Reflection+Chp+5

__**MAY DISCUSSION QUESTIONS:**__

**Chapter 5 pp. 115 -138**
== **-In Chapter 5, the authors have listed four areas (hurdles) that school districts need to get right in order to ensure success of learning networks:** Discuss each of these and how your school district is c hanging to help support network learning. == === **1) Money, Politics, and Technology -** Not being directly involved with decisions related to the budget, I most likely do not see the big picture concerning this topic. It has been my experience, however, that as a classroom teacher and the yearbook adviser I have very little say in these matters. It is my understanding that the district allocates money to the individual schools, and in turn the school principal makes decisions about new technology purchases. For instance, new technology in our building often times occurs when new curriculums are phased in (e.g. computer science labs were updated with new computers and software in order to implement new curriculum).=== ===The journalism computer lab was scheduled to be replaced two years+ ago, but we do not have a firm decision about getting it done for next year. Sadly, students must deal with computers that freeze up, break down, or struggle to operate because the inadequate amount of memory to run our InDesign and Photoshop software. Politics aside, there is really not much of a process to request and secure new computers for a program that is ongoing. (This has and may continue to result in wasted time for teachers and students for inadequate technology.)=== === **2) Technical Support -** The district has added a new technical support staff member for next year. The process for requesting technical support is done online (InSite), and is usually done on a first come-first serve basis. Usually my requests are corrected within 24-48 hours. === === **3) School Policies-** My principal polled teachers about their feelings about changing our current school policy regarding use of cell phones. Currently students are supposed to have their cell phones off and placed in their lockers during the school day, unless teachers have received approval from our principal for specific assignments. If students use phones without permission, teachers are to turn the phone into office and an adult is responsible for picking it up.=== ===(The poll revealed only 20% wanted the policy changed. 80% voted to keep it the same.) Many of my students are carrying cell phones, e-readers and some iPads, and are very excited to be able to use them for class assignments. I personally would like to see a more liberal stance on the school policy. Most students have cell phones or other hand-held devices, which could be used in the classroom. We could expand the use of technology without the massive cost of buying new technology.=== === **4) Resistance to Change -** Most definitely there is resistance to change. Some teachers are not well-informed about using technology OR become frustrated with the equipment. Change can occur in our individual classrooms (bottom up), but I discovered this spring that my fall technology curriculum (TAP at USF) was unrealistic because of the demand on computer labs to complete research papers in other courses. There must be a commitment at the top level of schools/districts or teachers will find it difficult to be innovative with technology. SO MANY GREAT IDEAS, BUT NO WAY TO PROCEED. In my large school districts, it seems that the resistance to change may be at the top and very likely is due in part to lack of funding. === === Instructional coaches did attend the TIE Conference in the SFSD (April 2012), so they should be able to stay current with the ever-changing technology. Also some new and exciting ventures are touching the lives of some pockets of students (New Technology High, CTE, Innovation Grants).===

Epilogue pp. 139 - 141
== -How do you think you can change from being a content specialist who dispenses knowledge as a commodity to a classroom facilitator who helps students grow the skills for their own learning through worldwide learning networks? == ===This past year has been an interesting journey in moving towards being a classroom facilitator rather than a content specialist, but I am well aware that I can still do so much more. As a yearbook adviser for 11 years, I have much experience with being a classroom facilitator. Students get a quick introduction into photography, layout and journalistic writing before they must take on some big jobs in yearbook. Some students are more productive than others, because they simply are more used to someone dispensing content they memorize and have not learned to initiate and take responsibility for learning. Others do very well under a project-based setting.=== ===My class wikis/student wikis have been one project that has helped me move in that direction. We have taken our first step in creating an online writing community with the student wikis/electronic writing portfolios. This does needs further development and promotion within the school community (letting others know about it, participate in blogs, etc.) and beyond our school walls.=== ===One other area that really intrigues me is introducing students to Personal Learning Networks. I hope to have students develop PLNs in two different courses I teach next year: Creative Writing and Yearbook. Those courses are ideal for applying the concepts of PLNs. In speaking with selected students, I have received positive feedback about the idea of doing such a venture. Some of plans, however, do hinge on having access regularly to the necessary technology (e.g. Skype with authors or other writing classrooms).===