The library-media specialist also needs to work with teachers and the technology specialist to determine the best use of the equipment.

In situations where software also is a limited commodity, the school library may house and catalog the software, as is done with other educational materials. This situation makes the software available to all teachers and allows teachers flexibility in assigning work to students.

Whatever decisions are made on allocation of equipment, it is imperative that all staff members are included in the decision making and that long-term plans are made for acquisition and upgrading of materials. Such collaborative decision making and planning helps ensure staff buy-in, equity of access and effective use of technology in teaching and learning.

Technology integration brings changes to teachers’ instructional roles in the classroom.

“The teacher’s roles in a technology-infused classroom often shift to that of a facilitator or coach rather than a lecturer.” (Craig, 2006) “Technology use also tends to foster collaboration among students.” (Craig, 2006)

As students become more self-directed, teachers who are not accustomed to acting as facilitators or coaches may not understand how technology can be used as part of activities that are not teacher-directed. This situation may be an excellent opportunity for the teacher not only to learn from the student but also to model being an information seeker, life-long learner and risk taker.

“Teachers must become comfortable letting students move into domains of knowledge where they themselves lack expertise, and they must be able to model their own learning process when they encounter phenomena they do not understand or questions they cannot answer.” (Craig, 2006)

For those who know how to properly use, and/or are willing to open their minds and effectively learn technology to make it beneficial in the classroom can make a positive impact on the student.

On the other hand, technology in the classroom is NOT necessary to effectively teach. Though we may be producing more “teach-savvy” people, overall, I believe we are producing less intelligent people regarding the basics – reading, riting, ‘rithmatic. Therefore, we are producing less intelligent teachers, which is evident in everyday conversation.

America has this false belief that we are the World’s best at everything, and rests on its laurels in many areas, which opens the door for other countries to truly dominate.

America is far too liberal, which I believe is hurting us. Many children are not disciplined well enough to come into a classroom and be a “student” let alone function productively in society.

Teachers become babysitters and not educators. Parents are afraid of their children. For many children, there is not a consequence for a negative action. A child needs only to scream“ABUSE” and they have the control. But then again, we elect real estate agents and mommies who haven’t been in a classroom since they graduated from high school, to the school board.

I didn’t make the rules. I just play in the game.

Glenn Brandon Burke, M.Ed., Motivational Speaker, Columnist, Author, Master Educator

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Dear Mr. Burke-

Should I quit college and join the military?

Here’s my situation. I’m a college sophomore and really want to help our country by joining the military. I’ve already been planning to join when I graduate, but I don’t really want to wait. What should I do?

Thank you,

Patriotic College Student in Cali

Dear Patriotic,

First off, I 100% support our troops, and give you mad props for wanting to “help our country.” Secondly, I’m a veteran who didn’t go to college until I completed my contract with the military and, therefore, have firsthand experience with life in the military without a college degree. So, allow me to share my thoughts.

If you wait until you graduate and join as an officer, you will be…

1. Given more responsibility and, therefore, have more input in “helping our country.”

2.  Treated far better.

3.  Have nicer living quarters.

4.  Earn more money.

So, I STRONGLY recommend that you complete your college education before you join. 

Glenn Brandon Burke, M.Ed www.GlennBrandonBurke.com

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