{"id":34,"date":"2012-01-20T03:10:41","date_gmt":"2012-01-20T10:10:41","guid":{"rendered":"https:\/\/blogs.ubc.ca\/wells533\/?page_id=34"},"modified":"2012-03-14T12:47:23","modified_gmt":"2012-03-14T19:47:23","slug":"interview-analysis","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/wells533\/module-a\/interview-analysis\/","title":{"rendered":"D: Interview Analysis"},"content":{"rendered":"

Interview Excerpts and Analysis: <\/strong><\/p>\n\n\n\n\n\n\n\n\n
\u201cThe main technology I use in the classroom is a Smart Board.\u201d\u201c other technology used web applications such as glogster and photopeach, kidblog and digital cameras for students to create videos\u201d<\/p>\n

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\u201cI\u2019m pretty open and willing to use technology in the classroom as long as someone will show me.\u201d<\/p>\n

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Smart Boards have been put in classrooms across the district but teachers have not been given training in how to effectively integrate this technology into the curriculum.\u00a0\u00a0 Technology models of effective use of this tool would help make the link between how the tool can be used to enhance student learning is needed to help teachers harness the full potential of the affordances of this piece of technology. <\/p>\n

Teacher JK is open to using technology however needs opportunities to network with colleagues to brainstorm, plan, and collaborate around using technology in the classroom. Time needs to be built into the day to give teachers opportunities to meet with colleagues, technology cohort\u00a0 groups need to be set up to facilitate collaboration around technology use.<\/p>\n

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\u201c….main factor that affects the use of technology in the classroom is if I\u2019m aware of the different tools I can be using.\u00a0 If I have a colleague, or somebody sends me an e-mail or comes and talks to me and says this is a good idea, you should try it….\u201d <\/p>\n

\u201cMy comfort level affects my use of technology in the classroom.\u201d<\/p>\n

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\u201cThe school district is focusing more on technology as a means to engage students and communicate with parents, to keep up with the technology students are using at home……… it is expected…\u201d<\/p>\n

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Factors identified were comfort level, awareness of technology available, access to colleagues for collaboration and district expectations to use technology. Although time was not directly identified as a factor, in order to have access to colleagues to collaborate and share technology ideas time needs to be provided.\u00a0 Professional development that addresses these issues and is teacher driven would facilitate this kind of support for teachers.<\/td>\n<\/tr>\n
\u201cstudents were so engaged , those students who did not respond to traditional paper\/pencil activities, when they were set to work on researching…….it was like night and day the work they could produce\u201d <\/p>\n

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\u201c……..opened my eyes to what technology can do as a teaching and learning tool in my classroom….\u201d<\/td>\n

Teacher JK is using technology to extend student learning, engage students and provide opportunities for students to experience success. These were characteristics that I had identified as \u201cgood use\u201d of technology. JK was passionate in her response as to how technology had changed her approach to teaching in the classroom and keen to use technology in other curriculum areas when she experienced positive student response to the use of technology.<\/td>\n<\/tr>\n
\u201cI haven\u2019t used technology for Math teaching, used it mainly for Language Arts and cross curricular with Science and Art.\u201d<\/p>\n

\u201c..but I think it is important, I\u2019ve gone on the National Library of Virtual Manipulatives occasionally but I can\u2019t say I have done a lot with my students\u00a0 in math instruction or assessment, with technology\u201d<\/p>\n

\u201cWe do have the smart board in the classroom and I could be doing more with it but I\u2019m not sure how……\u201d<\/p>\n

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JK\u2019s body language changed when answering this question. She appeared uncomfortable.\u00a0\u00a0 Although she stated that she was comfortable using technology she is still learning how to use technology herself. \u00a0JK had already indicated that comfort level was one of the factors which affected her use of technology. The use of technology in Math classrooms has not been a focus at this time due to the fact that she has only started using technology in the classroom this year. JK\u2019s response to this question highlights the importance of\u00a0 Professional development geared to individual needs with the use of technology in this area \u00a0and time to collaborate with cohorts who are using technology in their Mathematics classroom\u00a0 would help raise her comfort level in this area<\/p>\n

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JK\u2019s response raised questions in my own mind. This teacher was open to using technology in her classroom but when it came to Mathematics she was very hesitant, unsure. What training was JK given during her education degree in relation to technology use in a Mathematics classroom? \u00a0What model of Professional Development will best support JK in her quest to integrate technology into her Mathematics classroom? How can the PD offered at her school support her technology use in her Mathematics classroom? What focus do Teacher training programs place on the use of technology in a Mathematics classroom?<\/p>\n

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\u00a0\u201cTraining that I find the most valuable , one on one sessions where I\u2019ve been asked how comfortable I am and then take me from there\u201d\u201cWhen you can sit with someone and tell them what you would like\u00a0 and they can give you suggestions and then you can say this will work or won\u2019t work and then go from there……..small group or one on one\u00a0 sessions about what interests me and then go from there\u201d<\/p>\n

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Specifically, the factors identified as having a positive impact on technology integration include teacher professional development incorporating positive experiences with technology integration, time release from classroom duties, and use of technology mentors. As teachers we differentiate instruction to meet individual needs of students. Professional Development also needs to be differentiated. How do schools find the resources to support teachers in this way?<\/td>\n<\/tr>\n
\u201cdistricts provide PD sessions and\u00a0 opportunities for schools to offer their own Professional Development, in our school that has turned into PD around technology\u201d\u201c\u00a0 would be nice to have time to collaborate with other teachers, so many things out there, and It sometimes feels overwhelming, so much you could do but are not doing…….\u201d<\/p>\n

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Jk expressed a wish for time to collaborate with other teachers in regard to technology use.\u00a0 School based PD addressing individual needs around technology use in the classroom with release time built in to allow for collaboration with cohorts appears to be the direction she would like PD to go. <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

Interview Excerpts and Analysis: \u201cThe main technology I use in the classroom is a Smart Board.\u201d\u201c other technology used web applications such as glogster and photopeach, kidblog and digital cameras for students to create videos\u201d           … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":7251,"featured_media":0,"parent":83,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-34","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/wells533\/wp-json\/wp\/v2\/pages\/34","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/wells533\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/wells533\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/wells533\/wp-json\/wp\/v2\/users\/7251"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/wells533\/wp-json\/wp\/v2\/comments?post=34"}],"version-history":[{"count":17,"href":"https:\/\/blogs.ubc.ca\/wells533\/wp-json\/wp\/v2\/pages\/34\/revisions"}],"predecessor-version":[{"id":259,"href":"https:\/\/blogs.ubc.ca\/wells533\/wp-json\/wp\/v2\/pages\/34\/revisions\/259"}],"up":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/wells533\/wp-json\/wp\/v2\/pages\/83"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/wells533\/wp-json\/wp\/v2\/media?parent=34"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}