Integration of Technology "System"

I did walk away from this assignment with some insight but I am sure it was not the lesson that was intended to be taught. I was completely confused by the assignment; in the beginning I tried to get clarification and thought I somewhat go the “jest” of the assignment. As I sat down in the beginning it became a clear reality that I was pretty confused. I read several articles with great ideas on how to ensure successful technology integration and inhibitors to be aware of when trying to help teachers integrate technology. The barrier for me is placing value on these items in order to create a system that can be altered.

I tried to brainstorm a concept map to start my project but quickly realized that that just further confused me. So I did the next best thing I procrastinated, I told myself that tomorrow I would get it. After last week’s class I started to panic, there was no way I was going to get this project completed. Completed? What exactly was I trying to complete, accomplish? I emailed my concept map to Craig to see if I was any track and after receiving his email on Sunday was convinced I was totally off track. Any hope that I understood what a system in tales - vanished.

So I for the past 24 hours I tried to rework this system using the direction I received from Craig. I first tried to input a finite number of influences into excel, giving them values. I believe that maybe (because if I have learned nothing from this class, I have learned I am not sure of anything) being able to change values will help see how influences effect the outcome. Therefore, I have to be able to change the effect of the influences in order to see how the outcome may change. After many revisions of the excel worksheet I abandoned that idea and decided to try Stella to create a system.

This proved to be a pretty good idea; I believe it helped me to see the flow of influences. I enjoyed learning to use this software, although I am far from mastering it. I did learn what I wanted to get out of this model of the system; I am interested in what factors make a teacher integrate technology successfully into their curriculum and what factors hinder that success.

So what did I learn, procrastinated is not the way to go, it just leads to more frustration. I needed to look to all possibilities for help, classmates, reading material… Face uncertainty head on instead of avoiding it. I have not completed my system but feel that I am on my way to completing it. I hope to use the experience from this class to make me a better teacher and student. I found a lot of information about helping teachers integrate technology into their curriculum, the trouble I had was converting that information to be used into the “system”

So below you will find my first concept map being scattered and juxtaposition.



I moved to excel to try after reading Craig's suggestions:



I tried to narrow the factors of my system and see if there was a way to weigh their importance.

I then tried to use Stella to create a flowchart.




Here are some resources I used:
Technology Integration and Educational Change: Is it Possible?
What is Effective Technology Integration?
Why Integrate Technology into the Curriculum? The Reasons Are Many
Thinking Through The Technology Puzzle
Successfully Integrating Technology. ERIC Digest.
Increasing preservice teachers' capacity for technology integration through …purdue.edu [PDF]

Problem-Based Lesson Reflection

Ultimately this experience with my co-teacher, Marty Behm, and my students was rewarding. I believe that the students created wonderful models and walked away with a worthwhile knowledge.

The process of creating the lesson plan was frustrating. I read the required reading, which I did find somewhat helpful – especially Barrell but having so many websites and extra material to sift though was daunting. I found discussing the process with my peers and colleagues was much more productive. I also found that sending my unit plan to Craig and his responses led me in the right direction. In the end, it was trial and error to get to a final product.

The lesson itself was exciting and rewarding. The students found the topic interesting and liked the freedom of choice motivating. I noticed many of the students who usually are “bored” were engaged during this assignment.

When introducing concept mapping and the program, Inspiration, I found it helpful to give student examples. Most important was letting the students know that the way I would create my concept map, model, might (and probably should) be very different from the way they would create their model. Also, that to look at their neighbor’s, may sway the way they create their concept map, model, which does not necessary help them. We all think differently and these models are supposed to help us clarify the concepts. There was a sigh of relief from the students that there was no “right” way to create their model. Not having the pressure of “doing it the teacher’s way” I found them more open to the problem solving process.

I found Barrell’s
• Know
• What/Need
• How
• Learn
• Apply
• Question
to be very helpful when thinking out my unit. It broke down the process for me and gave me a structure to work from, which is important especially the first time trying to create a lesson.

I was pleasantly surprised after the students finished their models on their own but the students really amazed me when they were put into their groups and started to pick their “problem for today”. In the second part of my unit, students were to use their model with the models from the others in their group to solve (or begin to solve) a problem the students are facing today. Many groups came up with interesting problems and create ways for their hero to move towards solving them. The groups then shared their group models with the class by creating a Wiki. This gives the students the opportunity to look at each other’s models and to comment. Unfortunately, this lesson was introduced close to ISATs and the students have not yet had the chance to do their comments.

In conclusion, with all the frustration I experienced, I have to say that the final unit was worthwhile and I plan to do it again. Now that I have created a problem-solving lesson plan, I believe I will continue to try and create more units using this method. I found that my students were very engaged during this process and believe it will enhance my teaching and my student’s learning.

TIE 512 Concept Map

Trying to build my concept map proved to be very difficult. After many failed attempts, I decided to use the class syllabus as a starting point, duh. Major topics we have touch on in class was also part of my thought process. I tried to keep it simple, but as you can see from my concept map posted above, something went very awry.

My primary topics were problem solving, productivity tools, problem based learning, complex thinking, modeling and systems. When expanding off of the primary topics is when I went crazy. I wanted to show everything that I could contact, all the presentations from class, all the class discussions and what I could pull from the reading. What ended up happening was, a mess. I debated starting over or removing the extras “bubbles” or work from the primary topics. I ultimately thought I could learn something valuable from my mistakes.

My first thought was how I can use this experience to help my students. I found myself over thinking the assignment, directing my classes to take one step at a time and look for broad concepts might help them without giving them the actually answer (not that there is a “correct answer”). Making sure to reinforce that the concept map that they create may have no “right “ answer will help lessen student’s frustration. Students should look at one section at a time and try to keep concepts broad.

There are many topics that I feel will benefit me in my classroom. Be able to formulate essential questions using the criteria that Gary found will help challenge my students. Using the problem solving strategies from Barell:

KWHLAQ
• Know – During the introduction student will tap into former knowledge of what they believe are heroic characteristics.
• What/Need – Students will need to find problem the “unsung” heroes faced and the possible solutions.
• How – Students will be given a starting point of websites but will also need to search the Internet for their own resources.
• Learn – Students will learn what they think it “takes” to become a hero of today by using characteristics of “unsung” heroes of the civil rights movement. They will also learn how to work with classmates to develop a common definition.
• Apply – Using the information gathered and the student’s compiled definition of heroes. Students will create a Wiki to model “What it takes to be hero” and how those heroes can help promote positive change.
• Question – Students will walk away questioning how they can become their own hero.

will help me create meaningful lessons. Teaching students the elements of a complex problem will also help them to stretch their thinking skills:
• Identify possible solutions
• Make a plan
• Implement plan
• Analyze solutions
• Verify solutions
This was a frustrating assignment for me because I was very worried that I would not have the “correct” answer. However, I took away much insight from this web and the idea that my students can learn many things about the topic and themselves from projects like this one.

20 essential questions

1. Identify the problem.
1.d. - identify trends and forecast possibilities.
4.a. - identify and define authentic problems and significant questions for investigation.
2. Create your hypotenuses.
1.d. - identify trends and forecast possibilities.
3. What tools will be needed to better understanding the problem?
1.c. use models and simulations to explore complex systems and issues.
English - 5.A.3a – Identify appropriate resources to solve problems or answer questions through research.
6.b - select and use applications effectively and productively
4. Collect pertinent information needed to solve the problem.
1.d. - identify trends and forecast possibilities.
4.c. collect and analyze data to identify solutions and/or make informed decisions.
English - 5.B.3a – Choose and analyze information sources for individual academic and functional purposes.
5. Evaluate the sources found. to decide what is needed and what is not.
1.d. - identify trends and forecast possibilities.
4.c. collect and analyze data to identify solutions and/or make informed decisions.
English - 5.B.3a – Choose and analyze information sources for individual academic and functional purposes.
6. Choose a tool you will need to model your solution.
6.a. - understand and use technology systems.
6.b - select and use applications effectively and productively
7. Use the knowledge you have to help you create a model of possible solutions.
4.b. plan and manage activities to develop a solution or complete a project.
6.a. - understand and use technology systems.
6.b - select and use applications effectively and productively
8. Evaluate your model.
1.c. - use models and simulations to explore complex systems and issues.
4.c. - collect and analyze data to identify solutions and/or make informed decisions.
9. How can I persuade ________ using the model I have created?
2.a. - interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
10. How will understanding of the problem help you in the future?
1.d. - identify trends and forecast possibilities.
4.c. - collect and analyze data to identify solutions and/or make informed decisions.
11. What skills can you effectively use to work in a group setting to create a persuasive wiki?
5.b. - exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
12. Create a persuasive using facts found from your research on why the district should allow social networking sites during school hours.
3.b. - locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
3.c. - evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
5.b. - exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
13. How does the use of technology effect the way students will be taught in the future?
1.a. - apply existing knowledge to generate new ideas, products, or processes.
1.d. - identify trends and forecast possibilities.
3.a. - plan strategies to guide inquiry.
4.c. - collect and analyze data to identify solutions and/or make informed decisions.
14. Are these changes all positive? Support your answer.
4.c. - collect and analyze data to identify solutions and/or make informed decisions.
5.d. - exhibit leadership for digital citizenship.
15. What should be done in order to get the problem of cyberbullying under control?
3.c. - evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
4.a. - identify and define authentic problems and significant questions for investigation.
5.a. - advocate and practice safe, legal, and responsible use of information and technology.
16. Create your list of criteria: What makes a good website?
3.c. - evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
4.c. - collect and analyze data to identify solutions and/or make informed decisions.
17. Who is responsible for making the Internet safe for children? Support your answer.
4.c. - collect and analyze data to identify solutions and/or make informed decisions.
5.a. - advocate and practice safe, legal, and responsible use of information and technology.
18. Research the effects of children using the Internet. How much is too much? Why?
3.c. - evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
4.a. - identify and define authentic problems and significant questions for investigation.
5.a. - advocate and practice safe, legal, and responsible use of information and technology.
Social Emotional – 1A.3b. – Apply strategies to manage stress and to motivate successful performance.
19. What are the benefits of using print text for research? What are the drawbacks?
3.d. - process data and report results.
4.c. - collect and analyze data to identify solutions and/or make informed decisions.
20. What are my responsibilities when using information from the Internet?
3.d. - process data and report results.
4.c. - collect and analyze data to identify solutions and/or make informed decisions.
5.a. - advocate and practice safe, legal, and responsible use of information and technology.

Evaluating My Mini Unit

Complex: Many faceted, nonstructured, open to questions (1.5)

Robust: Concepts are significant, central to understanding the subject (2)

Fascinating: Arouses students' curiosity; relates to their needs, interests, or concerns (3)

Researchable: Is there information available? (3)

Significant to current concerns: Relates to significant social, political, historic, scientific issues (3)

Transferable: Are concepts and skills applicable to other subjects or to life situations? (2)

Boundaryless: Transcends traditional lines of subject/authority, learning entry points, sharing, and reporting on conclusions (3)

Conflict Resolution Maybe the Answer

I started teaching technology 14 years ago in the same district that I currently teach. I was one of the original lab managers who, you could say, built the program. I have been through many administrators throughout my tenure and seen many changes with which I don’t agree.


In the beginning my colleagues and I were asked for our input on a regular basis and our opinions on how tasks should be accomplished was taken seriously; we created lesson plans and wrote policies for the district. This went on for many years resulting in, what I felt, and a productive program. In addition to creating curriculum, when I first started in this department I was also responsible for building the school website, fixing hardware and software problems at the school level, maintaining the document server and teaching teachers and students.


Over the years and throughout different administrations, the responsibilities of the lab managers have changed and diminished. This has occurred for several reasons. For instance, the server issue stemmed from some lab managers never learning to set up and/or maintain their document server. When the lab managers controlled the document server it was easier to create individual solutions for unique situations. For example, I have many special needs students, we like them to be as independent as possible so I created usernames and passwords that they could remember. Now with the server being centralized, the district says that is impossible to do for just a few students.


In addition, the lab managers used to have the administrator password to fix teacher and student computers until one of the lab managers gave the password out to her husband. Subsequently, the password was taken away from all the lab managers, resulting in our current situation in which teacher and student computers are not maintained as quickly. Currently, teachers put in a “ticket” to get something fixed and they have to wait until a tech can get to it. The lab managers, meanwhile, have been told that our responsibility is to teach and nothing else.


In applying Bloom’s Taxonomy to this problem, my first step was to recognize if I had the knowledge I needed to perform the necessary skills in maintaining my server and the ability to fix hardware/software. The answer to the lowest level of instructional activity is yes. I then looked at the next to levels, comprehension and application. Again I can exhibit and solve the problems before me and I can translate the information in order to use it taking me to the higher levels.


I created a document to send to the administration to show them my point of view. I explained how I have had no trouble in my school with the server and it was more efficient for my teachers to be able to rely on me to fix their technology problems. I composed a plan to illustrate to them how I planned to manage my time between fixing, maintaining the server and teaching.


After the administration evaluated my letter, the end result was not completely what I had hoped for. What I learned is that sometimes you need to use conflict resolution as your solution in order to not lose “the battle” completely. Getting some of what you need to do a good job is better than getting nothing that you need.


So after talking my administrator we came to a compromise to satisfy both their need to control and my need to give my school the best possible service. We were able to come to an agreement of time I use to teach and time I use to help my teachers with possible problems. In conclusion, sometimes a clear solution is not possible.

The Problem as I See it!!

At first glance the district I work in is perfect in that there is an abundance of technology. There is a projector, interactive board, document camera and at least one student computer in every classroom. Every teacher in district has a laptop loaded with software: Microsoft Office, iLife, document camera software and interactive board software. So you might ask, “what is the problem?”

There are two problems, the district decides needs of teachers without asking the teachers and has centralized server set and maintained at district office (it used to be the lab managed responsibility to set up and maintain school servers).

The district deciding the needs of the teachers has a two fold result; teachers don’t have a “stack” in it and many times the teachers are not getting the equipment, programs and/or training they need for their program. Putting a projector/interactive board in a reading specialist room is a waste of resources. The reading specialist works with 1 to 4 students at a time, they don’t see the need to work at a board feeling it is not necessary. The district has installed the same set up in the speech therapist room, resource teacher’s rooms and the fitness room. Many times a project would have made the most sense.

Professional development works much the same way, with all good intentions the district puts out a massive amount of courses that the teachers can sign up for and also receive CPDUs. The classes maybe large with speakers that don’t know the teachers and goes at a relatively fast pace; great for the teacher previously comfortable with technology and probably already uses it in their classroom. This scenario is not a good experience for the teacher not uses in the classroom and would like to start. It is also not a good situation if one of the goals is to get these teachers using technology.

The school servers use to be maintained by the lab managers, allowing the school to set up and manage them according to the schools needs. The district has centralized them in the past several years. The problem with that is having one person deal with that many students creates a situation where it is impossible to take individual needs into account. All students must have the same formula for login (student first initial, middle initial, last name), great if the kindergartener or special needs student doesn’t have a long last name. This arrangement can’t take into account that a teacher wants to do a project and needs a particular account set up for her students, allowing them to share documents. Having the servers centralized does not allow the school to configure the server to that schools needs.

Having an abundant amount of technology in a school does not guarantee that the students will have a meaningful experience with technology.