When unpacking assumptions I was interested to read the responses several of my peers had in regards to technology issues within their own schools. Anne shared the constraints that are evident when trying to integrate or utilize digital technology seamlessly into the classroom without the available training or equipment to do so, including reflecting that using technology tools when they have to be “signed out” often does not pair well with timelines of project work and so she shared that, “Often I have signed them out only to realize we are not far enough along in the program to use them, which is frustrating.” She also expressed what a benefit having a class set of a technology tool would be.

In addition, Dana shared the technology inequalities between affluent neighbourhoods and less affluent ones and talked about the educators needing to apply for grants to get the technology into their rooms. But is this feasible and should educators be doing this kind of extra work and “fundraising”  in order to be able to integrate technology and will this become a way for schools to get the technology without having to earmark funds for it? Educators have enough on their plates without having to do this as well.

Catherine shared that in her school the I-Pads were not being used effectively. She shared that   teachers were not allowed to download apps they found to be interesting, useful or educational. She also shared that, “There were three apps on the iPad’s the board had loaded and one of them was the Vatican app. (While I teach in the Catholic system in Ontario the Vatican app is not a child-friendly app suitable for primary students). It seemed like it was a project doomed to fail…. intentionally??”  I find that the same thing is happening in the elementary school that I teach in. Many of the applications that have been purchased for the I-pad cart are useless for primary aged students or they are “free” versions that are very limited in capabilities.

In our board there was an Applications IT group set up to make recommendations to administrators about what applications would be suitable for their particular school. I was part of this group. The process went well and the information was shared with administrators but then because schools are busy places the recommendations were shelved because we had to wait for the tech person to come and load them all on the I-pads. Then there was a change in job descriptions, then we lost our tech person and a new one started and then it just got lost in the shuffle. Without follow-up, appropriate personnel and commitment to the full integration of technology, the process is often a slow one.