Artefact # 3: MDDE 630: Trends and Issues in K-12 Online and Blended Learning

Course Summary:

MDDE 630: Trends and Issues in K-12 Online and Blended Learning. This course explores current and emerging uses of information and communication technology in schools as well as the factors associated with their successful implementation. Research and practice related to educational and technological innovations in the K-12 sector is examined. In addition, students participate in collaborative, applied research activities in which they investigate their own school environments and explore the capacity for change and technology adoption.

My Artefact Summary

This artefact was chosen as it is a piece I have worked off for many years.  This case study brought me to unchartered territory for me. It brought me to a new school, and helped me understand the struggles of teachers and administrators at a school level. Technology in the classroom seems so simple, yet as this case study and my personal experience points out – it just isn`t that easy (1.1).  Studies have shown that technology in the classroom is advantageous to educators and students however; bringing it into a classroom requires budgets, bureaucracies, policies, proper trainings and liabilities (6.2).

The purpose of this case study is to study and learn what factors contributed and helped determine the influence of technology in a local school; Rainbow Creek Elementary. How school boards, principals, teachers, parents and students have responded to ICT integration into the education of elementary students. This assignments requires the use of previously held knowledge combined with specifically sought out new information (5.1)

Rainbow creek is in an affluent community, and at the time had 50 Mac Books for a school of 380 students. They are governed by a school district, active PTA and a general council consisting of members of town council. Negative feedback from some parents, and some General School Council members indicates that some feel the cost associated with ICT advances in this elementary school are too high, and not a valuable asset for children this young (6.2).  These Mac Books were allocated for sporadic classroom use. I question what the feedback would be if technology was implemented as necessity, and complimentary of classroom work (5.5).  Had teachers been appropriately trained on how these devices could enhance their classroom experience; would that have made a difference?

The conclusions I received from school officials and parents was that these devices should have been allocated to Middle Schools and High Schools in the area, as they felt the learning experience would have been best for this demographic (5.9). Technology is integrating the lives of students at every age, toddlers use tablets to learn new skills. Our students are becoming more familiar with gaining information immediately. Students need to be interested and invested in their educations so they can compete in the technologically advancing world. If students are not interacting with innovative technology in elementary school – they are being put at a disadvantage on a national scale (5.4).

Reflection

My findings yielded four major findings that can be summarized by the statement; educators did not feel well prepared to design technology-enhanced learning opportunities for students or to assess students’ use of technology (5.6). As I write this reflection a startling realization is occurring,  educators hesitate to use innovative technology, because they didn`t know how to use it effectively. In turn students are unable to use innovative technology to advance their learning experience (3.4). 

In October I was at a STEM Symposium in Anaheim. Prior to presenting I was networking with a Superintendent of a Californian School District (4.5). He stated that the barrier he faces with bringing innovative technology to a classroom is not budgeting, but educators. He has educators that use old devices leaving newer ones packaged up; he compared it to hoarding new devices.  Educators did not want to use the newer devices as they felt unprepared to, or wanted to use the older ones until they gave out. This presents us with a whole new set of problems (1.2). Innovative technology is consistently changing; devices from four years ago simply do not perform as newer ones do.

The on-going dilemma we are facing is that educators are not being prepared to deal with change. They are not given the tools they require, when they require them. Budgets are beginning to allow new technologies to be integrated into school systems but how can we prepare the educators (1.7). How can we move forward and equip students if it is the educators that are not prepared. Leaving this conference I had a new mission. How can we create a platform for educators that make them feel at ease, I am proud to say the company I contract for is reaching out to educators and ensuring innovative products keep them in mind (1.9, 2.1, 4.4).

When I look back at this assignment, I see another struggle; students were presented with only one option – Mac Books. There was no variation in technology. While 50 Mac Books seemed like a great investment for the school board, could there have been other technologies bought for this school. Their monies could have enhanced other educational objects had their needs been evaluated properly prior to purchasing new equipment (3.2)

It seems that this case study lacked some measureable outcomes.  While parents, town officials and general school council members gave negative feedback, what was it based on? Did grades improve, were students more involved in their education, did students engage more or less with new technologies. Perhaps more school boards and districts would be receptive to allocating budgets to new technologies if there were measureable outcomes that reflect what technology in the classroom changes.

I disagree with my results. That seems troubling to me – I disagree with something I believed less than three years ago! I concluded that Rainbow Creek elementary was for the most part embracing the integration of technology into their lesson plans. However, now that I reflect I don`t think truly are. I feel educators and students could be utilizing this technology in a greater capacity. Students were not interacting with technology they were simply viewing it, they were being told what to do. They were not using their critical thinking components.

Application

As I move forward in my career, I am now concerned not only with how students and school districts will embrace new technology – I focus on educators. Educators are often overlooked when making some large decisions. I believe embracing educators, and putting them at ease with new technology is a key component to moving forward with the integration of technologies in school systems.