Pro Technology

1. Pro Technology Dawn Pincumbe Michelle Dean Kathy Schacher Patrick Diemer

2. We live by choice, not chance� Excuses need to end. Teachers must make the time to develop habits that move technology from a tool view to a vital part of the teaching repertoire for excellent teaching, which enhances student learning. As Michael Josephson said, �Think forward! Concentrate on who you want to be and where you want to go, not on who you were or where you�ve been.�Excuses need to end. Teachers must make the time to develop habits that move technology from a tool view to a vital part of the teaching repertoire for excellent teaching, which enhances student learning. As Michael Josephson said, �Think forward! Concentrate on who you want to be and where you want to go, not on who you were or where you�ve been.�

3. The difference a teacher can make �I have come to a frightening conclusion that I am the decisive element in the classroom. It�s my personal approach that creates the climate. It�s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child�s life miserable or joyous. I can be a tool of torture or an instrument of inspiration.� �Haim Ginott If the teacher is negative about the integration of technology, then the effects of that change most likely will lack effectiveness. Here is where the research needs to support the change. The integration lessons need to be analyzed for whether significant learning takes place or not. Factors need to be isolated to improve the potential for using technology as an important teaching strategy. Technology cannot, nor was it designed to, replace the human factor within the classroom. Psychologist Robert Evans says teachers need to �[let] go of old ways of doing things and [embrace] the new� for using technology. He also says that teachers must �[move] from old competence to new competence�helping people to develop and sustain newly learned behaviors, beliefs, and skills.� If the teacher is negative about the integration of technology, then the effects of that change most likely will lack effectiveness. Here is where the research needs to support the change. The integration lessons need to be analyzed for whether significant learning takes place or not. Factors need to be isolated to improve the potential for using technology as an important teaching strategy. Technology cannot, nor was it designed to, replace the human factor within the classroom. Psychologist Robert Evans says teachers need to �[let] go of old ways of doing things and [embrace] the new� for using technology. He also says that teachers must �[move] from old competence to new competence�helping people to develop and sustain newly learned behaviors, beliefs, and skills.�

4. Vygotsky�s Educational Theory (1978) Vygotsky�s educational theory from 1978 clearly supports the importance of social interaction in teaching and learning. Students need to construct knowledge and make meaning, and both develop through the social process of language use over time. The �natives� (a term coined by Marc Prensky) want a stake in their natural ways of learning just like the Native Americans wanted to hold onto their effective ways. They want to have control and ownership with their own learning, and technology provides several avenues from which those goals can be pursued. According to Blood, students work through a three step process by scouring information, filtering through the choices, and then posting their creation. The newness of the technology becomes a motivational tool that combines with the desire to continue using it, which leads to regular practice. All of those components are powerful ways according to the Brabec article of building better instruction. Look at the boy who is painfully wondering why the teacher is just lecturing for hours and hours. Notice the girl who is gasping at the repetitive noise from only the teacher. Both are wishing they were interacting more with the information, rather than just sitting and pretending to listen. They daydream about going home to learn globally with their handheld computers. Vygotsky�s educational theory from 1978 clearly supports the importance of social interaction in teaching and learning. Students need to construct knowledge and make meaning, and both develop through the social process of language use over time. The �natives� (a term coined by Marc Prensky) want a stake in their natural ways of learning just like the Native Americans wanted to hold onto their effective ways. They want to have control and ownership with their own learning, and technology provides several avenues from which those goals can be pursued. According to Blood, students work through a three step process by scouring information, filtering through the choices, and then posting their creation. The newness of the technology becomes a motivational tool that combines with the desire to continue using it, which leads to regular practice. All of those components are powerful ways according to the Brabec article of building better instruction. Look at the boy who is painfully wondering why the teacher is just lecturing for hours and hours. Notice the girl who is gasping at the repetitive noise from only the teacher. Both are wishing they were interacting more with the information, rather than just sitting and pretending to listen. They daydream about going home to learn globally with their handheld computers.

5. Change means empowering our students to become capable, compassionate, and committed lifelong learners. Laptops Handheld computers Wireless systems Web-based learning environments Student interest leads to innovations in new media for teaching and learning. The target may be more clearly struck by students, as they are the �natives� with the technology. We are the �immigrants� moving in on their comfort zones. Empowering students requires technology reluctant teachers to change their attitudes and respect the 21st century research and communication methods from which to integrate lesson planning. Choosing change begins with your attitude. Will you choose to integrate technology into your lessons? Will you allow students to take the role of teacher, as they may know more than you do with regards to technology? Is student interest for learning or status quo with past traditions your goal? During the last twenty years, Goldberg et al. meta-analysis of the research clearly shows as of 2006 that student composition and representation through technology is better than the traditional methods. More importantly, though, is �over the past 20 years �classroom conversation among students and teachers becomes richer when students compose at a computer� (Goldberg et al.). (�Computers and Writing: The Research Says YES!� by Nancy Patterson) Student interest leads to innovations in new media for teaching and learning. The target may be more clearly struck by students, as they are the �natives� with the technology. We are the �immigrants� moving in on their comfort zones. Empowering students requires technology reluctant teachers to change their attitudes and respect the 21st century research and communication methods from which to integrate lesson planning. Choosing change begins with your attitude. Will you choose to integrate technology into your lessons? Will you allow students to take the role of teacher, as they may know more than you do with regards to technology? Is student interest for learning or status quo with past traditions your goal? During the last twenty years, Goldberg et al. meta-analysis of the research clearly shows as of 2006 that student composition and representation through technology is better than the traditional methods. More importantly, though, is �over the past 20 years �classroom conversation among students and teachers becomes richer when students compose at a computer� (Goldberg et al.). (�Computers and Writing: The Research Says YES!� by Nancy Patterson)

6. Change in student role No more sitting and copying only the lecture Students learn more by doing so let them �do� with technology Technology integration connects to their �play� at home While students are using technology, they are actively taking a role in their education. This is opposite of how students learn in traditional classroom when they listen to teacher, or read from a book. For example if they are using the internet to look for information they are actively searching for information, analyzing the value of the information, and hopefully making the correct decision on staying on task (learning responsible use�.) Some students may be able to multi-task during different parts of class (we all do it in here) which may keep them more on task then if they had only a note-book and a textbook. This type of classroom gives the students the freedom to make the correct decisions that they are eventually going to have to make once they reach the work world. Of course this type of decision making is going to have to be modeled, the teacher will probably have to scaffold some type of how, when, and what�s of computer usage in the classroom. If students learn by doing, allow the students to do the research, fact finding, and then allow them to create their own representation of the knowledge. This representation can be creating a classroom wiki, creating presentations on the subject matter, or blogging and commenting on each other�s blog. One of the most important points is that this is what our students are doing when they get home. Ask your students how many of them have a myspace or facebook page, blog, or use a wiki? More than likely most will raise their hand and this does not include texting or instant messaging which would add a lot to the mix. On average students spend approximately 6.5 hours a day with media outside of school. If your school gets out at 3:00 what does that say about when your students are going to sleep and what they are doing with their time outside of school? While students are using technology, they are actively taking a role in their education. This is opposite of how students learn in traditional classroom when they listen to teacher, or read from a book. For example if they are using the internet to look for information they are actively searching for information, analyzing the value of the information, and hopefully making the correct decision on staying on task (learning responsible use�.) Some students may be able to multi-task during different parts of class (we all do it in here) which may keep them more on task then if they had only a note-book and a textbook. This type of classroom gives the students the freedom to make the correct decisions that they are eventually going to have to make once they reach the work world. Of course this type of decision making is going to have to be modeled, the teacher will probably have to scaffold some type of how, when, and what�s of computer usage in the classroom. If students learn by doing, allow the students to do the research, fact finding, and then allow them to create their own representation of the knowledge. This representation can be creating a classroom wiki, creating presentations on the subject matter, or blogging and commenting on each other�s blog. One of the most important points is that this is what our students are doing when they get home. Ask your students how many of them have a myspace or facebook page, blog, or use a wiki? More than likely most will raise their hand and this does not include texting or instant messaging which would add a lot to the mix. On average students spend approximately 6.5 hours a day with media outside of school. If your school gets out at 3:00 what does that say about when your students are going to sleep and what they are doing with their time outside of school?

7. Change in teacher role Teacher becomes a facilitator instead of a dispenser Student becomes a knowledge creator instead of a knowledge receiver No more only �sage on the stage� In a technology rich classroom, the teacher is going to actively walk around from group to group checking on progress, modeling problem solving skills, and providing the necessary support to help get the desired end result. Many times student technology experts also become active in �teaching� and problem solving with other students who need help. In a technology rich classroom, the students are not sitting and looking for pre-determined questions and answers like in the form of a worksheet. Allowing the students to find there own information can also be viewed as dangerous as well. This is not the case if the teachers helps to provide some resources the kids can use and sites like Wikipedia are typically safe. The schools proxy should also provide some relief for the teacher who is worried about internet safety as well. Once they have found the information allow them to create with that information. I gave examples of how students can create information on the �change in student role�, you can reference those if you want some ideas. In a technology rich classroom, the teacher is going to actively walk around from group to group checking on progress, modeling problem solving skills, and providing the necessary support to help get the desired end result. Many times student technology experts also become active in �teaching� and problem solving with other students who need help. In a technology rich classroom, the students are not sitting and looking for pre-determined questions and answers like in the form of a worksheet. Allowing the students to find there own information can also be viewed as dangerous as well. This is not the case if the teachers helps to provide some resources the kids can use and sites like Wikipedia are typically safe. The schools proxy should also provide some relief for the teacher who is worried about internet safety as well. Once they have found the information allow them to create with that information. I gave examples of how students can create information on the �change in student role�, you can reference those if you want some ideas.

8. Educators must base change on research and theory Maddux, 1993; 2003, divided research into three stages: Middle to late1970s Middle to late 1980s Early 1990s Teacher educators can end fads with research and theory. WebQuest example Research is a fairly new field for education, but a field that will help to eliminate the �pendulum syndrome� that moves teaching ideas from one fad to another. Maddux and Cummings both express that �the responsibility for reducing the influence of fads in education must be assumed primarily by teacher educators, who must themselves be enthusiastic users and producers of theory and research.� The paradox here is that psychology experts say that teachers tend to avoid reading with the work �theory� in the title. The other problem is the time factor. Sorting through and grappling with the concepts within research journals demands several moments away from the daily demands of teaching in engaging classrooms. For example, WebQuests are a beneficial way to learn, but the designers need to connect the developmental theories as underpinnings of the projects. Otherwise, both young students and high school learners are given the same project. The Piagetian theory must be a significant foundation for the WebQuest organization. If the two key parts, research and learning parameters, are not connected, then the good idea of WebQuests fall into the trappings of an educational fad. When ideas fall off this popular for the moment cliff, then sometimes good strategies are missed due to unrealistic expectations for success. Research is a fairly new field for education, but a field that will help to eliminate the �pendulum syndrome� that moves teaching ideas from one fad to another. Maddux and Cummings both express that �the responsibility for reducing the influence of fads in education must be assumed primarily by teacher educators, who must themselves be enthusiastic users and producers of theory and research.� The paradox here is that psychology experts say that teachers tend to avoid reading with the work �theory� in the title. The other problem is the time factor. Sorting through and grappling with the concepts within research journals demands several moments away from the daily demands of teaching in engaging classrooms. For example, WebQuests are a beneficial way to learn, but the designers need to connect the developmental theories as underpinnings of the projects. Otherwise, both young students and high school learners are given the same project. The Piagetian theory must be a significant foundation for the WebQuest organization. If the two key parts, research and learning parameters, are not connected, then the good idea of WebQuests fall into the trappings of an educational fad. When ideas fall off this popular for the moment cliff, then sometimes good strategies are missed due to unrealistic expectations for success.

9. Fad or Necessity for real change? Overcome long-held notions of education Technology provides a foundation upon which students will build for the rest of their lives. Prepare students for life hereafter� The reality is that technology has improved communications and access to information. That's a good thing. The downside is that we are not teaching our students how to use technology to make a living in a highly competitive global arena. Is Technology The Answer To Our Education�Problems? By Robert Kennedy, About.com Educators need to look at the research on technology and student achievement and the contextual factors that affect learning goals. In a recent survey by the Pew Internet & American Life Project (Hitlin & Rainie, 2005) it was found that of the roughly 21 million youth between the ages of 12 through 17�approximately 87 percent use the Internet. �Of those 21 million online teens, 78 percent (about 16 million students) say they use the Internet at school. This translates into 68 percent of all teenagers, up from 47 percent in 2000.� This survey indicated that most teens believe the Internet helps them do better in the academic or school setting. (86 percent of teens and of those 88 percent constituted online teens). Technology offers teachers a broad range of approaches to collect and analyze data, and richer sets of student data to guide instructional decisions. Long held notions of education: overcome inertia to hold onto long held approaches systematic change required by all involved vision must be incorporated into standards Technology foundation: without this, we won�t be able to compete in the global economy and keep up with the rest of the world in the 21st century. Without appropriate and adequate technology in schools, students lack opportunities to develop and refine approaches that are critical for success in work and life in the 21st century. �Today�s students live in an interconnected world. They are digitally literate and technology is part of their daily life,� said Education Minister Dave Hancock. "To me, technology is the format, but you're not going to replace teachers or curriculum--you're going to enhance what they have." Sen. Bob Plymale of the West Virginia State Senate "We are focusing on the fact that, in order for America to be competitive, education has to take some very tangible next steps," said Mary Ann Wolf, SETDA's executive director, in an interview with eSchool News. These steps include making sure that technology is available to all students, not just those in affluent schools, and making sure teachers and administrators have the training needed to integrate technology effectively into instruction. � You can't accomplish 21st-century skills without technology," Cator said. "Technology is the tool to get us there." "To me, technology is the format, but you're not going to replace teachers or curriculum--you're going to enhance what they have," said Sen. Bob Plymale of the West Virginia State Senate. The "NETS for Teachers, Second Edition" includes five categories, each with its own set of performance indicators: (1) Facilitate and inspire student learning and creativity, (2) Design and develop digital-age learning experiences and assessments, (3) Model digital-age work and learning, (4) Promote and model digital citizenship and responsibility, and (5) Engage in professional growth and leadership. Under the category "facilitate and inspire student learning and creativity," for example, there are four performance indicators: (1) Promote, support, and model creative and innovative thinking, (2) Engage students in exploring real-world issues and solving authentic problems using digital tools and resources, (3) promote student reflection using collaborative tools, and (4) model collaborative knowledge construction by engaging in learning with students. The reality is that technology has improved communications and access to information. That's a good thing. The downside is that we are not teaching our students how to use technology to make a living in a highly competitive global arena. Is Technology The Answer To Our Education�Problems? By Robert Kennedy, About.com Educators need to look at the research on technology and student achievement and the contextual factors that affect learning goals. In a recent survey by the Pew Internet & American Life Project (Hitlin & Rainie, 2005) it was found that of the roughly 21 million youth between the ages of 12 through 17�approximately 87 percent use the Internet. �Of those 21 million online teens, 78 percent (about 16 million students) say they use the Internet at school. This translates into 68 percent of all teenagers, up from 47 percent in 2000.� This survey indicated that most teens believe the Internet helps them do better in the academic or school setting. (86 percent of teens and of those 88 percent constituted online teens). Technology offers teachers a broad range of approaches to collect and analyze data, and richer sets of student data to guide instructional decisions. Long held notions of education: overcome inertia to hold onto long held approaches systematic change required by all involved vision must be incorporated into standards Technology foundation: without this, we won�t be able to compete in the global economy and keep up with the rest of the world in the 21st century. Without appropriate and adequate technology in schools, students lack opportunities to develop and refine approaches that are critical for success in work and life in the 21st century. �Today�s students live in an interconnected world. They are digitally literate and technology is part of their daily life,� said Education Minister Dave Hancock. "To me, technology is the format, but you're not going to replace teachers or curriculum--you're going to enhance what they have." Sen. Bob Plymale of the West Virginia State Senate "We are focusing on the fact that, in order for America to be competitive, education has to take some very tangible next steps," said Mary Ann Wolf, SETDA's executive director, in an interview with eSchool News. These steps include making sure that technology is available to all students, not just those in affluent schools, and making sure teachers and administrators have the training needed to integrate technology effectively into instruction. � You can't accomplish 21st-century skills without technology," Cator said. "Technology is the tool to get us there." "To me, technology is the format, but you're not going to replace teachers or curriculum--you're going to enhance what they have," said Sen. Bob Plymale of the West Virginia State Senate. The "NETS for Teachers, Second Edition" includes five categories, each with its own set of performance indicators: (1) Facilitate and inspire student learning and creativity, (2) Design and develop digital-age learning experiences and assessments, (3) Model digital-age work and learning, (4) Promote and model digital citizenship and responsibility, and (5) Engage in professional growth and leadership. Under the category "facilitate and inspire student learning and creativity," for example, there are four performance indicators: (1) Promote, support, and model creative and innovative thinking, (2) Engage students in exploring real-world issues and solving authentic problems using digital tools and resources, (3) promote student reflection using collaborative tools, and (4) model collaborative knowledge construction by engaging in learning with students.

10. Fad or Necessity for real change? Careful selection of technology and its integration into education is required Research shows that students need to be: Thinkers Problem Solvers Synthesizers Designers Developers of new products No matter what we choose to use, we need to always be mindful that technology creates a connectiveness for both teachers and students. http://www.allianceforchildhood.net/projects/computers/pdf_files/tech_tonic.pdf Tech Tonic - Towards a New Literacy of Technology Computers can help to stimulate young minds by changing the approach to learning. It allows students to explore information in real time. There�s hardly a subject which can't benefit from the resources available on the Internet. When teachers can use technology to capture the fire and imagination of students, it creates many opportunities for student success. Technology is not just one more tool, albeit a most useful one, in the serious teacher's portfolio, it becomes a new way to reach the digital natives , our students, and prepare them for being able to be problem solvers who synthesize, design, and develop new products with their those around them. Technology makes it easy to stay connected and be collaborative in our designs, as well as being able to solve problems. There is clear evidence that FTL students have developed key skills, knowledge and tools needed for the 21st Century workforce. The most impressive aspect of the FTL findings was the high level of proficiency in which Michigan students, at all socioeconomic levels, were using state of the art technology to solve meaningful and authentic learning tasks which are essential for today�s workforce and economic development these Michigan students are being very well prepared with the skills, information and tools demanded by today�s workforce. Students must be able to use technology to help them learn content and skills � so that they know how to think critically, solve problems, use information, communicate, innovate, and collaborate. Without appropriate and adequate technology in schools, students lack opportunities to learn skills that are critical for success in work and life in the 21st century. Schools broaden technology use to transform students� learning opportunities. �Today�s students live in an interconnected world. They are digitally literate and technology is part of their daily life,� said Education Minister Dave Hancock. �Through these investments in innovative technologies, Alberta�s teachers are empowering today�s learners and improving student success in high school.� (1) Facilitate and inspire student learning and creativity, (2) Design and develop digital-age learning experiences and assessments, (3) Model digital-age work and learning, (4) Promote and model digital citizenship and responsibility, and (5) Engage in professional growth and leadership. Under the category "facilitate and inspire student learning and creativity," for example, there are four performance indicators: (1) Promote, support, and model creative and innovative thinking, (2) Engage students in exploring real-world issues and solving authentic problems using digital tools and resources, (3) promote student reflection using collaborative tools, and (4) model collaborative knowledge construction by engaging in learning with students. It�s a fact: Students today must be prepared for success in a global society. Once prepared, they will have unprecedented access to a full range of high-paying jobs. Many of these opportunities come from information technology (IT), which remains one of the world�s fastest-growing job sectors. The challenge for education is change�moving from what worked in the past to what will work for the future. The need to be competitive in the global economy provides the urgency for us to be innovative in our approach to teaching. No matter what we choose to use, we need to always be mindful that technology creates a connectiveness for both teachers and students. http://www.allianceforchildhood.net/projects/computers/pdf_files/tech_tonic.pdf Tech Tonic - Towards a New Literacy of Technology Computers can help to stimulate young minds by changing the approach to learning. It allows students to explore information in real time. There�s hardly a subject which can't benefit from the resources available on the Internet. When teachers can use technology to capture the fire and imagination of students, it creates many opportunities for student success. Technology is not just one more tool, albeit a most useful one, in the serious teacher's portfolio, it becomes a new way to reach the digital natives , our students, and prepare them for being able to be problem solvers who synthesize, design, and develop new products with their those around them. Technology makes it easy to stay connected and be collaborative in our designs, as well as being able to solve problems. There is clear evidence that FTL students have developed key skills, knowledge and tools needed for the 21st Century workforce. The most impressive aspect of the FTL findings was the high level of proficiency in which Michigan students, at all socioeconomic levels, were using state of the art technology to solve meaningful and authentic learning tasks which are essential for today�s workforce and economic development these Michigan students are being very well prepared with the skills, information and tools demanded by today�s workforce. Students must be able to use technology to help them learn content and skills � so that they know how to think critically, solve problems, use information, communicate, innovate, and collaborate. Without appropriate and adequate technology in schools, students lack opportunities to learn skills that are critical for success in work and life in the 21st century. Schools broaden technology use to transform students� learning opportunities. �Today�s students live in an interconnected world. They are digitally literate and technology is part of their daily life,� said Education Minister Dave Hancock. �Through these investments in innovative technologies, Alberta�s teachers are empowering today�s learners and improving student success in high school.� (1) Facilitate and inspire student learning and creativity, (2) Design and develop digital-age learning experiences and assessments, (3) Model digital-age work and learning, (4) Promote and model digital citizenship and responsibility, and (5) Engage in professional growth and leadership. Under the category "facilitate and inspire student learning and creativity," for example, there are four performance indicators: (1) Promote, support, and model creative and innovative thinking, (2) Engage students in exploring real-world issues and solving authentic problems using digital tools and resources, (3) promote student reflection using collaborative tools, and (4) model collaborative knowledge construction by engaging in learning with students. It�s a fact: Students today must be prepared for success in a global society. Once prepared, they will have unprecedented access to a full range of high-paying jobs. Many of these opportunities come from information technology (IT), which remains one of the world�s fastest-growing job sectors. The challenge for education is change�moving from what worked in the past to what will work for the future. The need to be competitive in the global economy provides the urgency for us to be innovative in our approach to teaching.

11. The cost of being left behind School of choice The Promise Work efficiently

12. How Can We Afford It? Consider all costs Reallocate current resources Collaborate & share resources Research low cost technology options Utilize federal & state options Grants & Resources Reallocate current resources Collaborate & share resources Reallocate current resources Collaborate & share resources

13. Start Up vs. Ongoing Costs? Initial hardware & software costs Ongoing costs = a significant budget line item Every hardware $ allocated must = $0.50 in staff development, software, and maintenance

14. Reallocate Current Resources Utilize your textbook allocation $�s Title I funds? District�s Fiscal Priorities?

15. Collaborate, Share, Explore! Local school districts, businesses & universities Investigate low-cost technology options Telecommunications Act of 1996 targeted towards school (Apple eMate & the U.S. Robotics Palm Pilot) (savings on Internet & phone)targeted towards school (Apple eMate & the U.S. Robotics Palm Pilot) (savings on Internet & phone)

16. When we live by choice, not by chance� What are we preparing our students for? Life in the 20th or 21st Century? Schools have been set up in the same way since the early 1900�s and it worked great during most of the 20th century, now we live in digital times where technology is flattening the world. If we as educators do not change the way we teach then we are bound to fail a generation of students before we realize what has happened. Teachers must start and demand that we change, but teachers still remain the constant and the most important step in education. Teachers need to be allowed to create and be taught how to create the necessary procedures in order to effectively use the technology. Schools, state, and the federal government all need to start making technology and training how to use the technology effectively an issue that they are going to work on. According to an ISTE news brief last week (1 Jul 2008 via eSchool News) The "NETS for Teachers, Second Edition" includes five categories, each with its own set of performance indicators: (1) Facilitate and inspire student learning and creativity, (2) Design and develop digital-age learning experiences and assessments, (3) Model digital-age work and learning, (4) Promote and model digital citizenship and responsibility, and (5) Engage in professional growth and leadership. Under the category "facilitate and inspire student learning and creativity," for example, there are four performance indicators: (1) Promote, support, and model creative and innovative thinking, (2) Engage students in exploring real-world issues and solving authentic problems using digital tools and resources, (3) promote student reflection using collaborative tools, and (4) model collaborative knowledge construction by engaging in learning with students. The challenge for education is change � moving from what worked in the past to what will work in the future. The need to be competitive in the global economy provides the stimulus and urgency to be innovatie in our approach to teaching with technology. What will you choose? What are we preparing our students for? Life in the 20th or 21st Century? Schools have been set up in the same way since the early 1900�s and it worked great during most of the 20th century, now we live in digital times where technology is flattening the world. If we as educators do not change the way we teach then we are bound to fail a generation of students before we realize what has happened. Teachers must start and demand that we change, but teachers still remain the constant and the most important step in education. Teachers need to be allowed to create and be taught how to create the necessary procedures in order to effectively use the technology. Schools, state, and the federal government all need to start making technology and training how to use the technology effectively an issue that they are going to work on. According to an ISTE news brief last week (1 Jul 2008 via eSchool News) The "NETS for Teachers, Second Edition" includes five categories, each with its own set of performance indicators: (1) Facilitate and inspire student learning and creativity, (2) Design and develop digital-age learning experiences and assessments, (3) Model digital-age work and learning, (4) Promote and model digital citizenship and responsibility, and (5) Engage in professional growth and leadership. Under the category "facilitate and inspire student learning and creativity," for example, there are four performance indicators: (1) Promote, support, and model creative and innovative thinking, (2) Engage students in exploring real-world issues and solving authentic problems using digital tools and resources, (3) promote student reflection using collaborative tools, and (4) model collaborative knowledge construction by engaging in learning with students. The challenge for education is change � moving from what worked in the past to what will work in the future. The need to be competitive in the global economy provides the stimulus and urgency to be innovatie in our approach to teaching with technology. What will you choose?

17. Bibliography Alberta Education. �Schools broaden technology use to transform students� learning opportunities.� 30 April 2008. 7 July 2008 http://www.education.alberta.ca/department/news/2008/april/ Ascione, Laura. �Accelerate the rate of change.� eSchool News. 10 October 2006. 7 July 2008 <http://www.eschoolnews.com/news/top-news/index >. ---. �Top News-Teachers� tech use on the rise.� eSchool News. 9 August 2005. 4 July 2008 <http://ww.eschoolnews.com/news/top-news/index. >. Bell, John. �When Technology Comes to School: Some Words of Caution.� Michigan State University. October 2006. 28 June 2008 <https://angel.msu.edu/ >. �Critical Issue: Promoting Technology Use in Schools.� North Central Regional Educational Laboratory, <http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te200.htm >. �Education Challenged to Increase Student Success and Global Competitiveness Rigor and Relevance: Ingredients for Change 1992-2006.� CISCO < http://www.cisco.com/web/learning/netacad/newsletter/pdf/CNAPhonorsCredit, >. Ferdig, Richard E. Ph.D., and Kaye D. Trammell. �Content Delivery in the �Blogosphere.�� 24 June 2008 < http://thejournal.com/the/printarticle/ >. Gahala, Jan. �Critical Issue: Promoting Technology Use in Schools.� North Central Regional Educational Laboratory. 30 June 2008 < htttp://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te200.htm >.

18. Bibliography National 2008 Trends Report. State Educational Technology Directors Association. 2008. 7 July 2008 http://setda.liveelements.net/web/guest/nationaltrendsreport .>. �Grantmaking at Ed, Answers to Your Questions About the Discretionary Grants Process.� Department of Education, Washington D.C., 2005. Hall, Leslie D. �Professional Development in Teacher Education: What Can We Learn From PT3?� TechTrends. 2 July 2008 < http://mel.org/ >. Jones, Jennifer. �Putting Technology into the Classroom.� 31 May 1997. 2 July 2008. Kane, Pearl Rock, and Lisa A.H. Darling. �Learning the Pedagogy of Change.� Independent School. Fall 2002. 6 July 2008 < http://0-firstsearch.oclc.org.elibrary.mel.org/ >. Kennedy, Robert. �Is Technology the Answer to Our Education Problems?� About.com. 7 July 2008 < http://privateschool.about.com/od/educationaltechnology/f/solution.htm >. Lamb, Annette. �Key Words in Instruction WebQuests.� School Library Media Activities Monthly. October 2004. 2 July 2008 < https://angel.msu.edu/ >. Lange, Pam. �Using Technology: Change in Student Teacher Roles.� Leading Together@TIE. 12 February 2008. 7 July 2008 < http://tielead.blogspot.com/2008/02/using-technology-change-in-student.html >.

19. Bibliography Maddux, Cleborne, and Rhoda Cummings. �Fad, Fashion, and the Weak Role of Theory and Research in Information Technology in Education.� 2004. 6 July 2008 < http://0-Firstsearch.oclc.org.elibrary.mel.org/images/WSPL/wsppdfl/HTML/ >. Oppenheimer, Todd. �Schools Should Not Emphasize Computer Education.� Atlantic Monthly. July 1997. 1 July 2007 https://angel.msu.edu/ . >. Patterson, Nancy. �Computers and Writing: The Research Says YES!� Voices from the Middle.May 2006. < https://angel.msu.edu/ >. Prensky, Marc. �Listen to the Natives.� Educational Leadership. 29 June 2008 https://angel.msu.edu/ Putting Technology into the Classroom. http://www.sedl.org/pubs/tec24/8.html. >. Quotable Quotes. < http://www.walkupsway.com/habitsquotable.htm >. Rockman, Et. al, �New Technology High School Post Secondary Student Success Study.� 6 February 2006. 7 July 2008 < http://www.zebras.net/nth/questions/StudentSuccessStudyExecSum.pdf> . Valdez, Gilbert, Ph.D. �Critical Issue: Technology Leadership: Enhancing Positive Educational Change.� North Central Regional Educational Laboratory. 30 June 2008 < http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le700.htm >. Yoder, Maureen Brown. �Adventures in Electronic Constructivism.� Learning & Leading with Technology. September 2006. 1 July 2008 < http://mel.org/ >.

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