In as far as technology in the classroom, what gives one the impression that admins. know any more than the faculty re: technology? Many admins. are far more ignorant than the teachers. In fact, in many instances, it is the teachers that are leading with respect to technology.

Lastly, being a techno geek doesn’t equate with being an effective: READ skillful – teacher.

I’d be interested in teaching my third graders using more technology if someone would show me how smartboards or internet sites helped them to memorize multiplication tables or learn comprehension skills faster and better than more traditional methods. Unfortunately, I see lots of technology used as fun instead of for productivity in the primary grades.

I think a computer specials class would be a more appropriate introduction to using technology for the younger set. I can see showing kids things using the internet or smartboard, but honestly I’d rather focus on the my kids mastering basic skills that are better taught with direct instruction methods or with hands-on manipulatives. Technology should assist in teaching where needed, not just replace good teaching altogether.

So, with my students, they are often afraid to blog, afraid to publish a webpage instead of printing a term paper, etc. It is often the highest achieving students who are most afraid of something new; it might hurt their grade, oh no! But since I am the teacher, I simply REQUIRE them to start blogging and to start publishing webpages and, lo and behold, they discover not only is it far easier than they ever expected, it is cool, fun, exciting, productive, filled with all kinds of possibilities they never had using traditional methods.

My colleagues, on the other hand, have made little visible progress in technology in the 10 years that I have been in this business. Why? Because they are not required to do so. They are allowed to opt out – to their own detriment, and the detriment of their students.

I have helped closed to one thousand students start publishing webpages and blogging, etc. since I started teaching fully online courses in 2002.. while success amongst my colleagues is limited to three, count ’em, THREE individuals, despite the dozens and dozens of workshops I have led, the one-on-one sessions, and so on about blogging, wikis, webpages, etc.

So, I don’t do workshops anymore, and I don’t try to help my colleagues with technology unless they come to me with specific questions (they hardly ever do). I just focus on my students instead.

My conclusion: Working with students on technology is super-productive, working with teachers on technology (at least at the university level) is a losing game… it’s their loss, of course, but with a cost that unfortunately the students must bear.

P.S. I used to be the equivalent of a technology coordinator, spending two years working for the IT department at my school as a “faculty liaison” – but I quit that job; I accomplished next to nothing, although I certainly learned many wonderful things that I am now able to share with my STUDENTS as an online instructor. :-)

I agree that we need to be more pro-active and attentive in our “selling” of technology, but I also have an expectation of the teachers:

I expect that classroom teachers know their standards/curriculum outcomes well enough to help me help them.

One of the things I find most frustrating as a technology coordinator (which isn’t technically my role, but it works for this comment) is when teachers don’t know what their curricular goals are, but they want me to help them with a “technology” project.

Considering that my goal is always to help support the core curricular goals (not to specifically know all subject area outcomes myself), it scares me when teachers don’t know where they’re headed themselves.

And that’s my tech coordinator’s dilemma… Got any ideas?