Journal 7

"Technology and Teacher Retention" by Robert Kadel
This article addresses the the issue of the effect of technology on teacher retention. Kadel suggests that technology rich school districts may be more enticing to entry level teachers (especially if they've just graduated from a tech school). He goes on to say that teachers in districts with inadequate resources may be more likely to leave those areas. Kadel then states that this issue is centered around one key question; "What is a technology-supportive environment (TSE)?". A TSE refers to the ways in which a district uses technological resources while also training teachers properly to use those resources. There are four main points that characterize a TSE:
1. Making technology use a priority.
2. Establishing a technological infrastructure.
3. Focusing on development.
4. Creating training opportunities for teachers and students.
It has been found that there is a positive relationship between a TSE and a teacher attitudes toward the use of technology and further a positive relationship between attitude and teacher interest in technology. It is noted though that there is no direct relationship between TSE and interest in technology so attitude is considered an intervening factor. The point is that all the tech support in the world may be insufficient to spark teacher interest if they don't have the right attitude toward technology.
The article outlines a two year program geared at building a successful TSE, here are some general features:
Planning Phase - Determination of site readiness, administration of a teacher technology survey and development of an implementation plan.
Implementation Phase - One-to-one teacher mentoring, whole staff workshops, online administration meetings and re-administration of survey to track progress.
Transfer Phase - Development of a year two implementation plan, selection of mentees to be mentored by year previous mentees, whole staff workshops, online meetings and another survey administration.
Finally, Kadel revisits his definition of of a TSE as one that provides preservice support, leads in shaping positive attitudes among staff, provides an adequate mentor support system, encourages school leaders to make technology use a priority and provides solutions tailored to the needs of individual schools.

1) What do I think of Kadel's definition of a TSE? I think he was extremely thorough in exploring what it takes to build a successful TSE and he provides exact steps to guide implementation plans.
2) What would be the benefit of working toward a more technology-supportive environment? One important point that Kadel keeps reminding us of is that teachers need to be their own support system and work together. Districts with a TSE are more apt to have teachers with positive attitudes toward technology use and that will transfer to their students as well.

Journal 6

"Social Justice: Choice or Necessity?" By Colleen Swain and David Edyburn
The authors of this article are debating whether the use of technology in the classroom should be a personal choice or mandatory. They support the fact that the use of instructional technology as a social justice tool could help diminish the acheivement gap. The authors begin by defining social justice as "how the good and bad things in life should be distributed among the members of a human society". They further state that access to technology is only the first step, students need to be technologically fluent as well. Those students that aren't competent and comfortable are certainly at a disadvantage when it comes to future employment opportunities. One statistic that supports this opinion is that at least 80% of all jobs in the next two decades will require workers to be technologically fluent. Also, admission standards for incoming freshmen at universities continue to rise and students that are behind in the tech department are already starting at a disadvantage compared to other more prepared students.
The article provides five dimensions of digital equality:
1. Access to learning technology resources.
2. Access to high quality digital content.
3. Access to high quality, culturally relevant content.
4. Educators skilled in using these resources effectively for teaching and learning.
5. Opportunities for learners and educators to create their own content.
The authors agree that there are many instances of poor technology use happening in our classrooms today and that the proper implementation from a social justice perspective must include:
- availibility
- used routinely
- used in ways that reflect real-world applications of interest, complexity and power
- used to enhance learning opportunities for all students
- used to monitor teacher/students progress over time
The authors suggest keeping a journal to document the ways that instructional technology is used in their classroom. They also stress the importance of providing meaningful interaction with their students and allowing students to gear technology use toward their particular learning style. Surveying students on a regular basis will also help to ensure that they are staying up-to-date with their technological knowledge.

1. How can I be sure my students have equal access to technology in my classroom? Not all students have computers at home and it would be my job to figure out who those students are and make sure they know where to go for alternate access like public libraries, computer lab at the school, etc.
2. Should the use of technology in the classroom be a personal choice? No, I definitely think it should be a mandatory requirement and there should be some sort of standards system at each grade level to ensure that we are preparing our students for the future.