1. Why do you think the teachers did not see the relative advantage of this technology?

Some teachers feel like technology cannot replace what they do in the classroom. We read in this weeks chapter that there will always be a need for some direct instruction as an efficient means to teaching required skills. And teachers are comfortable with using programs that focus on basic skill and print out progress reports. What they don't always realize is that technology can enhance the students motivation to not only attain those skills, but with other more complex programs can learn to become independent learner and problem solvers, if used correctly. The teachers are not feeling like technology is going to be a benefit to the students or themselves. With the demands of differentiated instruction and meeting the childs individual needs, finding programs that do that can be intimidating and overwhelming. Teachers revert back to what they know to get the job done. and unfortunately the technology component is the first to go. There are so many other demands being placed on teachers and time is a big issue.



2. If you were made responsible for integrating this technology into instructional activities, how would you translate the superintendent's rationale into problems and solutions for which the relative advantage would be clear to teachers?

Just as districts do when they are adopting new text books, they compile a committee of representatives from each campus. The information training would then be presented to this committee and these individuals would go back to their campus and schedule a campus wide training. Maybe it could be done on a mandatory staff development day, or create some type of incentives for attending training on their own time. Offer more training during teacher summer institutes. We are trained on guided reading, math, TAKS, science and social studies. Why not offer training on integrating technology into instructional activities.