Inactive Whiteboards (IWB) and the First Year Experience

Interactive whiteboards are beginning to become more and more accessible to both teachers and students, however, they have not yet become commonplace in the classrooms of our students.  In the article Interactive Whiteboards and the First Year Experience: Integrating IWBs into Pre-service Teacher Education,  professors at several Australian universities have begun to develop a year long course which teaches aspiring teachers how to effectively utilize IWB technology in their classes to create a more interactive environment.  While the participants in the program began to understand how to utilize IWBs to influence pedagogical practices, they also began to see the challenges the teachers and schools face when trying to effectively use technology.

After reading the article there were many parts of the article that stuck on and interested me.  First, when technology is introduced into a classroom, teachers need ample training, professional development, and adequate time to practice and plan lessons.  Over the course of the study, there appeared to be three different types of teachers: those who fully integrated technology, those who used IWBs as glorified whiteboards, and those who did not touch the technology.  Unfortunately this seemed to influence how the students would integrate technology into their university classes.  However, I feel that there is a great point being made here and that has to do with sufficient professional development.  During past research I have discovered that the schools that were the most successful in incorporating new policies and practices were the schools that had adequate professional development that was revisited periodically in order to strength skills.  

The next part of the article that I felt was interesting was the idea that simply having access to technology does not mean that the class is going to become interactive and that technology is fully integrated.  While this relates to my previous example, teachers who are not accustomed to technology need to receive the proper training in how to use the technology.  This may mean changing lesson plans and adopting a completely different teaching practice, but it is necessary in order properly teach our students who thrive in the world of technology.  

The final part of the article that I really enjoyed was the concept of universities changing the way they teach teachers in order to better prepare them for our "plugged in" students.  In schools there seemed to be different ideologies when it comes to technology integration, but teachers must harness the opportunities that technology provides to create more successful classrooms.  

In conclusion, IWB's are great tools that can create interactive learning environments that are engaging to a new generation of students.  However, it is extremely important that teachers get the time and training and are able to fully integrate technology.  Even though technology provides wonderful opportunities, they are only as good as the teachers who know how to effectively utilize it.


Campbell, C., & Martin, D. (2010). Interactive Whiteboards and the First Year Experience: Integrating IWBs into Pre-Service Teacher Education. Australian Journal of Teacher Education, 35(6), 68-75.

EdTechTalk - Belize and Japan

Two discussions that I was able to listen to at edtechtalk.com where discussions that took place with experiences outside of the United States.  I tend to be very interested in the diverse cultures that are present around the world and often gravitate towards more worldly experiences, which I guess is why I was a sociology major my first time around.  

The first discussion that I listened to had to do with the current earthquake, tsunami, and nuclear disaster that is unfolding in Japan.  The discussion was from Teachers Teaching Teachers and was titled A crisis that will be resolved or a crisis out of control?  Stories from Japan.  It focused on the events going on in Japan, the reality of the situation and how teachers can bring the information in their classrooms.  The participants in the discussion included Paul Allison who teaches at East-West School of International Studies in Queens, New York, two of his students, Ben Sherman (founder of the East-West School), and Alan Berman (professor at the University of Tokyo).   

Since the East-West School requires that students learn an Asian language, as well as to study that culture, the discussion focused on the validity of the information that people in the United States are getting about the true dangers in Japan due to the language barrier.  According to Berman (2011) the language barrier makes it difficult for people to access first hand accounts, which means that the media is relying on second and third hand accounts about the situation.  Berman (2011) feels that the nuclear problems in Japan is a non-issue and that the media is creating panic that is not an accurate representation of the realities of Japan.  

How does this impact the classroom?  What ways can teachers utilize the events and information for their classes?  While the participants agreed that different elements of the crisis could be utilized for different types of classes (i.e. tsunami in a geography class) there were four general ideas about how this could be used in the classroom.  First, student can be taught how to be critical of the media to become more informed and increase the validity of their knowledge base.  Next, break the event into different parts and focus on those in specific classes (i.e. tsunami in geography).  The third way that this could be used in the classroom in to begin a dialogue about innovative technologies and natural resources.  Finally, the events could be used to explore the differences between national and foreign issues before being critical of policy.  

The second discussion that I listened to was on Conversations titled Exploring New Culture - Heading to Belize.  This was a very interesting discussion because I would enjoy participating in a trip where teachers are able to experience and work with teachers and classes in another country.  This discussion focused on the experiences that teachers had on a trip to Belize through a program that has been running for 21 years through the University of New Hampshire.  The program began as a way to get experienced teachers out of their comfort zone and provide new experiences.  

The program, which is a 4 credit course, provides teachers with the opportunity to travel to Belize with their cohort to partner up with schools down there.  Participants on the trip are fully immersed in the Belizean culture and work together with teachers.  When the teachers arrive in Belize they take time to become acclimated and explore Belizean schools and villages and decide what school they would like to work at.  Then they are put up by a host village and attend school with the teacher, where they have the opportunity to teach some classes.  At the end of the full immersion program they meet up with the rest of the cohort to debrief on the group experiences.  

There is a great deal of reciprocity between both participants from learning about cultural differences to validating education.  The continued partnership allows for investigation, creation of lesson plans, and the ability to bring resources and supplies to a place that lacks some of the educational necessities.  The participants discussed many of the ways that they have been affected by the experience and how they bring it back to their own classroom.  Since a "picture is worth a thousand words" many teachers find it difficult to get their students to fully understand the differences in education, but they offered up great ideas for teaching their students.  This is also an opportunity for students to learn about a different culture and communicate with students from another country.   

Equal Access to the Digital World

"All teachers must provide equal access to the digital world to all learners."


In a world that has been consumed by the expanding reach of the hand of technology, teachers need to be able to provide students equal access to the digital world in order for students to be able to compete on an equal playing field for the jobs of the 21st century.  Due to a variety of variables and ability (or inability) to fund programs, schools have always had differences in what is available to students and teachers have had to use their talent and creativity to make sure that the students will be able to compete.  The inequalities are growing even more vast and the 21st century employment opportunities are changing even more rapidly.  Within education the current work force is divided between educators that are not familiar with the digital world, but with a great wealth of teaching experience, and inexperienced teachers with innovative and creative ideas, there needs to be a bridge so that these teachers can collaborate to properly prepare students.  Teachers need to provide a vehicle in which students are are allowed to access a digital world. 


Change is nothing new to the world.  Throughout the course of history those who can adapt, innovate, and grow have been successful.  The world is an ever changing place and we are in the midst of a massive change in education.    Teachers need to collaborate and harness the power and versatility of the digital world so that students have more exposure, are more engaged, and are not disadvantaged.  Teachers need to ensure that all students have access so that they are prepared and not left behind.  If only half of a school has access to the digital world in the classroom, then those students with that access have a greater advantage over the rest of the students.  School districts need to ensure that the schools have adequate infrastructure to support access to the digital world and teachers need to bring technology in their classroom.  This does not mean sitting a class full of students in front of some laptops to type a paper.  It means that teachers should utilize their online programs, interactive lessons, social networks, digital white boards, interactive tools and assistive technology as part of their regular day-to-day learning activities.  When teachers provide this type of access to the digital world only then will the students be able to compete in the 21st century.      

Necessary Technology

Everyday I utilize a wide variety of technology.  It has become part of the way that I live my life and I have grown reliant on these types of technology.  However, there are a few pieces of technology that I need and would not be able to stop using.  The first piece of technology is my MacBookPro.  This is almost a life line to everything that I am involved in from communicating and planning as a teacher, to my social connections, to my graduate course work.  My access to and use of technology in educational settings has exploded even since I graduate with my BA in 2003.  Now as a graduate student, 8 years later, ever aspect of my courses incorporates and necessitates the use of technology.  Without access to my laptop I would be left behind as the world of technology pushed further away.

The other piece of technology that I would not be able to stop using are my electronic keyboards.  On top of being an educator, I am a working musician which places me in a variety of settings where I need to be able to adapt to ensure that my clients are satisfied.  By utilizing a variety of electric keyboards I am able to meet the consumer's needs.  This is very important because a portion of my wages come from this work.  Being able to have the keyboards also allows me to incorporate music into my classes.  One of my goals to to complete the board certified music therapist requirements.  Having these qualifications would greatly benefit me as a special education teacher.

Technology Integration Philosophy

Preparing students for the 21st century requires the use of technology in the classroom.  As members of Generation Z, students are already immersed in technology, which is the medium in which they are accustomed to learning.  If they are not exposed to an education that utilizes technology, how can they be expected to thrive throughout their educational experience?  Many students that I work with tell me that they could do a better, more efficient job completing their assignments if they were allowed to use their computer.  I agree.  Classroom teachers, whether proficient in the art of technology integration or not, should be utilizing technology to make their classrooms a more interactive, supportive, and 21st century experience.  Students currently in school are preparing for careers in fields that have not been thought of or created.  These jobs require the use of technology, creative thinking, and problem solving skills.  How are teachers preparing students for success if they are not utilizing the advances that technology allows?  As a special education teacher, technology helps to engage, improve weak areas of learning, and differentiate instruction.  Schools have become so diverse, from learning styles and abilities to cultural and social factors, that teachers need to create meaningful learning experiences that are beneficial and accessible to all learners.  Technology is a vehicle to universal design.  


My philosophy that schools need to harness the world's increasing technological innovations is obvious, however I understand that there are currently limitations that thwart school district's abilities to fully immerse students in technology and integrate it into the classrooms.  While technology brings great gifts, I have seen how some schools struggle because they do not have the infrastructure and resources to allow for better access.  The frustrations felt by teachers due to inadequate infrastructure can increase resistance to technology, especially for those with limited exposure and experience with it.  Overall, I feel that there should be a dramatic shift that fully immerses students in an education for the 21st century.   

Introduction

My name is Josh.  I have been a special education teacher for four years and have already taught in a variety of school settings. Over the past four years I have taught in North Carolina, New Hampshire and Massachusetts.  While moving around to different schools has tested my ability to adapt, I have had the opportunity to experience the variety of ways that school districts approach special education.