The document discusses improving technology use in the classroom. It describes programs used in Chicago schools that focused on supporting teachers during technology integration. The programs helped improve teachers' attitudes, knowledge, and classroom practices with technology. It also discusses the Discovery Educator Network Institute which provides online and in-person training programs for teachers to help integrate technology and connect with other teachers. Finally, it outlines factors for successful technology training programs, such as modeling, hands-on learning, and continued support, and notes how one study showed such programs increased teachers' comfort with classroom technology.

1. Improving Technology Use
in the Classroom
By: Kali Reimbold

2. Menu
 Head Start Technology
 Discovery Educator Network Institute
 Computer Idiocy to Computer Competence
 Conclusion
 References

3. Head Start Technology
The article begins by addressing the “digital divide” and
providing reasons why it has not been fixed yet in urban schools.
The Digital Divide is the difference in access to computers based
upon factors such as race, income, and level of parent
education. The reasons that this problem has not been
addressed yet is the lack of computers in the home and
classroom and untrained teachers. The article goes on to
describe the program used in Chicago Public Schools. The
program focused on six main goals: teaching for understanding,
co-construction of knowledge, integration rather than isolation,
responding to teachers’ instructional needs, cooperative
learning, and peers as role models. Many of these goals focus on
supporting the teacher during the transition period.

4. Head Start Technology
The teachers that participated in the instructional program had
perceived and actual improvements in their attitudes about
integrating computer use, their knowledge and skills about
computers, and their practices in the classroom. Key lessons
learned during this program about how to support teacher
development in technology include:
 Eager teachers—teachers are eager to learn this new
information
 Attitudes as indicators—a positive attitude increases desire to
learn
 A community of learners—teachers working together makes it
easier
 The issue of scaling up—making the program more economical

5. Head Start Technology
I was really surprised by the differences that the
teachers saw in the students by beginning technology use
in early education. The fact that the children were
developing at a rate faster than the normal child was
amazing. I think that this program would be a great idea
to begin in more urban areas, and even more affluent
areas.

6. Networking
The article describes a company that runs national
training programs for teachers. The company, Discovery
Education, has affiliates, Discovery Education Networks
(DEN), in many states that focus on what that state
specifically needs. In addition to programs that are live,
Discovery Education also has a host of online conferences
including webinars, blogs, meetings and workshops. In
many cases these are free to anyone, but there are even
more available to those who pay a membership fee. Every
training program was designed with academic standards
and curriculum requirements in mind, so that the products
would get used and not sit in a corner rarely used (Manzo)

7. Networking
One of the best things about these programs is that they
allow teachers to connect with other teachers.
quot;Technology allows you to connect with teachers all over
the world,” Jennifer Dorman told participants at the
institute. quot;Many teachers are interested in building a
professional network, but they just don't know where to
go. There -are all these ways to find people you are
compatible with and can help you with your teaching
challenges.” Some advice offered was to keep your
technology plans simple. The assignment should be about
the curriculum, not the technology.

8. Networking
I was really happy to learn about this program. I am not
particularly comfortable integrating technology into my
classroom at this point. This feels like a safety net for
me. Also, if I ever do become comfortable with
technology, and I come across something I don’t know how
to use, this group could really help me to learn about the
new technology. Not only that, but it could give me new
ideas about integrating technology.

9. Idiocy to Competence
The article describes some important factors in technology
training:
 Modeling in technology training
 Hands-on training so teachers become comfortable
 Matching the level of instruction to the needs and skills of the
teachers
 Continued support
 Easy access to technology
The article then presents a study attempting to find the most
important components for successful technology training.

10. Idiocy to Competence
The results of the study showed an increase in the
teachers’ perceived comfort with technology in the
classroom. An end of semester survey also showed an
increase in the number of teachers using technology in the
classroom. Some limitations to the integration of
technology is a lack of available computers, broken
equipment, or lack of administrative support. The No
Child Left Behind Act was supposed to fix this, but it has
not had an effect in all areas.

11. Idiocy to Competence
I thought this article was very helpful for if I ever
decide to take another technology for education class. I
would know what the most efficient kinds of support are
available. Also, this article introduced a kind of
technology I had never heard of. I had never heard of the
Virtual Field Trip, and I think it sounds very interesting,
and it could be useful in the future.

12. Conclusion
Each of these articles have convinced me of the
importance of integrating technology into the classroom
so that the students are more prepared for life outside of
school. These articles have also taught me that it is
important to have a network or some type of group, as a
teacher, so that if I am ever feeling overwhelmed or
confused, I will have people that can help me.

13. References
Chen, Jie-Qi, & Price, Valerie. (2006). Narrowing the digital
divide: head start teachers develop proficiency in computer
technology. Education and Urban Society, 38(4). Retrieved
April 21, 2009, from SAGE database.
Manzo, Kathleen Kennedy. (2008). Networking teachers coaxing
colleagues to use technology. Education Week, 28(3).
Retrieved April 21, 2009, from Wilson Web database.
Rosenfeld, Barbara. (2008). The challenges of teaching with
technology: from computer idiocy to computer competence.
International Journal of Instructional Media, 35(2). Retrieved
April 21, 2009, from Wilson Web database.