Individual Technology Assessment

Blog Post #1

When I recieved my teaching certificate in 2004, I was right on the brink of major push for technology in the classrooms. Computers in classrooms, learning how to do webquests and internet research projects were all the rage. Yet now, only a few years later, I see that my knowledge and use of technology in the classroom still falls painfully short of what it could be. Technology changes so rapidly that it is hard to keep up, and the kids that we teach are often more technologically savvy than their teachers. This constant need to keep up is what drives me to pursue knowledge on how to use technology in my classroom, and to use it on a regular basis.

I am a music teacher for children in Pre-K through 2nd grade, and the initial thought of implementing technology to teach this subject to these grades was daunting. The school where I teach was fortunate this year to recieve SMART Boards in every classroom, including mine. Thanks to seminars and worskhops, I have learned fun, innovative ways to use the board to teach basic music skills, practice composition, explore interactive websites to learn about instruments and composers, and even allow children to use the interactive features on their own as part of a learning center. The use of this technology has given me a tool that actively engages otherwise difficult-to-engage students, and has opened doors for me to find resources that can explain and demonstrate hard-to-understand concepts.

My strengths in using technology in the classroom are my desire and willingness to use it. Once I have adequately learned how to implement technology such as a SMART Board or video projector, I am excited to use it in as many ways as possible. This is why I have had such fun using the recent technology provided in my classroom, and I plan to continue to seek out ways to use the SMART Board to reach and engage students.

My weakness is my insecurity in using new technology. If I do not feel properly trained, or feel as though I do not fully understand the intent or use of the technology, I am reluctant to use it. Only when I feel comfortable with technology (by instruction, or time to play with it) am I able to use it to its full potential. I am working on asking questions, seeking out workshops and collaborating with peers when new technology is introduced, so that I can learn from others and use it on my own.