I have found that the middle school teachers are not just using me to be the "technology teacher". Initially some of the teachers were learning right along with the students. Now they are signing out the other mobile carts on their own and occasionally thinking about their lessons with technology in mind. We always work together to integrate the technology skills with the content. Some of the elementary teachers have signed out carts on their own but their time is so regulated it is difficult to fit in more than two hours a month.
Another bonus to this model is the second "professional teacher" in the classroom. Having me in the room to trouble shoot the "technology issues" has raised the comfort level of most teachers. It is intimidating to think (know) your students know more than you about technology. Another pair of eyes, especially in the middle school, has been helpful. I was a classroom teacher for 24 years before starting this job so I think my co-teachers also think that if I can make computers work perhaps they can as well.
I have also been running after school mini technology workshops for any staff member who wishes to attend. They were well attended the first year by teachers whose classes I was not visiting. Now they are mostly attended by the teaching assistants.
Technology Integration Specialist
Bellows Free Academy
802 849 6711
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>>> "Frank J. Watson" <[log in to unmask]> 3/15/2008 10:24 AM >>>
I read your request with interest because of work I did a long time
ago. For about 10 years I was an elementary science consultant (k-6).
When I started the job I planned with teachers and I went into
classrooms and "taught" science. Much like the model described in
Nancy's e-mail. I even had a mobile cart for my science materials,
etc. My goal was to get all the teachers teaching their own science
lessons. I did that for a couple a years, but became discouraged that
I couldn't get the regular teachers involved in teaching their own
science lessons, We had a very good science curriculum patterned after
the then "new" elementary science curriculum programs. We had lots of
science materials so we could do "hands-on" inquiry based teaching.
But I couldn't get many teachers to teach their own lessons - why?? -
I had become the rovering science teacher. I was "Mr. Science." What
to do to meet my goal?
I decided that I wouldn't enter a teacher's classroom and teach a
science lesson unless they were involved in the planning of the lesson
and we had determine how we would teach the lesson together. I also
told the teachers I would cut off their supply of science materials
unless they were involved in the new plan. Many of the teachers were
upset with me. My administrator wasn't too happy!
Slowly teachers came to me and said let's do it. The more we did it
together the more excited the students became. They went home and told
their parents about the "great" science they were doing. The parents
told the administrator and other parents of the great experiences
their children were having. Best of all the students told other
students about the great science that was going on their classrooms.
Those students went back to their teachers and asked why they didn't
have science. Soon I had more teachers coming to me asking if we could
teach together. It was slow but after 3 years I had 90% of the
classroom teachers teaching their own lessons with me as a consultant.
A very important element of getting the teachers involved was a
professional development course that was planned by the teachers. It
was team taught by me and other teachers. The teachers also went to
the local university and arranged for graduate credit. The course was
in science content and the strategies of teaching. Almost every
teacher and administrator in the school was involved as planners,
teachers and students in the course. The course lasted for three years.
Hope this helps.
On Mar 13, 2008, at 12:24 PM, Lauren Parren wrote:
> We are moving our technology applications teacher from teaching her
> own classes, to a model of supporting teachers in the classroom,
> more as a consulting teacher. For others using this model, does the
> consulting teacher have a lab of his/her own, or are they visiting
> classes and using the technology available there? How are you
> getting the consultant into every classroom, so good technology
> integration isn't just the luck of the draw! Thanks.
> Lauren Kelley Parren
> ANESU Educational Technology Coordinator
> Mt. Abraham Portfolio Coordinator
> 802-453-2333 x 1119
Frank J. Watson
1 Lochend Lane
Cheraw, SC 29520
"I'll see it when I believe it"