Chapter 12

12-1aLocalSupport for Technology

Integration
 Look for teachers who have become expert troubleshooters when
problems arise with software, hardware, or the network
 When you arrive at a new school, pay attention to the leaders in
technology integration.
 These fellow teachers can be a tremendous source of support and
assistance as you work to integrate technology into your classroom.

12-1bVirtual Learning Communities

 through communicating with others, you can seek answers to your
questions, as well as serve as a mentor to less experienced teachers
 You use social networking tools to communicate with your distant friends
and to establish friendships with individuals whom you've never met
based on common interests, and this same network can assist you with
lifelong learning opportunities.

12-1cConferences and Other Formal Learning

Opportunities
 State conferences may be smaller than national conferences and often the
presenters are teachers who have to meet the same instructional
requirements as you do.
 Smaller conferences also support a sense of collegiality that allows you to
continue conversations by phone, text, social networking tools, or e-mail
after they are over.

12-1dExhibit Leadership
  As you become a leader, you play a more significant role in those events,
perhaps presenting at conferences about technology projects in your
school, or leading discussions or events in a virtual community.

12-2aReflecting on Practice
 One way to reflect on action is to review the performance data of the entire
class to determine the effectiveness of your instruction and the technology
choices you made.

12-2bReflecting on Current Research

 Literature about the educational uses of technologies can be grouped into
four main categories: opinion articles, descriptive studies, evaluation
studies, and formal research studies ( ISTE, 2002)

The No Child Left Behind Act of 2001 (Pub. L. No. 107–110)

calls for the use of “scientifically based research” as the
foundation for educational programs. In general, scientifically
based research is defined ( Eisenhart & Towne, 2003) as
research that
 consistsof an experimental or quasi-experimental design;
 uses empirical methods of data collection that are based on
measurements or observations;
 uses measurement instruments or observational methods that
provide reliable and valid data across multiple measurements
and observations;
 involves rigorous statistical analyses to test hypotheses;
 provides a clear description of the research methods, instruments,
and data used in order to allow for replication by other
researchers; and
 has been subjected to peer review by experts who are not
associated with the study.

12-2cTeacher as Researcher
 Using action research methods, you can investigate whether these
techniques work for your students and your curriculum.
 Action research is also called teacher research or teacher inquiry.