Where Am I?

    This question can show my true feelings at times when trying to direct and facilitate my students in using the many technological tools available for the classroom. However, after checking out the Technology Integration Index and locating myself and my classroom, I found that my class is working in an active adaptation stage. 
    In the active adaptation stage, students work independently with technology tools in conventional ways. Students are developing a conceptual understanding of technology tools and begin to work independently with these learning tools.  I usually choose which technology tools to use and when to use them. The students are developing a conceptual and procedural knowledge of the technology tools, so I don't guide students step by step through activities, rather help with any troubleshooting.  The laptops are used everyday with a variety of tools for student use.
    Now that I have pinpointed where I am currently, I can set goals for where I want to be with students in my classroom.  Teaching a class of twenty nine second graders, I want to be careful to set reachable goals for myself and my students that are realistic and on their level.  I feel my students are capable of collaborating with each other on projects, reading centers, and math skill practice.  Allowing the choice of technology use during these times is something that students could not only benefit from, but enjoy.  Moving toward collaborative infusion with technology and tools is an achievable goal for me.
    To make these changes happen, I feel we will have to set new expectations for work time and procedures for technology use as a class.  All students will need to be monitored more heavily on time management and may need projects broken down into smaller steps while they are still learning to maneuver the technology they are using.  More time may be needed to model samples of programs and projects so that when students are collaboratively using the tools, their time is efficient and effective for learning.
    We have had the chance this year to get our toes wet with the technology tools available for our class, so now it's time to jump in.  The more I stretch our technological muscles, the more results we will get in time.  I won't have to ask myself "Where am I?" but will be confident in the moves we make on the Technology Integration Matrix.

Getting Started: Taking A Look At Barriers Surrounding Online Learning

  When we bring up the topic of online learning, the ideas of "freedom" and "creativity" may come to mind. In a traditional classroom, there holds a certain structure of time as well as resources available to complete work.  An online or blended learning course allows students the opportunity to explore outside of those walls.  The internet and online programs can allow some students more creativity to explore the course content and connect with different learning styles.  The freedom to complete assignments on a more relaxed time schedule may comfort some students who don't perform well under pressure and need more time to work on assignments.
  There are two sides to every story, however, and the positive freedom and creativity from an online course may be a negative for others.  Students that may thrive on structured work time and the help with assignment management from a traditional classroom may struggle to meet the deadlines of an online course.  The wide variety of online resources for assignments could prove to be overwhelming, especially if technical problems arise. 
  The ever-changing world of technology is undeniably affecting the future of education.  The more information available to students and teachers on online and blended learning courses may break some of these barriers surrounding them.