Blog Entry 2: Technology in the Classroom and Professional Learning Communities

When defining educational technology the author does a good job of pointing out that technology is not limited to the use of computers. It also includes things such as pencils and staplers. I like that the author made this point but then went on to say that most people do not need instruction as to how to incorporate pencils and staplers into their everyday instruction. The author also discusses the effective uses of technology in the classroom. The author states that technology alone does not prove to increase student acheivement, but when a blend of instruction and technology integration are in place, it sets the students up for learning success. Technology is effective in the classroom because students are able to learn faster in computer-based instructional contexts. Students attitudes toward their classes are, in general, more positive when they include computer-based instruction. I think it is important to discuss why it is so important to teach using technology. The author does this beautifully when he mentions that technology allows more possibilities for students to learn in ways that resemble natural learning by providing feedback and resources in ways the teacher cannot.

Chapter two in the text discusses creating and the importance of professional learning communities. The chapter first defines a learning organization as a team or group of people who work for a company with a common goal of improving the company. It goes on to discuss learning communities in education and how most collaboration that takes place between teachers is not related to instructional practices, but rather housekeeping. I really like the anecdote where a teacher presents a potential lesson to her colleagues first to gain critical feedback for insights she might have missed. I think this is a great example of professional collaboration. I feel like my school goes able and beyond to make sure that teachers have this quality collaboration time. Last year we had what we called "Camp CES." This is where activities were set up for the children, school-wide, so that homeroom teachers had half of the day to collaborate with their grade level and non-homeroom teachers had the other half of the day to plan with their colleagues. Camp CES only took place every quarter and the administration felt that they would better meet the needs of the teachers by allowing them to collaborate every month. This year, the first Wednesday of every month is a Wonderful Working Wednesday. Homerooms are covered by volunteer parents or non-homeroom teachers for an hour for teachers to collaboratively plan. I agree with the author that sometimes school systems do not recognize the importance of learning communities.