Kristal Castellano's List: Implementing Technology

• Without continuous technical  support, technology integration in the classroom will never be  satisfactorily achieved
• don't want to be left hanging with 30 students wondering why nothing is working  the way it is supposed
• "Helping technology users while they are actively engaged with technology at  their work location is probably the most meaningful, essential and appreciative  support that can be provided," advises Brody (1995, p. 137).
• "Real learning takes place (or stops) when actually trying the new skills,"  states McKenzie (1998). "The best way to win widespread use of new technologies  is to provide just-in-time support, assistance, and encouragement when needed.  Not tomorrow. Not next week. Now!"
• Perhaps the best situation is having a technical specialist in the building  whose role is to provide technical support on a full-time basis.
• "Hiring an on-site technology coordinator is the single most effective action a  school administration can take when embarking on technology integration,"  contends Clifford (1998). He describes a technology coordinator as a "fearless  soul who can find the answers to hundreds of questions, clear paper jams,  install software, cajole the faculty into trying new ideas, team-teach, and wait  on 'hold' with vendors for countless minutes."
• Other responsibilities could include designing ongoing staff development,  planning hardware and software purchases, and determining when outside  technology experts must be called in.
• The teacher's roles in a technology-infused classroom often shift to that of a  facilitator or coach rather than a lecturer
• tends to foster collaboration among students
• Providing Time for Ongoing Professional Development
• Except for occasional inservice programs, teachers often have no time built into  the school day for their own professional development.
• time for learning is especially important as schools incorporate information and  multimedia technologies into the classroom.
• When professional development activities are conducted after school, teachers  may not have the energy necessary for engaging in learning.
• Burgos (1998) notes, "The research on staff development tells us that it's least  effective when it's done at the end of the school day."
• Coaching Teachers at Different Skill Levels
• problem faced by administrators and professional development staff of such a  school is providing adequate training to bring all teachers to an adequate level  of technical expertise so learning goals can be met.
• After the teachers' skill levels are identified, administrators, teachers, and  the technology specialist can brainstorm to determine what support and resources  teachers need to advance to the next stage.
• Teachers at the novice stage who need to develop basic computer skills will  require more individual attention and should be given ample time to practice  their skills

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• relevant if they had an opportunity to conceptualize and implement a classroom  level project
• must directly support the activities indicated in the classroom plans
• Teachers must have a reason to use the technology
• Check out what other schools have done-both successes and failures
• Training teachers is critical and ongoing

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