Teaching+w+Technology+EDLD+5364+week+4

Throughout this week we have reviewed the effects of professional development on technology integration. According to the McREL designed technology intervention program, teachers have stronger beliefs about the effectiveness of technology integration and more confidence in their ability to implement technology into their classrooms if they have participated in ongoing staff development programs in which they have mentors or peers helping them along the way. Solomon and Schrum also cover several factors related to professional development that help teachers implement technology. For example, strong leadership in technology integration is an important influence on teachers' willingness to make the changes necessary to accommodate today's digital natives. If administrators and other lead teachers are demonstrating the use of technology in their classrooms, this will impact faculty members to follow the trend and feel as if they have the needed support to do so. Innovative budgeting and broadband access are also important elements of technology integration among teachers and campuses. When these strategies and tools are in place, technology integration is more likely to be demonstrated in schools.


 * In addition to the issue of professional development, barriers to accurate assessment were discussed in this week's readings. Specific barriers, such as individual learning differences, can be largely responsible for what seems to be a lack in understanding or learning. In reality, this lack of understanding or deficiency demonstrated at the end of a unit, could more likely be attributed to the fact that students are being assessed through methods that are not appropriate for their individual learning styles, causing the appearance of students' failure to master the content and skills covered. Other factors involved in inaccurate assessment of students, include media constraints, lack of appropriate supports, and a lack of integration with the curriculum. These issues can be addressed through the Universal Design for Learning (UDL). Some solutions to consider when designing lessons are increased flexibility in presentation and increased flexibility in expression and more strategic supports. Also, the readings suggest that teachers should consider students' flexibility in engagement when designing lessons. Ultimately, clear goals, flexible methods and materials used in instruction, and assessments that are dynamic and embedded in the learning process should be used.**

Finally, web 2.0 tools such as blogging, podcasting, and wikis were discussed. The effectiveness of these tools, especially when implemented to create communities of practice will play an important role in professional development and technology integration.