Salon Six

Salon Six discussed the article: Conditions for Classroom Technology Innovations or "Why don’t teachers innovate when they are given computers?" by Yong Zhao, Kevin Pugh, Stephen Sheldon and Joe L. Byers. This article reported on a study to research classroom integration of technology. In the study, a group of k-12 teachers were followed as they attempted to implement technology based projects in their classrooms. The article then discussed factors that helped and prevented success of these projects.
According to this study, the three main factors that determine successful technology integration in classrooms involves: the teacher, the project, and the context. In order to forge what prevents teachers from innovating with technology and their ability to embrace the possibilities with emerging technologies we must consider these three factors. I agree that the most important factor to successful integration is the teacher. I don’t think every teacher is immediately ready and willing to bring technology into their classroom. It is not realistic to believe this can happen for all, but it is important that we give teachers the tools and the incite to do so. The article discussed the idea of social awareness in teachers is a key factor. This is something we can, to some extent, help educators achieve. Teachers need to know where to go for help with technology. In every school there are various experts in the field, and teachers need to be aware of who they are and when they are available. The other aspect that goes along with this idea of social awareness that can not be taught or shared is more ingrained in the personality of the individual teachers. That is, their willingness and drive to seek out these knowledgeable professionals and get the help they need.
Another aspect discussed in the article was the project itself. I know I have been guilty of this myself in that we find or create a project that is so innovative, it becomes too much for the teacher and the students to handle. This leads to the project fizzling out before it is implemented fully. This can be very discouraging for all that are involved and lead to a bad mindset regarding technology and what it can do in the classroom. It is important for teachers to start small with technology and make sure it is something that can be completed on all levels. There are a lot of aspects to consider when tailoring a project for the classroom such as curriculum, student resources at home, school technology resources, time, etc. If we can start small we have a better chance at making a successful project and then in the future we may be able to add to make it grow into our original vision.
One thing the article mentioned that was also brought up in our salon discussion is teacher in-service courses. These courses tend to have motivational speakers that go on about the future vision of our digital schools and spend little time talking about curriculum and school environments. This needs to change to help motivate teachers to implement technology. Many of us expressed that they feel technology as a separate additive to their jobs as educators. Technology in schools tends to have a negative connotation as a requirement to classrooms. It needs to be introduced as a tool to help our students learn and not as an additional job requirement. Schools need to be willing to help teachers in this digital pursuit. Teachers need to be shown how, why, and when to use technology to make it effective.