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A surgeon enters the operating room to find the entire table of tools has been replaced. Lz granderson: a teacher with a closet full of brand new technology is a Dust collector. He says technology is becoming a vital tool in the classroom and should be used wisely. Granderson: teachers should not be thrown new technology at their students and create Dust collectors.
A surgeon enters the operating room to find the entire table of tools has been replaced. Lz granderson: a teacher with a closet full of brand new technology is a Dust collector. He says technology is becoming a vital tool in the classroom and should be used wisely. Granderson: teachers should not be thrown new technology at their students and create Dust collectors.
A surgeon enters the operating room to find the entire table of tools has been replaced. Lz granderson: a teacher with a closet full of brand new technology is a Dust collector. He says technology is becoming a vital tool in the classroom and should be used wisely. Granderson: teachers should not be thrown new technology at their students and create Dust collectors.
A
surgeon
enters
the
operating
room
to
find
the
entire
table
of
tools
has
been
replaced
with
the
latest
and
the
greatest.
One
might
think
this
is
good,
because
newer
means
better.
The
problem
is
that
this
surgeon
has
not
received
any
training
on
the
new
tools.
The
doctor
looks
at
the
new
tools,
looks
at
the
patient
lying
on
the
table,
back
at
the
tools,
then
back
to
the
patient.
Finally,
he
spots
the
old
table
of
tools,
the
tools
he
used
yesterday
and
still
worked
great.
Knowing
each
passing
moment
is
a
critical
life
or
death
moment,
the
surgeon
quickly
decides
to
pull
out
the
faithful
tools
he
feels
comfortable
with.
Once
again
surgery
was
successful
and
the
patient
lived.
Being
in
one
of
the
busiest
hospitals
in
the
local
city,
the
doctor
does
surgery
after
surgery
until
he
is
so
exhausted
he
goes
home
and
sleeps.
The
exhaustion
at
the
end
of
the
day
leaves
no
energy
to
checkout
the
new
tools
in
his/her
operating
room.
Dust
collectors
is
what
they
become
as
they
sit
in
the
corner.
Our
students
are
in
critical
condition
and
time
is
limited.
As
educators
approach
each
individual
learner
and
his
or
her
needs,
each
passing
moment
could
be
a
moment
spent
learning.
The
overworked
surgeon
with
a
table
of
new
tools
is
close
to
a
teacher
with
a
closet
full
of
brand
new
technology
and
zero
training.
At
this
point,
you
might
ask
if
purchasing
technology
into
the
classroom
is
worth
it
and
I
would
tell
you
yes.
Based
on
the
way
our
world
is
progressing,
technology
is
becoming
a
vital
necessity
in
the
work
force.
Students
have
information
at
their
fingertips
and
need
to
know
how
to
evaluate
and
analyze
information.
Thinking
back
to
the
surgeon
analogy,
most
people
do
not
want
the
surgeon
to
use
tools
he
is
uncomfortable
with
using.
But
they
also
do
not
want
him
cutting
with
a
sharp
rock;
they
want
the
latest
and
greatest.
Tools
and
times
have
progressed;
using
new
technology
makes
for
safer
and
more
efficient
surgeries.
In
the
same
way,
using
new
tools
to
teach
can
lead
to
more
efficient
and
effective
learning
(Yelland,
2005
&
Clements,
1998).
Because
technology
is
so
important,
it
is
necessary
to
implement
it
in
meaningful
ways.
According
to
Jon
Euting
and
Anne
Stephenson,
who
implemented
a
technology
one-to-one
program
effectively,
there
are
a
few
steps
to
integrating
technology
in
the
best
possible
way
(2013).
After
working
in
a
district
that
has
implemented
technology,
I
have
seen
both
positive
and
negative
responses
to
the
way
technology
was
integrated.
Having
a
purpose
in
the
technology
purchased
helps
to
foster
an
environment
where
technology
can
be
integrated
meaningfully.
To
create
a
purpose,
a
district
or
school
should
form
a
leadership
team
that
can
write
a
vision
and
mission
statement
for
the
group
integrating
technology
(Euting
&
Stephenson,
2013).
The
statements
should
include
what
will
be
accomplished
with
the
technology,
what
will
be
measured,
and
the
end
goal
with
technology.
Through
these
three
components,
a
school
will
be
able
to
guide
their
decisions
for
technology
and
trainings.
Teachers
are
wise
people
and
are
the
ones
in
the
classrooms
working
directly
with
the
children.
They
are
also
the
ones
who
know
what
technology
they
are
already
comfortable
with.
Rosemary
Papa
suggests
training
teachers
on
technologies
they
are
already
comfortable
with
and
use
in
their
personal
life
(2011).
Some
of
these
familiar
technologies
would
include
using
Skype
because
they
contact
family
with
it.
Teachers
could
then
use
it
to
contact
people
in
other
United
States
regions
to
find
out
about
their
geography.
Teachers
using
a
Word
Processing
program
to
create
tests
and
worksheets
could
turn
around
and
use
it
with
their
class
to
have
them
present
information.
As
a
district
or
school,
a
survey
should
be
sent
out
to
teachers
to
gain
information
about
what
technology
people
are
currently
using.
Besides
a
survey,
technology
leaders
can
begin
having
conversations
with
teachers
about
the
technologies
they
use.
The
conversation
will
allow
for
technology
leaders
to
build
relationships
with
teachers,
which
is
important
according
to
Deci
and
Ryan
with
Self-Determination
Theory
(2000).
Knowing
what
technology
the
staff
is
comfortable
with,
as
well
as
the
mission
and
vision
statement
for
the
school,
allows
the
direction
of
technology
decisions.
As
schools
are
deciding
what
technology
to
purchase,
bandwidth
and
budgets
need
to
be
considered.
Being
intentional
with
the
technology
as
well
as
how
it
will
be
used
is
a
great
way
to
ensure
integration
happens
meaningfully.
The
money
for
technology
should
not
be
spent
solely
on
technology.
People
need
to
feel
competent
when
implementing
something
new
(Deci
&
Ryan,
2000).
When
overwhelmed
with
large
amounts
of
technology
all
at
once,
teachers
cannot
process
ways
to
use
it
and
most
likely
will
shove
it
to
the
side.
The
training
needs
to
fit
the
specific
set- up
of
technology
teachers
have.
Bringing
in
someone
who
talks
about
a
one-to-one
(a
device
for
every
student)
setup
for
a
school
that
does
not
have
a
one-to-one
set
up
is
frustrating
for
teachers.
To
make
integration
meaningful,
teachers
need
to
leave
the
trainings
with
the
technology
and
knowledge
to
implement
something
immediately.
The
training
and
technology
device
handout
should
be
done
within
a
day
or
two
of
each
other.
Having
technology
handout
extremely
close
to
training
allows
teachers
to
remember
the
strategies
and
ideas
they
learned
from
the
training
(Kanaya,
Light,
McMillan,
2005).
Training
should
also
allow
time
for
teachers
to
explore
the
technology
and
work
with
a
group
to
come
up
with
their
own
ideas
of
how
they
might
use
the
technology.
Throughout
the
training
and
teacher
work
time,
the
mission
and
vision
statement
should
be
at
the
forefront
guiding
discussions
(Kanaya,
Light,
McMillan,
2005).
Once
the
technology
is
integrated,
administration
should
model
the
technology
use
through
faculty
meetings
and
at
other
times.
If
the
whole
school
or
district
is
fostering
the
mission
and
vision
it
keeps
people
focused
on
the
prize
rather
than
letting
them
stray
away
(Papa,
2011).
Some
teachers
will
need
to
practice
using
the
technology;
so
using
it
in
other
settings
besides
in
the
classroom
allows
practice.
Discussing
and
using
it
in
faculty
meetings
provides
resources
and
activities
for
teachers
to
try
in
their
classroom
(Euting
&
Stephenson,
2013).
No
two
teachers
are
the
same.
Because
of
the
variety
in
teaching
styles,
it
is
important
to
allow
teachers
to
share
ideas
but
then
twist
and
make
them
their
own.
In
each
classroom,
the
teachers
should
be
able
to
add
their
spin
and
implement
at
their
level
of
competence.
As
teachers
are
integrating
technology,
they
need
to
have
a
place
where
they
can
share
the
ideas
they
have.
Sometimes
they
also
need
someone
to
build
on
their
idea
to
see
the
big
picture
or
someone
to
fill
in
the
details
because
they
already
have
the
big
idea
(Euting
&
Stephenson,
2013).
Integrating
new
technology
in
meaningful
ways
is
vital
when
it
comes
to
using
technology.
Throwing
a
bunch
of
new
technology
at
teachers
is
not
a
successful
way,
rather
be
thoughtful
in
what
technology
they
are
given
and
then
take
the
time
to
train
the
teachers
on
the
technology.
Foster
an
environment
for
learning
among
the
teachers.
They
need
support.
References
Clements,
D.
H.,
&
Sarama,
J.
(1998).
Learning
and
teaching
early
math:
The
learning
trajectories
approach.
Routledge.
Ryan,
R.
M.,
&
Deci,
E.
L.
(2000,
January).
Self-Determination
Theory
and
teh
Facilitation
of
Intrinsic
Motivation,
Social
Development,
and
Well- Being.
American
Psychologist
,
68- 78.
Euting,
J.,
&
Stephenson,
A.
(2013).
Going
One
to
One:
Lessons
Learned
From
a
True
One
to
One
iPad
Implementation.
Outabox
LLC.
Kanaya,
T.,
Light,
D.,
&
McMillan
Culp,
K.
(2005).
Factors
influencing
outcomes
from
a
technology- focused
professional
development
program.
Journal
of
Research
on
Technology
in
Education,
37(3),
313-329.
Papa,
R.
(2011).
Technology
Leadership
for
School
Improvement.
United
States:
Sage
Publications.
Yelland,
N.
(2005).
The
future
is
now:
A
review
of
the
literature
on
the
use
of
computers
in
early
childhood
education
(1994-2004).
AACE
Journal,
13(3),
201-232.