Category: Teaching

Dear Otto is an occasional column where I answer questions I get from readers about teaching tech. If you have a question, please complete the form below and I’ll answer it here. For your privacy, I use only first names.

Here’s a great question I got from Rox in South Africa:

In my lab I can only do with my learners software that I can get for free. I would like to do some publishing work with them – do you know of publishing software that is free and appropriate for Grade 4 to Grade 6. I have learnt so much from questions asked by others and your kind, informed answers – Thank you

If you liked the last Humor that Inspires (Part 1 and Part 2), here are more to kick-start your day:

1. “A man can’t be too careful in the choice of his enemies.”
   – Oscar Wilde (1854-1900)
2. “Forgive your enemies, but never forget their names.”
   – John F. Kennedy (1917-1963)
3. “Logic is in the eye of the logician.”
   – Gloria Steinem
4. “No one can earn a million dollars honestly.”
   – William Jennings Bryan (1860-1925)
5. “Everything has been figured out, except how to live.”
   – Jean-Paul Sartre (1905-1980)
6. “Well-timed silence hath more eloquence than speech.”
   – Martin Fraquhar Tupper
7. “Thank you for sending me a copy of your book – I’ll waste no time reading it.”
   – Moses Hadas (1900-1966)
8. “From the moment I picked your book up until I laid it down I was convulsed with laughter. Some day I intend reading it.”
   – Groucho Marx (1895-1977)
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If you teach technology, it’s likely you’re a geek. Even if you didn’t start out that way–say, you used to be a first grade teacher and suddenly your Admin in their infinite wisdom, moved you to the tech lab–you became a geek. You morphed into the go-to person for tech problems, computer quirks, crashes, and freezes.

Overnight, your colleagues assumed you received an upload of data that allowed you to Know the answers to their every techie question. It didn’t matter that yesterday, you were one of them. Now, you are on a pedestal, their necks craned upward as they ask you, How do I get the Smartscreen to work? or We need the microphones working for a lesson I’m starting in three minutes. Can you please-please-please fix them?

Celebrate your cheeky geekiness. Flaunt it for students and colleagues. Play Minecraft. That’s you now–you are sharp, quick-thinking. You tingle when you see an iPad. You wear a flash drive like jewelry. The first thing you do when you get to school is check your email

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I got this from one of my Christian friends. Thought I’d share:

After being interviewed by the school administration, the prospective teacher said:

‘Let me see if I’ve got this right.

‘You want me to go into that room with all those kids, correct their disruptive behavior, observe them for signs of abuse, monitor their dress habits, censor their T-shirt messages, and instill in them a love for learning.

‘You want me to check their backpacks for weapons, wage war on drugs and sexually transmitted diseases, and raise their sense of self esteem and personal pride.

‘You want me to teach them patriotism and good citizenship, sportsmanship and fair play, and how to register to vote, balance a checkbook, and apply for a job.

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…with your child’s computer education?

• Show your child how to do something rather than allowing him to discover
• Do for them rather than let them do it
• Say ‘no’ too often (or the other enthusiasm-killer, Don’t touch!)
• Don’t take them seriously
• Take technology too seriously. It’s a tool, meant to make life easier. Nothing more.
• Underestimate their abilities
• Over-estimate their abilities
• Give up too quickly
• Think there’s only one way to do stuff on the computer

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When I was asked to write a piece about teaching, I knew I could write something fluffy about the feel-good nature of working with children, the high of enlightening a child’s cerebral world. In fact, that would be true, but if you’re reading this article because you’re pondering a position as a teacher, you already know that. What you want to know is: Is it worth it? Five years into the career, when you’ve had too many truculent parents and challenging students, do you still feel the scales are balanced?

Let’s back up a moment. The most common reason cited for becoming a teacher is altruism. Teachers self-report they join the ranks of those with the greatest influence over the future of our nation–our world–because they want to do something worthwhile with their lives. But if you scratch beneath that noble veneer, you find other reasons:

• I lost my job and couldn’t get any other
• It’s easy to teach
• I like summers off
• Kids don’t intimidate me
• I can’t stand the competition in my business job
• I want to influence people. Parents respect teachers and are open to influence. Kids expect it.

In truth, many graduates from teacher credential programs end up quitting. The ones who stay are those that arrive there as a second career. That’s because:

• after surviving a cut-throat high-powered, highly-paid business job, experiencing the rush of a child’s mind lighting up is the greater reward
• two months off every summer well-rejuvenates the spiritual engines and reminds us there’s more to life than money, prestige, and expensive suits
• there is a lot of satisfaction in having a classroom of students look to you for answers.
• new friends and acquaintances always react favorably to your job as a teacher. That wasn’t true when you were [fill in the blank–assume some Big Business job]
• you don’t teach for a retirement package. In fact, many private schools have none. Still, they have hundreds of job applicants for each position.

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A couple of months ago, I posted an article called Should Tech Teachers be in the Classroom or the Lab? I got the question from a reader and wanted to see what the tech ed community thought about what has become a hot topic among technology teacher, coordinators and integration specialists. I summarized the common thoughts on the subject and received quite a few thoughtful responses from readers.

I also cross-posted the article to LinkedIn and wanted to share those responses with my blog readers. You’ll find them an important contribution to your knowledge on this subject, with lots of anecdotal stories and varied viewpoints. Enjoy!

Gail Flanagan • Using technology as a tool in all parts of the school day integrating it into the students and teachers day. We implemented 1:1 iPad for a 6th grade team and mini pilot of iPad carts for the rest of the school. Digital natives use the iPad intuitively for collaboration, organization, creativity, productivity and communication. Keyboarding, word processing, spreadsheets and multimedia presentation tools are still used with laptops and desktop computers.
Lucky to be a teacher of Middle School ~ Allied Arts computer class. We reassess the standards to adapt to essential questions of what to know using technology in everyday lives and 21st century skills,

Dale McManis • Around classroom technology integration and professional development for teachers I really like the work of Dr. Karen Swan-Research Professor, Research Center for Educational Technology / College & Graduate School of Education, Health and Human Services, Kent State University. 

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I have a timely post from e-colleague, Jan Pierce, about how current teacher credential programs prepare students for the technology push they face in schools. Not only has Jan been a fourth grade teacher for over 20 years, she also owns the website Elementary Education Degree designed to assist students interested in earning a degree in elementary education. She makes some good points. Feel free to ask questions in the comment section:

Are Elementary Education Programs Preparing Teachers to use Today’s Technology?

From smart boards and PowerPoint presentations to iPads, educational technology is becoming more of a regular element of today’s classroom. But are students in education programs being adequately trained and prepared to integrate technology into their classrooms?

Bachelor’s Programs

When it comes to bachelor’s programs in education, the answers vary. Top education programs around the country ensure that technology training is an integral part of their curriculums, by introducing students to the various forms of technology common to the classroom and techniques for using them effectively. However, many programs still use a traditional approach with classes in school subjects, child development, teaching methods, and practicum experiences, but little or no technology components.

It is important to note that most of today’s college students are comfortable with using technology in their everyday lives, and so they may not require as much technology training as older teachers do. Nevertheless, while younger students have this advantage, education programs still need to do a better job at training students to integrate technology into their lessons.

Master’s Programs

There are many master’s programs that allow teachers to specialize in educational technology or a similar field. Classes range from using the Internet and computers effectively in the classroom to learning how to measure the effectiveness of technology use. These programs usually take one or two years to complete.

Online master’s degrees in educational technology are becoming more common, since they allow teachers to earn the degree while they continue working. In fact, many programs require applicants to be working teachers, as class components may involve implementing technology in their own classrooms and observing whether that technology is effective. For more information about these types of programs, you can visit the site Masters in Teaching.

Certificates

Another option for existing teachers who don’t want to earn a full master’s degree is a certificate in educational technology. These can be completed in less time than a master’s program, as they usually last a semester or a year. This is a great option for experienced teachers to gain the extra skills they need to start teaching with technology. These programs exist in both real and online options as well.

Jacqui Murray has been teaching K-18 technology for 30 years. She is the editor/author of over a hundred tech ed resources including a K-12 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum. She is an adjunct professor in tech ed, Master Teacher, webmaster for four blogs, an Amazon Vine Voice, CSTA presentation reviewer, freelance journalist on tech ed topics, contributor to NEA Today, and author of the tech thrillers, To Hunt a Sub and Twenty-four Days. You can find her resources at Structured Learning.

The following question was posed by one of my blog readers:

I love your site and all the valuable information you put out to help others. I wish I would of found it sooner. Thank You!

I have a question and would love your insight ... I teach lower school Computer Class to grades 1-4 at a private school in Columbus, Ohio. Our Technology Vision for 2015 is to get the students out of the computer lab, where they now learn computer skills based on classroom themes, and move me into the classroom where I would be the “technology integration teacher” alongside the classroom teacher. I would help with Smartboard, Ipad, laptop lessons integration, etc. I think this is a good idea and have been told that this is the trend in education but have not gotten real clarity on why and how this transition should take place.

Here are my questions: Do you see the benefit of technology integration into classrooms as I stated above? Is this the trend in education? If so why and how do you make this big transition? My feeling is that students need to learn computer skills such as formatting a document, searching the web, tools within PowerPoint, etc…This is much easier in a lab setting than classroom. Should we have both a lab and an itinerant technology integration teacher?

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There’s a secret to teaching kids how to use the computer. It’s called ‘delegate’. I don’t mean sluff off the teaching to aides or parents. Here, I’m referring toempowering students to be their own problem-solvers, then expect it of them. Here’s how you do it:

• Let them know that computers aren’t difficult. Aw, come on. I see your scrunched faces. Here’s the ugly little truth: Computers are only hard to learn if kids are told they’re hard to learn. Don’t mention it. Compare keyboarding to piano–a skill lots of kids feel good about–or another one that relates to your particular group. Remove the fear. They might not believe you, but you’re the teacher so they’ll give you a chance
• Teach them how to do the twenty most common problems they’ll face on a computer (more on that later). Expect them to know these–do pop quizzes if that’s your teaching style). Post them on the walls. Do a Problem-solving Board (click the link for details on that–it works well in my classes). Remind them if they know these, they’ll have 70% less problems (that’s true, too) than the kids who don’t know how to solve these. If they raise their hand and ask for help, play Socrates and force them to think through the answer. Sometimes I point to the wall. Sometimes I ask the class for help (without saying who needs assistance. Embarrassing students is counter-productive). Pick the way that works for you. The only solution you can’t employ is to do it for them
• Teach students keyboard shortcuts. Does that sound like an odd suggestion? It isn’t. Students learn in different ways. Some are best with menus, ribbons and mouse clicks. Some like the easy and speed of the keyboard. Give them that choice. If they know both ways, they’ll pick the one that works best for them. Once they know these, they’ll be twice as likely to remember one of the two methods of doing the skill like exit a program (Alt+F4) or print (Ctrl+P).

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