Comments on: They’ll just figure it out http://mscofino.edublogs.org/2007/02/22/theyll-just-figure-it-out/ teaching technology abroad Thu, 23 Sep 2010 22:39:36 +0000 hourly 1 http://wordpress.org/?v=3.2.1 By: always learning » IT Integration Planning: The Role of the Facilitator http://mscofino.edublogs.org/2007/02/22/theyll-just-figure-it-out/comment-page-1/#comment-715 always learning » IT Integration Planning: The Role of the Facilitator Tue, 08 May 2007 02:37:07 +0000 http://mscofino.edublogs.org/2007/02/22/theyll-just-figure-it-out/#comment-715 [...] Many of the teachers that were not successful with technology integration this year did not really understand how the whole process works. We had a few teachers assigning technology rich projects “for homework” and others who just never did anything because they didn’t know where to start. We tried to resolve this issue by creating a clear framework which outlines exactly what each person is responsible for. We are trying to put an achievable process in place so that everyone is clear on exactly how to go about integrating technology. [...] [...] Many of the teachers that were not successful with technology integration this year did not really understand how the whole process works. We had a few teachers assigning technology rich projects “for homework” and others who just never did anything because they didn’t know where to start. We tried to resolve this issue by creating a clear framework which outlines exactly what each person is responsible for. We are trying to put an achievable process in place so that everyone is clear on exactly how to go about integrating technology. [...]

]]> By: mscofino http://mscofino.edublogs.org/2007/02/22/theyll-just-figure-it-out/comment-page-1/#comment-191 mscofino Sat, 24 Feb 2007 10:23:02 +0000 http://mscofino.edublogs.org/2007/02/22/theyll-just-figure-it-out/#comment-191 Aaron, I like the idea of posters - we actually have a marketing class at school that normally does all of the school wide campaigns. This might make a great project for them :) Dennis, Yes, it's the planning part that surprises me too. I think for the most part, teachers don't realize how much work it take to properly plan a tech integration unit. They just want to get something done and worry about how it will happen later (because so many times the kids are just able to do it themselves anyway). This year I've really been trying to focus on the planning with all the teachers I work with (when I know we're working together ;)). They are usually surprised at how much time I take to plan and how the Understanding by Design process works. In the end, those well-planned projects always turn out so much better, though. I am so excited about ISB! I can't wait! Just reading your posts about how things are structured there is so inspiring ;) Mark, I had very similar problems back in Munich (we don't have as much equipment here, so I rarely have any major issues). After a few months of spending all my time dealing with other teachers messes, I just started saying no. I would always help them import and edit the video, but I stopped doing it for them. When they booked the cameras we would set a time (at least 1 hour) to meet and import and edit the film. I made it clear up front that they were responsible for the editing of their film (with my help) and that if they did not return the camera in the condition that they found it (batteries charged, all cables returned, etc) that I would not loan it to them again. It was a bit strict, and I will admit that I didn't stick to my rules 100% of the time, but by the time I left the school everyone was following the procedures. Some people didn't like me for it, but the cameras were always charged, nothing got lost, and most teachers could edit their own video. I really do sympathize with teachers when they say they don't have time. Teachers are always getting more things added to their plate and nothing taken away. Technology is so frustrating because it's seen as just another add on. I think our priority has to be to empower them. To provide the right amount of support so that they can accomplish their task, but not too much so that you are doing everything for them. Its a fine line, and I am certainly not doing the best job at it, but I think it's the only way to go.... Aaron,

I like the idea of posters – we actually have a marketing class at school that normally does all of the school wide campaigns. This might make a great project for them :)

Dennis,

Yes, it’s the planning part that surprises me too. I think for the most part, teachers don’t realize how much work it take to properly plan a tech integration unit. They just want to get something done and worry about how it will happen later (because so many times the kids are just able to do it themselves anyway). This year I’ve really been trying to focus on the planning with all the teachers I work with (when I know we’re working together ;) ). They are usually surprised at how much time I take to plan and how the Understanding by Design process works. In the end, those well-planned projects always turn out so much better, though.

I am so excited about ISB! I can’t wait! Just reading your posts about how things are structured there is so inspiring ;)

Mark,

I had very similar problems back in Munich (we don’t have as much equipment here, so I rarely have any major issues). After a few months of spending all my time dealing with other teachers messes, I just started saying no. I would always help them import and edit the video, but I stopped doing it for them. When they booked the cameras we would set a time (at least 1 hour) to meet and import and edit the film. I made it clear up front that they were responsible for the editing of their film (with my help) and that if they did not return the camera in the condition that they found it (batteries charged, all cables returned, etc) that I would not loan it to them again. It was a bit strict, and I will admit that I didn’t stick to my rules 100% of the time, but by the time I left the school everyone was following the procedures. Some people didn’t like me for it, but the cameras were always charged, nothing got lost, and most teachers could edit their own video.

I really do sympathize with teachers when they say they don’t have time. Teachers are always getting more things added to their plate and nothing taken away. Technology is so frustrating because it’s seen as just another add on. I think our priority has to be to empower them. To provide the right amount of support so that they can accomplish their task, but not too much so that you are doing everything for them. Its a fine line, and I am certainly not doing the best job at it, but I think it’s the only way to go….

]]> By: mistermark http://mscofino.edublogs.org/2007/02/22/theyll-just-figure-it-out/comment-page-1/#comment-186 mistermark Fri, 23 Feb 2007 14:55:05 +0000 http://mscofino.edublogs.org/2007/02/22/theyll-just-figure-it-out/#comment-186 My problem is more co-ordinating where video cameras are and when they need to be where and getting them returned (always low or out of battery) seconds before they need to go out again from a teacher who says nothing until months later wondering where his/her DVD from the footage is. Uh huh, because getting me the footage is the hard part; the editing and burning is a snap that the magical fairies that live in my lab do after i leave. My favorite instance this year was a teacher who returned three completely filled DV tapes of debate footage and said, "i only want to keep the good stuff" then walked out of the lab. I have helped this issue with a crew of advanced studnets who have become the digital video support team but this isn't helping my staff understand the amount of work that goes into "finishing" a video. The crux of course is that i want to be there and motivate teachers to push the technological envelope with projects such as these... Any suggestions would be appreciated. <a href="http://mistermark.edublogs.org/" rel="nofollow">mistermark</a> My problem is more co-ordinating where video cameras are and when they need to be where and getting them returned (always low or out of battery) seconds before they need to go out again from a teacher who says nothing until months later wondering where his/her DVD from the footage is.
Uh huh, because getting me the footage is the hard part; the editing and burning is a snap that the magical fairies that live in my lab do after i leave.
My favorite instance this year was a teacher who returned three completely filled DV tapes of debate footage and said, “i only want to keep the good stuff” then walked out of the lab.
I have helped this issue with a crew of advanced studnets who have become the digital video support team but this isn’t helping my staff understand the amount of work that goes into “finishing” a video. The crux of course is that i want to be there and motivate teachers to push the technological envelope with projects such as these…
Any suggestions would be appreciated.
mistermark

]]> By: mistermark http://mscofino.edublogs.org/2007/02/22/theyll-just-figure-it-out/comment-page-1/#comment-184 mistermark Fri, 23 Feb 2007 14:53:04 +0000 http://mscofino.edublogs.org/2007/02/22/theyll-just-figure-it-out/#comment-184 My problem is more co-ordinating where video cameras are and when they need to be where and getting them returned (always low or out of battery) seconds before they need to go out again from a teacher who says nothing until months later wondering where his/her DVD from the footage is. Uh huh, because getting me the footage is the hard part; the editing and burning is a snap that the magical fairies that live in my lab do after i leave. My favorite instance this year was a teacher who returned three completely filled DV tapes of debate footage and said, "i only want to keep the good stuff" then walked out of the lab. I have helped this issue with a crew of advanced studnets who have become the digital video support team but this isn't helping my staff understand the amount of work that goes into "finishing" a video. The crux of course is that i want to be there and motivate teachers to push the technological envelope with projects such as these... Any suggestions would be appreciated. <a href="http://mistermark.edublogs.org/" rel="nofollow">mistermark</a> My problem is more co-ordinating where video cameras are and when they need to be where and getting them returned (always low or out of battery) seconds before they need to go out again from a teacher who says nothing until months later wondering where his/her DVD from the footage is.
Uh huh, because getting me the footage is the hard part; the editing and burning is a snap that the magical fairies that live in my lab do after i leave.
My favorite instance this year was a teacher who returned three completely filled DV tapes of debate footage and said, “i only want to keep the good stuff” then walked out of the lab.
I have helped this issue with a crew of advanced studnets who have become the digital video support team but this isn’t helping my staff understand the amount of work that goes into “finishing” a video. The crux of course is that i want to be there and motivate teachers to push the technological envelope with projects such as these…
Any suggestions would be appreciated.
mistermark

]]> By: Dennis Harter http://mscofino.edublogs.org/2007/02/22/theyll-just-figure-it-out/comment-page-1/#comment-178 Dennis Harter Thu, 22 Feb 2007 15:31:08 +0000 http://mscofino.edublogs.org/2007/02/22/theyll-just-figure-it-out/#comment-178 One of many advantages of art educators is that they appreciate that massive time and committment that it takes to do projects well. This is true of art and true of tech and true of the combination of the two. The situation you found yourself in definitely happens everywhere. What do I do? You mean besides internally scream in frustration? The same thing we always do...support and troubleshoot and sweat and get the kids to make something that they can be somewhat proud of, even if it isn't what they had in mind (which was something closer to the Matrix). It still amazes me that teachers think of ways to integrate tech without consulting the tech facilitator at their school. Is it a fear of revealing a lack of knowledge? Is it over-confidence? Is it something else? I am also amazed that we aren't consulted when PLANNING a unit. That's when we can help the most! Find us...use us...please! I feel your frustration...sorry I can't offer any advice to alleviate it! On a side note...thanks for the comments on my blog...nice to hear from you and looking forward to having you here next year! Woo Hoo! One of many advantages of art educators is that they appreciate that massive time and committment that it takes to do projects well. This is true of art and true of tech and true of the combination of the two.

The situation you found yourself in definitely happens everywhere. What do I do? You mean besides internally scream in frustration? The same thing we always do…support and troubleshoot and sweat and get the kids to make something that they can be somewhat proud of, even if it isn’t what they had in mind (which was something closer to the Matrix).

It still amazes me that teachers think of ways to integrate tech without consulting the tech facilitator at their school. Is it a fear of revealing a lack of knowledge? Is it over-confidence? Is it something else?

I am also amazed that we aren’t consulted when PLANNING a unit. That’s when we can help the most! Find us…use us…please! I feel your frustration…sorry I can’t offer any advice to alleviate it!

On a side note…thanks for the comments on my blog…nice to hear from you and looking forward to having you here next year! Woo Hoo!

]]> By: Aaron Smith http://mscofino.edublogs.org/2007/02/22/theyll-just-figure-it-out/comment-page-1/#comment-177 Aaron Smith Thu, 22 Feb 2007 10:55:16 +0000 http://mscofino.edublogs.org/2007/02/22/theyll-just-figure-it-out/#comment-177 To be honest, I almost wish that I saw this problem ... almost. Usually I just see teachers afraid to do anything with computers, including check their email. I think the biggest cause of this situation is that the teachers just don't KNOW how good a resource their tech person is. Being a visual arts guy myself, I would probably have students design "public service announcement" posters using digital cameras and/or creative commons licensed imagery and any one of a number of graphics manipulation programs. (Photoshop, GIMP, heck, even MS Word is capable.) The posters wouldn't just be for the students, but would also be designed to make teachers aware that they have someone they can go to for help with tech integration. At the same time it would be a great way to get the students to think about their audience when they're designing their artworks, but then I've got art education on the brain. ;) To be honest, I almost wish that I saw this problem … almost. Usually I just see teachers afraid to do anything with computers, including check their email.

I think the biggest cause of this situation is that the teachers just don’t KNOW how good a resource their tech person is. Being a visual arts guy myself, I would probably have students design “public service announcement” posters using digital cameras and/or creative commons licensed imagery and any one of a number of graphics manipulation programs. (Photoshop, GIMP, heck, even MS Word is capable.)

The posters wouldn’t just be for the students, but would also be designed to make teachers aware that they have someone they can go to for help with tech integration.

At the same time it would be a great way to get the students to think about their audience when they’re designing their artworks, but then I’ve got art education on the brain. ;)

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