I really enjoyed Etmer's article, particularly because it stated the problem as well as ways to address the problem. One statement I found helpful was from Becker (1994), in which he states technology should be "employed in order that students grow intellectually and not merely develop isolated skills" (p. 26). I believe this is an idea that has not been explored much in our class discussions. I think making technology integration connected to the big ideas or goals of our individual subjects will be helpful in changing the beliefs of those teachers against the use of technology in the classrom. I think the skills we teach students using technology should be connected and transferable to our areas of study. Teaching isolated skills seems to be using technology for technology's sake, such as only using technology to meet state requirements. I think making this connection apparent to the teachers who are against technology might one way in developing a good argument for technology use.
I was also very glad the article brought up Bandura's self-efficacy. I was thinking of this throughout the beginning pages of the article. I believe this is directly related to teachers' beliefs. I also thought the ways the article suggested for addressing this area was great. I think the most important way for teachers to see the benefit of technology use in the classroom is to first observe a teacher's classroom in which technology is used effectively. The teacher should also have a chance to inquire into the process at this step. I did not agree with this being done through electronic means, however (i.e. watching tapes of classrooms). I don't think the experience is the same. Then allowing these teachers to have their own chance at integrating technology in front of those going through the same process seems beneficial for increasing self-efficacy. I did agree also that belief change follows implementing practice so I can see this at work here. Finally, having a support group, or professional learning community, seems to very effective in increasing the belief change in these teachers. Having other teachers going through the same process, as well as teachers that are comfortable with technology in the classroom and use it effectively, to talk to would be a great way to ensure these teachers their change of beliefs is beneficial and working.
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I agree that this a well developed article that has some valid material. The passage that really stuck out to me was under "Personal experiences." On page 32, Ertmer writes "If beliefs are formed through personal experience, then changes in beliefs might also be facilitated through experience...In fact Guskey (1986) argued that change in beliefs follows, rather than precedes practice, and that by helping teachers adopt new practices that are successful, the associated beliefs will also change." I think the best thing we can do as new teachers and experienced teachers is dive in and try it. I agree that our beliefs are shaped by years and years of personal experience. I think this is why training like we are doing now is so important. This class is giving us ideas to try in the classroom, and then when we have the actual experience of implementing these things with out students, we will make decisions about our technology use, which will mold our beliefs about technology use. I think this is why professional development is also crucial. Experienced teachers need the ideas and the encouragement to try new things, and then they need to experience them in the classroom and their determining of whether or not the lesson was successful will affect their beliefs toward technology use. I think the end of that section presents it in a logical way, that teachers need to see technology as a tool that they need to learn to be comfortable with and that gradually they will see how it can successfully influence daily life in the classroom and student learning.
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