Presented by Nicole Long

Educational Technology has not fulfilled its’ promise Why? Teachers Funding Support Technology Educators need to look at all these issues to solve the problem

 Is teacher-training affecting how education technology is used?  Do teachers have sufficient support from administration to implement technology?  Are teacher perceptions impacting technology implementation in the classroom?  Are teachers using technology effectively? How can teacher training be made more effective ? What increases in support need to be made ? How can negative attitudes be altered ? What would be more effective uses of technology ?

There are several evident themes in the research of educational technology.  Technology innovations have outpaced technology training (Cuban, 2001; NCES, 2000).  Support for technology integration is not sufficient (Moursand, 1999; Hayes, 2006).  Teacher attitudes toward technology strongly affect how it will be used (Ya, 2007).  Technology is not being used within a pedagogical framework (Noeth & Volkov, 2004).

 100% internet connection  5:1 ratio of student to computer use  Computer carts and handhelds on the rise

Creating materials 78%

 Only 50 % of American teachers feel capable of using technology  93% of American teachers learn about technology independently  the average total of training days is only 4 per year

 96% of American school superintendants are not aware of national standards  83% have had no technology training in the past three years  only 28% of the technology budget is spent on tech support

 Digital immigrants make up the majority of our teachers  Teachers choose technology based on ease-of-use and computer efficacy but only 23% feel that technology is easy to use

 Only 50% of teachers use technology to delivery instruction or to have their students produce materials  Some technologies like Microsoft Word actually hurt student performance  Teachers are reluctant to use technology that does not easily adapt to their lessons.

 All facets of teacher education should have learning- through-technology strategies so that teachers have a first hand knowledge of how learning through technology works.  Training must take place in the context of a classroom, be in small groups of less than 12 and provide teachers with hands-on practice. These classes should be available after school and in summer months.  Beginners could be paired with tech savvy mentors to increase knowledge sharing.  Newly purchased systems must have teacher training built in as a regular feature when they are brought into the schools.

 School superintendants must be up to date with national standards of technology training as proposed by the US Department of Education.  School superintendents need to be trained to construct their own technology plans  We neet cost-efficient technology management that follows successful business models  We should encourage partnerships with industry to offset costs and to allow the creation of more effective educational technology.

 Have easy-to-use interfaces for the teacher and student.  Include ‘help’ functions to assist in overcoming errors or difficulties faced by teachers or students.  Make it engaging to students.  Provide evidence of an increase in student outcomes.  Insure that it saves time over more traditional methods.  Have it practically tested in a real classroom setting rather than a laboratory.

Increased teacher effectiveness and student outcomes Train teachers more effectively Give leaders the proper tools to lead their schools Provide better technology alternatives