BM> SK> I was talking about the technology. It's getting so that new
BM> SK> programming languages are evolving rapidly, new Web technology,
BM> snip
BM> SK> How is a teacher to keep abreast of the possibilities?
BM> I would imagine by not trying to keep up with _everything_,
BM> concentrate effort and interest in what is applicable to what you are
BM> teaching. (I don't like the way that sounds....too trite or
BM> something)  Is it really necessary that you, as a math teacher, know
BM> what is involved in writing code for application software?  Do you
BM> really need to know _how_ the graphing calculator works?
Umm, I really wasn't talking about learning these things. I was merely
talking about keeping informed about the new possibilies out there and
learning to operate the appropriate software. For instance, right now
I'm on a week-long workshop to learn to effectively use and operate _A_
(yes, that's write...one, single...) piece of software. Not that it
takes a week to learn to operate a Web browser. But it could take
quite a number of hours to learn about the Web, what it consists of,
appropriate use, research ways to use it in the classroom and locate
appropriate activities and resources. Not to mention, campaign for the
funding and resources from the admin or school board, or leading
fundraisers to raise the money, installing software and
hardware..whatever else it entails.
In the graphing calculator situation, they are replaced by newer more
capable models within one to two years. The newer models often (usually)
have advanced features which require new instruction. The last time I
purchase a graphing calculator I went to a four hour workshop to learn
how to use it for _basic_ things. I'm pretty good at picking these
things up. The other teacher who attended with me felt very
uncomfortable on the machine after our four hour session, forgot a lot
of it, and often had to come and ask for help. She really needed more
training and practice. Just this March I went to the NCTM conference in
San Diego and attended a one-hour presentation on a SINGLE feature of
the new TI-92 calculator. We barely scratched the surface. I certainly
don't feel capable of using the machine in class right now (assuming I
had any to use).
I don't think you are fully realizing how much time and training it
takes teachers to learn to utilize new software when they are already
busy with their regular duties, not to mention that they need to
participate in professional associations to continue to remain aware of
the newest technologies as they become available, and learn appropriate
teaching methods and activities for them.
Not to mention that it does help one to use a graphing calculator more
effectively if one understands the way it computes values and computes
the points plotted for graphing. If you like, I can give an example of
how understanding the relationship between the number of pixels on the
screen and the window settings for viewing a function graph can cause a
particular discontinuous function to appear continuous, or how some
students may believe that the graph of y = square root (9-x^2) isn't a
semi-circle (which it IS) simply from the graph they see on their
calculator.
BM> SK> available and everyone's on it. Should we allow Web access in 
chools?
BM> SK> Wait, too late. Now there's IRC.
BM> You are not unique in expressing this.  If the local example of
BM> introducing the internet into schools approaches being typical of
BM> what's happening elsewhere then your comment "wait, too late" is dead
BM> on.  Dropping phone lines into libraries, installing the hardware and
BM> saying "here it is" has been the norm.  No paid teacher training in
BM> how to, no guidelines in place, no use policy, no PLAN.
I think the feeling of "wait, too late" contributes to the scurry and
flurry without a plan. Feeling so far behind, the admin (or whoever
initiates technology use in a given school) feels that it's better to do
something rather than nothing. Of course, that's probably a poorly
thought out plan, as well (if having no plan can be considered a plan).
Better to wait a bit longer and have a decent plan. Of course, by the
time the plan is implemented, it will be out of date due to the rapidly
changing technology. Ah, well. Better late than never, I guess.
BM> Would you agree that there a feeling of "we (you) have to do this"
BM> both within and outside the ed community?
Yes, that is probably what contributes to the scurry, flurry, no plan of
action phenomenon above.
BM>  The
BM> inertia of the system is sometimes nearly overwhelming.  The local
BM> powers that be have the mindset that if it isn't their idea it's not
BM> a good idea.
Yes. There's that. There's also the thing I've mentioned before, where
the "powers" don't really understand what you're proposing, but approve
it anyways because it _sounds_ pretty good to them. This can also make
for some pretty poorly thought out plans, as well.
BM>... I don't have the solution but I admire the problem.
Well, I second that sentiment.
Sheila
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