Type your scenario here between now and October 16

 

When talking about planning lessons using CCSD’s new GVC pocket guide to assure that activities we design for kids are focused on what is essential, a teacher responded: I really don’t believe in planning around the GVC standards/benchmarks as it is more important for my kids’ needs to drive my instruction. I know that everything that I do with kids meets some, if not many standards. (discussed 10/16/06)

 

Recently I visited a school and was asked for a meeting with the two tech people in the building. They began telling me about a C4T teacher. This person hardly ever brings their new Mac Book to school, and when he/she does, they noticed it's only being used for personal tasks. Since the C4T does not bring the computer to school, he/she often "borrows" a laptop from the cart, and then continues to do personal stuff like E-Vites and Fantasy Football. The principal is beyond doing anything, and has basically said, "I'm tired of hearing about this person."

 

How would you handle this situation?

 

 

 

Recently I visited a school and was bombarded with "could you look at my computer" requests. The school is on the brink of "big time implementation" of lessons and ideas that they have learned at C4T, building staff development days, and workshops. Without "fixing" many of their "issues" the teachers can not bring their projects to life in the classroom. The school is without a technician, has a technology teacher (who is tied up in the lab 8 hours a day), a route technician who will be out for at least two weeks, and a principal who desires to see her staff using more technology. Bless their hearts, teachers just keep on trying the great ideas they have learned. "My computers never work." is the motto at the building. (discussed 10/16/06)

 

How would you handle this situation (and who would be the recepient of the coaching, collaborating, or consulting?)?

 

Workshop Feedback: After attending several of the Tech Integration Series workshops, I've gotten some feedback that I thought was worth sharing:

1) Many teachers are struggling with tech issues after coming to SARC for the workshops. They see all these great ideas, and little tech tips and tricks, but when they return to their classrooms, none of these ideas work on their computers. Reasons include having OS9 machines and not OSX, or having an earlier version of Kidspiration/Inspiration, or not having Shockwave/Flash Player installed on their computers. It makes for frustrated teachers.

 

2) I have heard from several teachers who've attended our workshops, "Where is the connection to GVC? If GVC is so important, why aren't they talking about it at these workshops?"

This is a good question, and one that I hope our group will address at future coach meetings. (discussed 10/16/06)

 

Coaching is not Specials

At this one of my schools, the computer lab has been disbanded. Unfortunately, it has been merely put onto the carts and is rolled into the classrooms by the para-professional tech person. They have regularly scheduled times just as they would with the lab, and the activities are basic at best. Because of this paradigm, the teachers there want me to come into their classrooms when they have the cart and "do" technology, mostly without their participation. There are a few who get it and I am having great results with them. How do I change their thinking to move them forward?

 

__Reluctant Participants/Many school changes initiated by principal/No voice!__

A school where the workshop participants have been sent an email, with no prior discussion whatsoever, telling them they've been selected to participate in a tech integration workshop. Needless to say, they are sarcastic, angry, frustrated and ticked off. I have heard, "I have other things to do." "I am having surgery the week before, but I don't think I can say no." "What's the district doing to us now?"

I feel for them, but feel helpless and in the middle.

 

*Lack of Planning-Follow Through..."

I feel like I continue to have people who "want" to work with me, but do not want to do a lot of planning to pull the lesson together. They see me as a resource, which I am, but don't seem to give much thought to what is being done...or how they can grow later...I think I know the answer to this...but am still struggling to make it work-with some!!!!!

 

 

 

 

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