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Technology: Word on the Street. Jake Long 2012 EDU 545. Parents. Research. Socio-economic status and technology perspectives. Hollingworth , S. S., Mansaray , A. A., Allen, K. K., & Rose, A. A. (2011).

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Technology word on the street

Technology: Word on the Street

Jake Long


EDU 545



Socio-economic status and technology perspectives

Hollingworth, S. S., Mansaray, A. A., Allen, K. K., & Rose, A. A. (2011).

  • significance of parents’ working lives, educational experience, and vocational access to technology afford varying degrees of technological capital

  • Surveyed housing, education, employment, income

  • Parent perspective gleaned through interviews/surveys



Middle Class

Working Class

  • “Studious Leisure” time

  • Ability to set up Parental Controls allows them to monitor without being physically present

  • Easier time expressing pride about children’s proficiency despite their own shortcomings

  • Learning is time pressured, task specific, and less-autonomous

  • Harder time recognizing technological opportunities, impose blanket restrictions that end up impeding both recreational and academic use

  • More shame about technological ignorance/ generation gap



All Parents

  • All parents saw “risk” in technology before opportunity:

  • physical health (obesity)

  • social aptitude

  • intelligence (dumbing down- reading, spelling, handwriting)

  • attention span



Allison Kamars

  • Portland Resident

  • 2 Kids at East End Community School in Portland

  • Son 10- 4th Grade

  • Daughter 8-2nd Grade



Allison Kamars

  • College Grad, not particularly a tech-junkie

  • Kids are more adept on iPads/Kindles

  • Doesn’t impose restrictions, but tries to ensure her kids lead a “balanced” life

  • Kids play recreational and educational games (Portland Public Library site)

  • Finds them to be cranky after too much time on Internet

  • Never been directed to School/Teacher Website, no parent training aside from Demos at Back to School night

  • Her school’s successful tech integration keeps her confident in kid’s abilities



Middle Grade Perspectives on Technology in School

Spires, H. A., Lee, J. K., Turner, K. A., & Johnson, J. (2008).

  • No one ever asks what the “digital natives” think

  • surveyed 4000 middle schoolers, also focus groups- high standardized test performers from rural, low-income districts

  • students rate themselves as high users of video games, internet, email



  • students rate using computer or internet (favorite activity) more enjoyable than, group work, individual work, listening to teacher explain things, worksheets

  • students use technology outside of school to listen to music, social network, play games; inside school, students use technology for word processing and doing research on the internet-more traditional, academic purposes

  • students expressed interest in having more technology at school

  • students consider school restrictive of technology use

  • Recognize Limitations- research online can be harder than flipping through a book, typing is slower than writing, harder to show work for math problems, vulnerability to cyber predators



Miley Cyrus

  • 5th Grader at Longfellow Elementary School

  • 11 years old, 31 year old sister

  • Mom is an elementary school principal

  • Has iPad, iPod, HP, iMac at home

  • Wore a frog knit hat for duration of interview



Miley Cyrus

  • Uses computers to type papers, play games (mostly educational), email, and Skype with friends

  • Uses iPad more recreationally (Angry Birds, Doodle Buddy, Netflix) and iPod (Temple Run)

  • Claims she never plays games for more than 10 minutes because she gets bored

  • Uses computers at school for writing and research, making aPowerpointon animal adaptations

  • Researches through Google search but knows Wikipedia is not reliable because “anyone can write anything they want on there”

  • Her tech use is really not that different than my own



Examining Teacher Integration with Action Projects

Dawson, K. (2012).

  • study involved action research: driven by inquiry (guiding, overarching research) and data collection (journals, notes, interviews, student work)- weighing/analyzing data in terms of guiding question

  • “A fifth grade teacher studied the ways that the use of online resources contributed to greater depth within content-area writing. An eighth grade math teacher studied whether an online simulation would help lower- level students articulate and apply the concepts of volume and surface area.”



  • classrooms use technologies in two ways: Type 1- drilling, rote memorization, practice, lecture- makes these activities more efficient; Type 2- transformational uses- authentic, purposeful, use higher-level thinking

  • newer teachers typically use technology as substitute for teacher-centered, direct instruction, while more seasoned teachers use technology for collaborative purposes



  • 43% direct instruction, 30% drill and practice, 38% collaborative/cooperative learing

  • 56% classrooms report using more than 9 computers

  • 63% word processing and presentation tools, 12% authoring tools and 7% databases; 34% digital video and 41% digital audio, 26% concept mapping software; 83% inquiry on internet



Richard Johnson

  • 5th Grade teacher for 23 years at Longfellow Elementary

  • Team teaches with 2 other 5th Grade teachers, teaches science and writing

  • Got his first yahoo email account in 1998

  • Taught Felicia Mazzone

  • Gives all his students nicknames (Felicia’s was Felicia Navidad)



Richard Johnson

  • Calls himself the “Drill guy” for 5th Grad math, uses these websites:

  • -BrainPop, ThatQuiz,MathPro, Rover, WhiteBoard, ScribblePress, MathDrills

  • Also uses Kahn Academy, PBS, and MoveElements for teaching Science

  • Keeps class blog and email, also has parents register for conferences on PTCfast

  • Students are currently making Powerpoint for class project - (75% knew, 25% didn’t)



Richard Johnson

  • “If you want to use it, you have to buy it, and teach yourself how to use it”

  • Has iPad cart once a week- Fridays

  • Just got the digital projector for the first time this year, used dusty 70s overhead before that

  • Buying AppleTV for the class with his own money

  • Has had one Cyber Bullying incident with Facebook- talked to parents and students involved



Liz Meahl

  • Technology Coordinator at Longfellow Elementary for 12 years

  • Favorite current educational technology tools are dot cam and AppleTV



Liz Meahl

Perfect World

Real World

  • 5 iPads in each classroom

  • computer lab for each grade level

  • Apple TV for each classroom

  • projector in each classroom

  • clearly defined support system for classroom teachers

  • more opportunities for staff professional development

  • higher salary for the Building Technology Coordinator

  • 1 iMac in each classroom

  • 1 MacAir for each teacher

  • 6 iPads for Special Ed.

  • 1 iPad for Speech Teacher

  • 2 laptop carts (25 MacBooks)

  • 2 Dot Cams

  • 1 Digital Projector

Super lane classroom teacher online teacher parent literacy board member spy
Super Lane ( classroom teacher, online teacher, parent, literacy board member …spy?)

Lane Clarke

  • Has 6th Grade son in Portland Schools (King Middle), last year at Longfellow

  • Gave a presentation to 5th Grade teachers at Longfellow last year about integrating technology

  • Creating (animoto,voicethread) and Learning (reading web features, Googling “Tiger”= infinite hits)

  • Experience teaching in web-based and classroom environments

Super lane classroom teacher online teacher parent literacy board member spy1
Super Lane ( classroom teacher, online teacher, parent, literacy board member, …spy?)

Lane Clarke the Parent



  • Son used iTree app, GoogleMaps, Keynote, digital cameras to chart and recommend trees to city of Portland

  • Blown away by all the layers, creating

  • 1hr/ day on Kahn Academy?

  • Screen time, best use of time

  • Substitute for direct instruction

  • Loss of valuable direct instruction during class time

Super lane classroom teacher online teacher parent literacy board member spy2
Super Lane ( classroom teacher, online teacher, parent, literacy board member, …spy?)

Lane Clarke the Professor



  • More structured, intentional in lesson planning

  • Can connect with each person one-on-one

  • Less dynamic

  • Harder to formative assess

  • Harder to model and scaffold


  • Recognize the many ways to use technology (transformative vs. drilling/informational)

  • Read the ingredients before you drink the Kool-Aid

  • How do I use technology? Would this be engaging for me?

  • Know your students and their parents as Technology users

  • Scaffold skills, anticipate snags

  • Don’t be afraid to embrace the unknown– students are constantly doing this, why shouldn’t we ?