graphing calculator

Situational ingenuity of teachers: The key to transformative, content-focused technology integration

Yesterday, I spent a very enjoyable day at the University of Houston, Victoria School of Education. In addition to meeting with them to discuss their new educational technology degree program, I presented for a colloquium that drew university professors, PK-12 teachers in the Victoria school district, and university students. I met several 5th grader teachers – two who were sitting near each other and work in two of the more rural schools in Victoria – so they got to meet each other. There was a gentleman who taught a plethora of subjects at a high school – crossing both science and history. I met about 6 undergraduates who are earning their degrees in teaching. And UHV university student recruited his mom, also a practicing teacher, to attend. Several of the COE and UHV administration was also in attendance. As advertised, it was quite a diverse audience.

In my presentation (see below), I share my vision for the use of digital technologies in education. I refer to it as transformative, content-focused classroom technology integration. I illustrate this concept through 3 stories of practice: from teachers, a school and its district, and a college of education. Tom is a mathematics teachers who designs a lesson with ropes, video, ipads, and graphing calculators to help students learn to write an equation for a trig function. Hilly High School began a iPad learning innovation in which all students receive iPads – I share how they developed their vision which included both a technology-focus and a learning-focus. Finally, I share data on preservice teachers’ use of social technologies and discuss how COEs could design a set of experiences that would develop preservice teachers to be connected educators. These will show the possibilities but also many of the challenges involved in this work. In these stories, I hope that you’ll discover ways that you, as a teacher, a school leader, a teacher educator, a parent, can assist in this transformation. I end by describing “situational ingenuity” and how I see teachers as most interested in this challenging work in their classrooms and how I see it as the key to designing content-focused, technology-supported innovations in classrooms.