tag:blogger.com,1999:blog-3685403469183555837.post6391509844280019254..comments2009-02-20T19:47:30.838-06:00Mr. Dhttp://www.blogger.com/profile/06960561773050547167noreply@blogger.comBlogger5125tag:blogger.com,1999:blog-3685403469183555837.post-35674393749939863972009-02-20T19:47:00.000-06:002009-02-20T19:47:00.000-06:00I see what you mean. We allow iPods, but cell phones are out and the internet is filtered.<BR/><BR/>I agree the tech isn't programs, I'd rather see a lot more actual technology learning and a lot less "here is a shiny program."<BR/><BR/>My apologies for not getting the point.Kevinhttp://www.blogger.com/profile/08172477150443244173noreply@blogger.comtag:blogger.com,1999:blog-3685403469183555837.post-52850692233782878462009-02-20T19:19:00.000-06:002009-02-20T19:19:00.000-06:00Kevin,<BR/><BR/>It's not only about teachers not using tech, but what tech is being pushed by districts. In my experience districts "bet the farm" on several redundant or conflicting programs at the same time, and add new ones each year without reevaluating or removing old ones. It seems they're usually motivated by what other districts are doing and putting up the appearance of using technology effectively.<BR/><BR/>I just keep thinking back to the frustration I had working with the TI-Navigator system and how in the end, it wasn't providing something that couldn't be replicated in much easier, low-tech ways.<BR/><BR/>Huge, unwieldy software systems, such as <A HREF="http://www.teachforever.com/2007/08/agile-mind-software-is-completely.html" REL="nofollow">Agile Mind</A> or Accelerated Reader seem to be what districts consider high technology. <BR/><BR/>Meanwhile, iPods, cell phones and video games are being banned instead of embraced. I'm concerned at how no one seems to be pushing back on this. I had a colleague ask me the other day if I had done any podcasting in the classroom. I thought she was kidding--I've never worked at a school that would even consider this. The kids aren't even allowed to have mp3 players in school! It's extremely frustrating.Mr. Dhttp://www.blogger.com/profile/06960561773050547167noreply@blogger.comtag:blogger.com,1999:blog-3685403469183555837.post-6168052793710137772009-02-18T16:10:00.000-06:002009-02-18T16:10:00.000-06:00To some extent. There is a transistion occuring where we have various technologies and we don't really know what to do with them. So a fall back is to teach the same material. I hear you on the 'snake oil' aspects. There's a lot of money being swindled out of schools. But there are a lot of powerful tools (as you admit) that are becoming more and more standard. I'm fairly certain that most teachers don't even use graphing calculators near their full abilities, so they shouldn't try throwing in too many other techs. But in order to bring technology into the classroom we'll need to make some mistakes, some excuses. We'll need to play with it once in a while, see what our students make of it, what direction that take it.<BR/><BR/>So perhaps a compromise, occasionally try something out, just to see how it goes (like your bouncing ball lesson). But don't risk the whole ship on something new.<BR/><BR/>Cheers,<BR/><BR/>KevinKevinhttp://www.blogger.com/profile/08172477150443244173noreply@blogger.comtag:blogger.com,1999:blog-3685403469183555837.post-45431594533350642932009-02-17T11:31:00.000-06:002009-02-17T11:31:00.000-06:00We're supposed to feel bad for liking chalk? <BR/><BR/>Bravo!<BR/><BR/>Jonathanjd2718http://jd2718.wordpress.com/noreply@blogger.comtag:blogger.com,1999:blog-3685403469183555837.post-85212466400043988972009-02-17T11:03:00.000-06:002009-02-17T11:03:00.000-06:00Preach it, sister! A thousand Amens!Matthttp://www.blogger.com/profile/17578830808781505773noreply@blogger.com