Chapter four
titled, “Managing a Technology-Rich Classroom” focused on the first three
stages of instructional revolution.
These three stages are important because it set the stage for ACOT
classroom teachers to experience major achievements or disheartening failures
in their classrooms.
Chapter
four discusses the entry stage as the first stage of concern with the ACOT
teachers. Because the technology was so
new, teachers could not anticipate problems.
Issues such as student misbehavior and attitudes, the physical
environment, technical problems and software management, and the dynamics of
the classroom environment were unique problems that presented themselves to the
classroom.
Adoption
occurs when teachers anticipate and solve problems to resolve the student
misbehavior in their classrooms. Teachers
used tactics such as using technology itself to redirect the misbehaving. Teachers used spreadsheets, databases, individual
and group restrictions to discontinue student misbehavior. The physical environment
was changed by adding more spacious classrooms, organizing equipment, and
installing whiteboards. To handle technical problems, teachers recruited
students as “peer” teachers to assist with technical issues. Some teachers became technicians themselves
by attending service training.
In
the adaptation stage, teachers used technology to their advantage. Teachers
lessened their workloads by creating databases and spreadsheets, which reduced
time spent on calculating grades. Teachers were able to keep track of scores,
prepare IEP’s, update materials, and give immediate feedback to their students
regarding test scores. Because of adaptation, teachers grew confident with
their technology skills which decreased worries about their classrooms being
technology centered.
As
I reflect on chapter four, I found the section on classroom management extremely
interesting. It was refreshing how the author pointed out the link between
management and instruction. Without
classroom management, students would not stay on task and the classroom would
be in total disorder. I worked for a
school district where the principals only concern for the teachers was if they
passed their professional exams. But
passing those exams was not enough. In that school district, I worked with some
of the finest teachers who motivated students to the point where they wanted to
go to school. Those same students even scored
high on standardized test. Those teachers were truly gifted facilitators, but
they could not pass those professional exams. What was wrong? Where was the
gap? On the other hand, I witnessed teachers who passed their professional exams
with flying colors, running out of their classrooms crying because little
Johnny won’t sit down or students who could easily push buttons to get the
teacher to “lose it” and the students would laugh hysterically upon their achievement. I have even known teachers from other
districts retire early because of the changing diversity in the classroom. They
could not deal with the fact they no longer shared the same culture as their
students. I have watched the teachers,
who made a difference in the classroom, walk out with a packed box under
his/her arm and the teachers, with no management skills, teach year after year
in a classroom full of chaos and disruption.
So, I ask again, what is wrong? Where
is the gap?
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