Project 1 – Interview MEDT 8461 David Munoz

1. Project 1 – InterviewMEDT 8461David Munoz

2. Jeff Eller • J.C. Booth Middle School • 20 years in Science • 4 years as Technology Specialist • M.Ed. In Science • Ed.S. in Instructional Technology

3. Job description? • Technology Coach • School, faculty, and student support • Implementing county programs • Regulation with administrators • Technology integration • Technology research

4. How is technology affecting the learning process? • “Depending on the application of technology, group dynamics of the participants, and useful knowledge of the teacher, the process can be slowed or increased. The process is more interesting to students but outcomes in learning are not significantly increased by the presence of technology in the classroom.”

5. To be literate is to communicate – a channel of transfer related to verbal and nonverbal cues and indicators that support understanding and the increase of knowledge. As applied to technological literacy – is one proficient in the use of and understanding of technology as a functional piece of the learning process. What is your definition of technological literacy?

6. “Teaching teachers to use technology in their classroom for the greater good versus placing technology in the classroom – the presence of technology does not equal the appropriate use of technology. The process takes time and reluctance is inevitable. Conversely, technology seems to surpass time and does not wait on people. Increasing the effective use of technology in classroom environments should support integration but sometimes it looks more like segregation.” Technology Integration

7. How should technology be used in education? • As an additive – when considering the myriad of learning styles, tools, and paces, technology can be nice marketed to carry packaged agendas of progress and success but I can’t see it surpassing raw and meaningful human interaction and the enhancement of personal relationships while learning through the process.

8. How do you find “key players” in the technology integration process and get them all to “buy in” what you’re trying to accomplish? • The key players would be the players that are playing – in the game would be “at” the game. The ones who show up to play include the parents at home, the students , and the teachers/administrators.

9. What principles should guide your approach for integrating technology into instruction? • “Access to support regarding risk taking creates a safe environment for progressive behavior. Modeling and motivating show students that technology is a tool they can use.”

10. What are some obstacles you have encountered when trying to integrate technology? • “Often teachers will express that they have a system that works and that the reasons to change their approach to student learning is not worth the time or the effort. However, I have noticed that technology can prepare students for greater challengers by increasing accountability and responsibility. Using a classroom, subject, or team functioning website makes giving and receiving feedback and following up with students more timely in that greater emphasis can be placed on preparing for more in depth lessons and learning.”

11. What makes the difference between successful technology integration and a failed attempt? • “Success…oops that did not work (lets try something else). Failed Attempt…I knew that wouldn’t work (don’t look back – technology is flawed).”

12. What should you do if you are not convinced you can integrate technology successfully into your instruction? • “Find another teacher that has worked through the initial integrating steps with some success and set some realistic goals to increase the presence and use technology. Also, through professional training and designating time to explore the possibilities of technology is useful – brainstorm or play out “what if scenarios” to become proficient in local technologies.”