Week 8 Journal Post

For my final paper, I decided to highlight educators’ new methods of adapting to new technologies. With technology consistently changing, I find it interesting to see how older teachers cope with new changes, and how they respond to said changes. I wanted to explore why some teachers have a hard time adapting, and why some are stubborn to change to a changing environment. It seems to be a prevalent issue happening not only in the school I teach in, but schools all over.

Annotated Bibliography:

Cohen, D. (2010, October 11). Adapting Teaching to a New Era - Education Week. Retrieved November 5, 2015.

The author describes practices teachers would want to adapt towards in a changing educational environment, as well as some of his experiences with a few of those practices. The author also describes changing his own curriculum and the successes it had. I believe it is important to use this because it gives a great perspective from a teacher so used to teaching in a traditional method.

Meskill, C., Mossop, J., DiAngelo, S., & Pasquale, R. (2002, September). Expert and Novice Teachers Talking Technology: Precepts, Concepts, and Misconcepts. Retrieved November 5, 2015.

In this article, interviews are given between five novice teachers and two experienced teachers. The experienced teachers are not necessarily older; rather it refers to their experience of both teaching and technology. The novice teachers had limited experiences in both teaching and technology. The interviews are used to show the differences between the educators who have incorporated technology into their lessons, and those who have used more traditional teaching methods.

TIM: The Technology Integration Matrix | A video resource supporting the full integration of technology in Florida schools. (n.d.). Retrieved November 4, 2015.

This Integration Matrix on the University of South Florida’s College of Education website is a great tool that showcases different technology adaptations, and ideas that educators could use. It shows some good examples of how technology can be assimilated and effectively used in any classroom, while still being able to adhere to curriculum.

Demetriadis, S., Barbas, A., Molohides, A., Palageorgiou, G., Psillos, D., et al. (2007, December 14). Cultures in Negotiation: Teachers' Acceptance/Resistance Attitudes Considering the Infusion of Technology into Schools. Retrieved November 4, 2015.

This article is data from a Greek secondary school survey. It really makes clear how other countries use technology in the classroom, and their efforts to make it a bigger priority. The article shows how teachers would like to use technology more, but many feel they do not grasp a full understanding, therefore do not feel comfortable using it to a fuller extent. This article gives a worldwide viewpoint of technology, and how there aren’t too many differences when it comes to teachers and technology.

Borsheim, C., Merritt, K., & Reed, D. (2008). Beyond Technology for Technology's Sake: Advancing 

Multiliteracies in the Twenty-First Century. Retrieved November 5, 2015.

The authors of this article describe using technology in the classroom to make the environment multiliterate. Using different technologies, but not just for the sake of technology; using it to help students grasp the lesson better. This article is from the standpoint of English teachers, and an English classroom can be the perfect environment to start implementing technologies.