Lindsay, J, & Davis, V. (2010). Navigate the digital rapids. Learning and Leading with Technology, 37(6), Retrieved from http://www.iste.org/Content/NavigationMenu/Publications/LL/LLIssues/Volume3720092010/MarchAprilNo6/Navigate_the_Digital_Rapids.htm
This article addresses how to implement technology and good citizenship standards as a teacher and not be afraid of technology. In particular, this article deals with what the authors call "flat classrooms," which are ways to connect students and other professionals together to discuss and learn. It gave some of the responsibilities teachers have when utilizing technology. They have to customize it to meet the needs and expectations of students. They have to make sure that the students are using the technology in a responsible way and for educational purposes, doing all this by example. Teachers need to overcome their fears about technology, but be prepared to answer questions about safety. As the authors point out, the internet has rules that need to followed, just like any other potential dangerous activity. As long as teachers do their job and instruct about safety, students will be be fine. Also with technology teachers can "Put the learning in the hands of the students" by giving the students responsibilities through practical application, like students having admin rights (Lindsay and Davis, 2010).
How can teachers deal with parents who have concerns about using technology so much in schools?
I think that teachers should always start off being aware of potential parent concerns and sensitive to them. Teachers can demonstrate material to parents and hand out information through newsletters or handouts about the perimeters of the assignments and technology being used. Giving parents information is key, especially about things like giving their kids admin rights, which may not sound the best, but if it is a well thought out plan then it can all be explained to the parents and they may be understanding.
How will schools and educators know when to make more technological changes in schools to keep up with the times?
The authors mention that soon colleges may "begin requesting hyperlinks for e-porfolios and other online work" (Lindsay and Davis, 2010). Though this is not happening yet, it could be in the near future and the authors are encouraging schools to look towards this type of development and prepare for it. I think that keeping up with research and information coming from colleges and sources such as ISTE will help educators stay aware of current issues. However, it will take insightful and forward-thinking educators to implement programs to prepare for changes before the changes occur. I hope to be this type of teacher, though I know I will probably not have very much influence until I have been teaching awhile.
How can teachers deal with parents who have concerns about using technology so much in schools?
I think that teachers should always start off being aware of potential parent concerns and sensitive to them. Teachers can demonstrate material to parents and hand out information through newsletters or handouts about the perimeters of the assignments and technology being used. Giving parents information is key, especially about things like giving their kids admin rights, which may not sound the best, but if it is a well thought out plan then it can all be explained to the parents and they may be understanding.
How will schools and educators know when to make more technological changes in schools to keep up with the times?
The authors mention that soon colleges may "begin requesting hyperlinks for e-porfolios and other online work" (Lindsay and Davis, 2010). Though this is not happening yet, it could be in the near future and the authors are encouraging schools to look towards this type of development and prepare for it. I think that keeping up with research and information coming from colleges and sources such as ISTE will help educators stay aware of current issues. However, it will take insightful and forward-thinking educators to implement programs to prepare for changes before the changes occur. I hope to be this type of teacher, though I know I will probably not have very much influence until I have been teaching awhile.
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