TLD Project Challenges
RMC Research Report (extraction)
One teacher reported that the parents were very excited about the technology, but that neither she nor the parents could motivate their students to use the technology. The students did not want to use the technology because they felt stigmatized. At this particular school, the learning disabled students were in the same classroom as the regular education students when they were being asked to use the technology. One teacher reported that only a few of her students’ motivation to write increased:
“I would say for a few but not for all of them. The few that didn’t like to write still don’t like to write but now they at least make an effort. They don’t say that they can’t.”
Two teachers reported that the laptops were more useful because their students could spend a significant amount of time working independently and improving their skills. Another teacher indicated that the desktop computers were more valuable because her students believed the desktop computers were easier to use than the laptops. Another teacher preferred the desktop computers because the laptop maintenance and security requirements were burdensome and time consuming. Two schools reported laptops stolen; 1 of 4 at one school and 2 of 4 at the other school, none experienced the theft of desktop computers.
The primary challenge was difficulties connecting the laptops to the Internet due to configuration problems. Two teachers reported their primary challenge was the grant technology not being set up in their classroom [by school technicians] for the first few months of the school year.
Teacher Concerns
- Not having enough time to learn how to use the technology or integrate it into their classrooms.
- Worrying that they would not receive technical assistance from their school/districts in a timely fashion.
- Finding a safe place to store the technology.
- Having difficulty setting up the technology in their classrooms.
- Having technology not work in the middle of a lesson.
- Not being able to access software programs due to administrative restrictions placed on a computer on their system.
- Students gaining access to inappropriate material while on the internet.
- Worrying about school administrators not providing support for the program.
- Having technology stolen from their classroom.
Teacher Comments
- “As always the main concern is time. I have come to realize, however, that it is really a question of priorities. The work that the grant has encouraged always pays off for my students, so grant activities continue to help me focus on the most productive aspects of my job.”
- “This last month and a half of teaching allowed less time to play around than I would like, but the potential is evident, and now beacons [beckons] to me frequently. I wish for more time to explore.”
- “Practice is an essential element to feeling comfortable and having less problems. My goal includes making the classroom purr along with technology coming as second nature as the pencil and paper--just a different tool to use--with more options and potential.”
- “Time crunch- Sounds like a stuck record, doesn't it? (-: “
- “Time is always a concern, but time can always be made for something so worthwhile and pertinent to students.”
- “No connectivity= no student participation.”
- “We have had a lot of discipline issues that have meant that students are out for extended periods of time (3-5 days at a time). Also had a student return after being home schooled for about a month who has lost a lot of ground. Worried that data won't show how much the kids have improved this year in academics, behavior, and especially self-confidence.”
- “Since I have just begun the Fast Math, the transition between groups from computer time to class work is evolving. Students don't all finish at the same time. That makes a continuous group change without clear beginning of direct instruction time clear for the students who work on computers first. Maybe I need a third activity of seat work for those who finish first. It will smooth out as students and I adjust.”