Mrs. Daisy

I really hope that I’m not the only one that found this chapter to be extremely frustrating.  I know we were supposed to pick two issues that “hit home”, but I think my response might encompass a little more than two; like the second half of the chapter.

Given my current position (former teacher, currently unemployed, looking for a teaching job) it was extremely aggravating for me to read the last four sections about technology integration.  These sections clearly described the problems and possible solutions to the problems with our educational system in the U.S.; they just never came right out and said it.  I suppose I will.  The majority of teachers today cannot handle the educational needs of today’s students.  They are ill-prepared; out- numbered and out-gunned in the technological age that exists inside the walls of their very own classrooms.  Allow me to explain.

In chapter 21 alone, without referring to any other materials or studies that are out there, there is enough information to point out that we are creating our own problems and then complaining about how those problems exists.  I feel that we can all agree with the statement that technology is the future of education.  Our students are craving it.  They live in a world where it encompasses their entire being.  It would be foolish to not make successful technology integration priority number one.

It was stated that out of 55 U.S. industry sectors, education was the least technology –intensive enterprise.  The LEAST!  It might have something to do with the requirements to become a teacher.  In order to become a certified teacher and LEAD a group of students in an age where technology is everything, only 42% of states require technology coursework. The chapter didn’t even explain what “technology coursework” meant.  This could be one remedial computer class freshman year (much like the ONLY one that I was required to take before being certified).  And after that, only 20% of states require technology training to become recertified.  This is unbelievable. 

On the bright side, (insert sarcastic voice now) some “impressive accomplishments” were listed.  Their accomplishments were that a lot more students have access to computers, the curriculum requires computer use, and there is a study to evaluate technological literacy among students.  Wow!  You’re telling me schools are requiring the students to use the computers to do school work, and then there will be an assessment to see if they know how to use them?  I don’t think anyone is questioning whether or not the students will be able to use the computers.  The question is how are the teachers going to be able to use the technology if we don’t require them to?  The format of our educational “machine” is driving me insane.  It’s like we’re asking Mrs. Daisy to teach Driver’s Education, and no one can figure out why everyone leaving the class has no idea how to drive. 

In order to fix the problems in the classroom, we must first address the problems with our certification process.  This master’s program should be mandatory for certification.  Until our educators understand the tools, we can’t expect our students to know how to use them.  Thanks for letting me vent :).