I really appreciate how realistically Adam approaches the relationship between the technology coordinator and the school's teachers. He touched particularly on the importance of prompt conflict resolution in response to technology maintenance, because he recognizes the reality of teachers eventually giving up their use of technology if they have no reason to trust its dependability. I am just such a teacher, and work with plenty of other teachers like that too. It's impossible to implement technology, or even forsee its implementation, into your planning if you can't predict whether or not the Promethean board will be fixed by then, or if the projector lens has even been cleaned. Teachers can do their part, but that only goes so far. I'm sure CAK operates differently than the schools from my experiences, based on size alone, but still......the tech coordinator needs to realize the reality of their particular situation.
Adam also really emphasizes the training behind the inclusion of technology, but I particularly noted his approach to this perspective from the prevention of wasted resources- technology that a teacher doesn't know how to use will not get used, whether it's in the classroom or not. If it's not used, the funding for that technology goes to waste. Taking this position probably encourages the school's administration and the holders of whatever funds they use to more seriously consider backing appropriate technology training.
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