EDT 619 Blog One

The most technologically advanced item in my classroom hangs on the wall... Our computer left our room in April due to a need in the staff resource room. I spend my interactive time with my 3 year old preschoolers mainly redirecting and modeling prosocial behaviors as the center's curriculum, play-based, does not allow for much integration of technology. While my statement appears paradoxical since a computer could easily fit into free choice center time (aka free play that occurs three times each day), as the solo staff member in the afternoon, I am not capable of facilitating an individual computer based activity while managing the needs of our learners. I am saddened by the lack of tech in my classroom since the kids are really aware of computers, ipods, cell phones, and even tablets. When I observe or interact during dramatic play or manipulatives at science-math table, their play reflects what is modeled in the home. (It is often hysterical to hear what effortlessly flows out of a three year old at work.)  With three year olds, however, I would need to examine tech that can keep up with the physical nature of kids that are mostly at the end of toddlerhood transitioning to an age what most would consider 'preschool.' (I am not going to lie--I have some emotionally immature students at the moment and they struggle with impulsivity issues. Our academic and play items experience tragic ends at times. I loathe thinking that I need to restrict integrating tech because of 'x' behavior and whatnot.) 

Without a doubt my instructional time could be different if I had access even to a computer. Singing with the kids, especially Zoophonics, is fun and amazing but with such little instructional time, I wouldn't mind if it was more effective than my current 15 minutes. Yes, that is the time I spend with my learners completing academics such as emerging literacy skills, basic math like counting, etc at circle time. The remainder of the time throughout the day is spent monitoring/redirecting/managing behaviors and when I am lucky, interacting during center choice time. I have no idea what resources are available for early childhood and from that, what may be a good fit for the curriculum that I need to teach.

I know the technology I use on a daily basis fairly well. Of course this statement is rather logical but I also know what I use is very limited. Although I am enrolled in this class as a demand for the GTC program, I am hopeful, as a preservice teacher, to gain more than just what I need to know as outlined in the course.  I tend to rely on empirically supported ideas, whether due to my background in Psych-Spec Ed or due to my nature. What I hope to really discover is comparative and argumentative ideas for certain methodology and integration over not using tech or a certain program vs another. I read a lot of random articles via my phone as I am routinely awake past 2 AM and have a great deal of exposure to ideas but without foundation at this time. Perhaps I am just naturally skeptical or reluctant to believe simply because of hearing or reading something but I also love knowing that I can rely on something based on a solid foundation, that it works because of xyz versus something else. What I mean by this is simply--just because I hear it, see it, use it does not mean I believe in its utility in the classroom--MY future classroom. I do not want a lack of confidence or to allow my ego to cloud my judgment. I simply want to know--does it work for MOST learners? How does it work? Why? What about the others that may not filter information based on 'x' methodology. 

One of the greatest attributes for my teaching career is my experience at CA Frost. Those teachers and admins were crazy phenomenal. My only caveat to that statement is when I left my contract position in Aug. 2007, I had yet to witness tech beyond a laptop in the classroom. Even when I returned from Philadelphia the next year, and of course went right back to working in GRPS and KISD as a long-term substitute luckily, there were no smartboards or other teaching tools I could play around with in the classroom. As much as I use tech at home, I am currently playing catch-up and it is NOT a game that I am enjoying. If you review all of my experiences, they are varied and provide a solid foundation but they are no longer adequate to secure a position in the market as tech trends increase. Admins are not demanding tech savvy staff simply because it is marketable for the district rather it is because that is where we are in the world.