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=Reflection for Embedded Assignment =

Education has changed dramatically over the past 20 years. No one knows this better than teachers who have experienced this change first hand. Both teachers I interviewed provided a lot of insight into how technology has changed education over the course of their careers. From the interview process I learned about how quickly technology is changing the way we do things. From the interviews I learned that lesson planning was very time consuming prior to the introduction of the electronic grade book. The main reason for this was that grade books consisted of handwritten grades only. The only purpose of the grade books was for recording grades. Now however, electronic grade books serve multiple purposes. Grade books are much more than a record of grades. They help us keep track of student attendance and cumulative averages. Many reports can be generated, such as honor roll reports, class rosters, missing assignments, attendance reports, etc. We also have access to the student’s personal information from this grade book. According to Elda Sanchez, veteran teacher, another very important management opportunity is available to principals with the new electronic versions of lesson plans. Principals have the capability to review lesson plans online on an as needed basis. In fact a teacher may not even be aware that the principal has reviewed his/her lesson plan. Since teachers no longer have to turn in their lesson plans for review, teachers do not have to be without them while they wait for principals to complete their review.

When I asked Elda Sanchez and Annette Alvarado, members of the Campus Leadership Team and Area Leadership Team, what they would consider the biggest change that has occurred within the last twenty years involving technology, they both instantly said, “Communication.” As they elaborated, they both mentioned email and Grade Speed as two of the most important changes that have occurred. In the past communication was limited to mail by “pony” (mail service within the district), hand-written notes, external mail services, phone, and verbal. Today these communications still exist, but they are not the most popular. Email communication outnumbers all the rest.

As I started my interview with Elda Sanchez, I new instantly that she would direct the group as we analyzed the data. As I was the teacher with the most technology experience, I was able to provide clarification to the technology addressed data we analyzed. Annette helped in any way the she was asked. There was a true dedication by all of us to this assignment of mine, because the restructuring plan is in high debate. Taking a look at the technology plans for the district, as a benefit of the restructuring plan, helped all of us get a better picture of the plan. It also helped us take a more educated position in the debate. The group worked very well together, because the roles were split up to suit each of our talents.

After analyzing the district technology and budget information with Elda and Annette, I was startled by the cost of technology. My district is currently downsizing in effort to reinvest money saved into the classrooms. Much of the money saved will be used for technology programs for students and updating the technology needs of the classrooms. As my final project I created a power point presentation that lays out the funding and restructuring plan that is currently underway.

So what did I learn? Technology has changed the efficiency of our educational system in several ways. Communication via email can occur anytime a day and can include attached documents. Parents can view grades anytime they please. Lesson plans can be prepared much more quickly and viewed by principals at anytime. These are only but a few changes technology has created over the past 20 to 30 years. It will be interesting to find out what other changes technology will bring about over the next 20 years. “Whatever learning theory a teacher may embrace, many technologies exist in schools to enhance instruction and to support student learning. While teachers vary greatly in their use of these technologies, teachers select media they believe will promote their instructional goals (School Technology in Education, 2002).” What types of technology do teachers with limited experience choose to use to "promote their instructional goals?" Also, why are so many teachers so hesitant to learn about technology? This puzzles me because technology can save teachers time and engages students, which are two things all teachers desire. So why are they hesitant?

Resource Cited:

"School Technology in Education." __Encyclopedia of Education__. The Gale Group, Inc, 2002. //Answers.com// 19 Jan. 2010.