eTIPS

I agree with the author that technology in the classroom is most effective when certain conditions are in place. First and foremost, the technology needs to be in place and in good working condition. For example, I have 5 PCs in my classroom. Last year, I waited more than 6 weeks for the hard drives to be replaced. That limited my students' abilities to complete works in progress and made for a great deal of frustration.

I also agree that administrators cannot assume that teachers who know how to use various types of software, also know how to use them in ways that enhance learning. Last year, I had a group of students who were very skillful when it came to using a word processor. During a mini writing unit that focused on revision, I taught them how to move sections of text, use the thesaurus, and turn on "track changes." Making revisions was no longer a laborious chore - it was something they looked forward to. Their typed drafts were easier to read, moving text to another place in the piece made it easier to reread for fluency, and "track changes" made it possible for them (and me!) to clearly see the amount of work that went into each piece. When I shared my success story with other teachers, they were not as open to the idea because they did not feel comfortable with the software.

Finally, I thought the most valuable part of the article was found at the end. The questions she includes for consideration are very helpful when planning lessons to make sure that the technology portion is actually enhancing learning. They are also helpful during discussions with administrators who are continually pushing teachers to utilize technology everyday - especially when discussing the time and support teachers need to understand the capabilities of the software, learn how to use the software, practice using the software, and plan effective lessons that integrate the software.