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Slyder interview

发布时间:2017-03-02
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Last year, Matthew Binder assumed the position of Secondary Level Curriculum and Assessment Coach and the position of Data and Technology Support at North Monterey County Middle School and High School. One major duty relevant to this paper is his responsibility of heading and facilitating the High School Technology Committee. Prior to his current duties, Mr. Binder taught a variety of science courses at the high school for fifteen years. Mr. Binder was also active in the Technology Committee while teaching at the high school.

Mr. Binder's vision of technology use at the high school consists of three approaches: assessing instructional and administrative needs, planning long term strategies for instructional and administrative technology use, and improving current use of technology by both instructional and administrative personnel.

Mr. Binder believes all of the staff needs to further expand their skills in the use of technology. Most of the staff is comfortable with basic technology-supported workflow (e.g. copy machines, e-mail, internet access/search). However, many staff needs to be trained on digital content/visual literacy for improving student proficiency in all subject matter and at all grade levels. Furthermore, he feels the staff will need to become better versed in file manipulation (transfer, upload, etc) and will need to become leaders for demonstrating responsible and effective use of technology for improving workflow in order for their students to make better decisions about how they use technology themselves.

The staff does need additional training with some of the more advanced technological skills like file manipulation and the incorporation of certain technologies which can enhance the learning experience. However, not all of the teachers have the same technological equipment. Some teachers use Macintosh while others use PCs. In addition, some of the teachers' equipment is outdated and either needs replacing or upgrading. Mr. Binder explained that all technology purchases and costs associated with maintaining technology are made through categorical funding sources which are not part of the district's general budget. Other funding sources for technology have included State and Federal level grants, and donations from private industry; all of which are not regular sources of funding. Although some funding exist for making some technology purchases and up-keeping, it is not enough to create a technology-rich learning environment for all students in all classes.

Other limitations which results in causing inequities in the effective implementation of technology at the classroom level, are the teachers' own expertise and philosophy of technology. Some teachers see technology as a tool for better instructing their students. Others see technology as an obstacle which in the end creates apprehension according to Mr. Binder. “Ongoing support and training opportunities must be made available throughout the school year and even during the summer months” (M. Binder, personal communication, August 14, 2009). In other words, the administration needs to support the staff in learning how to implement new technologies into the classroom. In addition, the administration must demonstrate competent use of technology in their own leadership themselves.

Mr. Binder believes the high school has a long way to go before its teachers and administrators are using technology in an effective way to enhance instruction and student learning. The high school's technology plan for incorporating technology in instruction is still in the works. Mr. Binder feels the implementation of technology into instruction at the high school level has been a slow process; it has been a slow process district wide. Maintaining and upgrading the network infrastructure and providing classroom WI-FI connectivity are priors in the plan. Providing mounted LCD projectors, wireless tablets, scanners and laser printers in each classroom in Mr. Binder's opinion will give the teachers the tools they need to get their job done. One thing I was surprised to hear from Mr. Binder is the district keeping the Data Management Module (DMM). I had heard previously the district was going to cancel it's subscription to the data management and analysis system. Many teachers on our campus were not using it to inform themselves on their students' CST results. The district plans to expanded reliance on the (DMM).

At the administrative level the school is looking to expand its dependence on electronic communications such as email, increasing web-page content and features to students, parents and the community, providing a paperless newsletter, and effectively notifying parents of absences and tardies. The other technology the high school is planning to implement is a campus video surveillance system. Interesting enough I suggested this idea six years ago during a Site Council meeting which was not met with great enthusiasm. Mr. Binder did not mention how these technologies would be purchased or who will maintain them once implemented. In addition he did not mention how the various staff would be trained in using the new equipment and software.

Although Mr. Binder did mention technology integration was slow going at the high school, there are a number of examples where technology (beyond the DVD player and overhead projector) is use in an effective and efficient way. Some teachers are providing multiple computers in the classroom which allows students to have increased access to the internet and technology based curriculum. Many teachers are using multimedia computer-based curriculum materials for enhanced access to subject matter. This curriculum is often presented by the teacher using LCD projectors. Web-based classroom management software, Infinite Campus, for grading, attendance, and communication are used by all instructional staff starting this year. Finally, all teachers are expected to use the district-wide email system for receiving school district news and communicating to internal and external publics. With increase professional development, teachers currently using instructional enhancing technologies may become technology role models to other teachers.

Mr. Binder recognizes the great potential technology has on improving instruction and student learning. In his Secondary Level Curriculum and Assessment Coach position, Mr. Binder uses web-based software specifically for district-wide common benchmark assessments processing, scoring, analysis and data presentation. He also uses the new web-based student information system Infinite Campus for student data management and State reporting at all levels. Many of the features Infinite Campus provides are locked from the site instructors. Mr. Binder has administrative privileges which allow him to access more of the SIS's features. Mr. Binder does use the district's email system. He even joked about the number of emails he gets on a daily basis.

Picciano mentions that “administrators need to plan and carefully evaluate the implementation of ... technology in their schools” (2006, p.14). Although Matthew Binder is in a position of influencing administrator's decisions when adopting and implementing new and old technologies, he is not the individual who is in the position of making the final decisions. Fifteen years of teaching experience along with his strong technology background makes Matthew Binder a great asset to the High School, the Middle School and the District.

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