Survey Monkey

My survey is located at
http://www.surveymonkey.com/s.aspx?sm=_2b5ZznDsmjCmYcqQAkXVfPA_3d_3d

Please take 3 minutes of your time to complete it. Thank you!

Survey Results:

1. What is your current occupation?
	answered question		5
	skipped question		0
		Response Percent	Response Count
K-12 Teacher		40.0%	2
Post-secondary Teacher		0.0%	0
Post-secondary Technology Staff		20.0%	1
Business (other than education)		40.0%	2
Other (please specify below)		0.0%	0
Other (please specify)			0

_____________________________________________________________________

2. Are interactive whiteboards located at your workplace?
	answered question		5
	skipped question		0
		Response Percent	Response Count
Yes		60.0%	3
No		40.0%	2
Not sure		0.0%	0

______________________________________________________________________

3. If yes in question #2, how many interactive whiteboards are in your workplace?
	answered question		3
	skipped question		2
		Response Percent	Response Count
1-5		66.7%	2
6-10		33.3%	1
11-20		0.0%	0
21-30		0.0%	0
31-40		0.0%	0
41-50		0.0%	0
Every classroom or conference room has an interactive whiteboard.		0.0%	0
Other (please specify)			0

_____________________________________________________________________

4. How many students (education) or employees (business) are at your workplace?
	answered question		5
	skipped question		0
		Response Percent	Response Count
0-50		0.0%	0
51-100		20.0%	1
101-300		0.0%	0
301-500		0.0%	0
501-700		0.0%	0
701-900		0.0%	0
901-1,100		40.0%	2
> 1,100		40.0%	2

_____________________________________________________________________

5. Which statement do you believe most genuinely reflects the general consensus of the staff's thoughts on interactive whiteboards?
	answered question		3
	skipped question		2
		Response Percent	Response Count
I have not ever turned the thing on and never will.		0.0%	0
If I was properly trained, I could do a lot more with it.		66.7%	2
I received training, but prefer traditional methods of instruction.		0.0%	0
Wow! I love it and use it everyday!		33.3%	1
viewOther (please specify)			1

__________________________________________________________
I was surprised at how easy it was to create a comprehensive survey! I plan to use this as a learning tool in my classroom in the near future.

WISEr now

I really enjoyed the "Airbags: Too Fast, Too Furious?" WISE inquiry at http://wise.berkeley.edu/student/topFrame.php?projectID=19530

It was very well-designed with video segments, simulations, graphs, body image models, and relflection points throughout the inquiry. Eleventh and twelfth grade students will benefit immensely, not only mathematically, but in terms of airbag knowledge (as I did).

My Webquest Experience

I took a "Trip to the Big Apple!" during my Webquest at http://www.webquest.org/questgarden/lessons/14325-060312202119/index.htm

It was well-organized, creative, and sixth grade students would enjoy the exercise. I believe the Webquest can be improved by incorporating additional task and process pages and therefore, including a lesser amount of instructions on each page (rather than the current situation of packing all instruction onto 1-2 pages).

TQ#1: The Role of the Teacher in Technology Integration

Jonassen, Howland, Marra, and Crismond determined that learning must be active, intentional, constructive, authentic, and cooperative in order to be meaningful. Active learning includes human interaction and manipulation of environments which lead to increased student engagement. Intentional learning implies that educators must form clear goals and direct learning towards these goals which makes education purposeful. Constructive learning includes the ability of students to synthesize knowledge, reflect upon experiences, and share understanding with others. Authentic learning occurs when students are engaged in real-life applications or scenarios that allow them to practice learned skills and apply them to realistic situations. Cooperative learning is widely accepted and encouraged in the middle school in which I teach. In most cases, a group of students work together to solve a problem or task at hand such as a game of jeopardy to review concepts prior to a test. Jonasses et. al. stance is that working with technology and not from it will allow students to derive meaningful learning from it. Technology should be utilized as a supporter and facilitator of learning, rather than a “delivery vehicle” (Jonasses, 2008, p. 7).

Jonassen et. al. assert that teachers must accept a role change in the classroom, from a more authoritative, traditional teacher-centered environment to a student-centered, constructivist based setting. They encourage teachers to increase their awareness and usage of technology, but make it clear that they should not attempt to become technology experts. Traditional teachers are used to being subject matter experts in their fields, so not knowing everything there is to understand about technology is a paradigm shift in ideology.

Koehler and Mishra, on the other hand, contend that teacher knowledge is a key element in the successful integration of technology in the classroom. As opposed to focusing on the learning experience of the student, Koehler and Mishra concentrate on the skills and knowledge base of the teacher in terms of content, pedagogy, and technology. They acknowledge that technology is complicated and impacts the teaching profession profoundly. In addition, teachers are often not supported in technology innovation in the classroom, as well as in training or support in order to operate it proficiently. They developed the acronym SEP (somebody else’s problem) syndrome to describe the pitfalls of technology integration in the classroom.

Koehler and Mishra’s Technological Pedagogical Content Knowledge (TPCK) framework is an overlapping Venn diagram in which each piece shares some components, but also is distinct from its counterparts. Content knowledge (CK) is the subject matter at hand in the classroom in which it is critical for teachers to be confidently adept. Pedagogical knowledge (PK) is the understanding of the teaching and learning processes and how they function too meet an overarching educational goal. Pedagogical content knowledge (PCK) is the overview of teaching, learning, curriculum, assessment, and data analysis that show links between the pedagogical and assessment aspects. Technology knowledge (TK) is in limbo in terms of defining its actual meaning. Koehler and Mishra maintain that it is the ease in which one can incorporate and understand information technology. Technological content knowledge (TCK) is an understanding of the balance between content and the appropriate integration of technology. Technological pedagogical content knowledge (TPCK) merges content, pedagogy, and technology under an umbrella of effective teaching and engaged learners.

Both readings agree that the appropriate integration of technology is beneficial to students. The role of the teacher as a non-expert facilitator or as a highly skilled technologist in the classroom is in question. Studying additional research and readings by both authors will provide a greater insight into what is truly necessary to obtain a classroom in which learning is constructed meaningfully and technology is integrated successfully.