The integration of technology into Math and Science teaching and learning environments is not a simple undertaking as many factors come into play. Reading through my peers’ discussion posts throughout this module gave me more insight into the issues and also gave me a sense of comfort. I know that seems a little odd but sometimes we get bogged down in what we perceive as our own issues and lose sight of the fact that the issue is prevalent in educational systems throughout Canada and beyond. Viewing these issues through the lenses of my peers helped me put them in perspective. Just as my District/school is struggling with the integration of technology, so too are schools and districts across the country.
I began this module believing that professional development was necessary to facilitate effective integration of technology and I still think so. However, as I delved more into the issue of professional development I came to realize that it is a very complex issue. Further research on the topic raised more questions. Is there a professional development model that will meet the needs of all teachers? What factors lead to effective professional development? How do we design professional development that will meet the diverse needs of our teachers? What elements need to be present in professional development to lead to effective technology use in learning environments? What is unique about Mathematics that influences whether a teacher integrates technology or not?
After analyzing the interview transcript, two issues became apparent to me. This teacher was open and willing to use technology however she identified lack of awareness of what technology available to be used and support for her individual needs as factors that affected her adoption. Professional development that was just in time, differentiated to her needs, incorporated collaboration with other teachers and was supported by a technology leader was identified as the professional development model that she thought worked best for her. The interviews that I read by my peers confirmed these issues. One thing that surprised me and was different from my peers was that this teacher found it very difficult to use technology in Mathematics’ instruction even though she had successfully integrated technology in other curriculum areas.
Other issues identified by my peers that did not arise from my interview were cost, availability of technology and the rapid changes that are occurring in technology.
School Community Working Together
Although our school would be considered disadvantaged in terms of socioeconomic status, we have been fortunate with acquiring technology for the school. We have reached out to community service organizations that have subsequently supported our school. My Principal values the use of technology and has allocated scarce money and resources to ensure that all teachers/students have access, so these factors are not issues in my current school context.
Professional development that leads to successful technology integration is a complicated, multifaceted process. No single factor in and of itself will lead to teachers fully integrating technology into teaching and learning in classrooms. However, professional development that is teacher driven, long term, incorporating mentors with “just in time” support in authentic classroom situations and that is clearly linked to gains in student learning appear to be the most effective. As I continue in this course I would like to further research professional development that leads to effective integration of technology particularly in Mathematics teaching and learning environments.