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However, after reflecting on the session and speaking with some of the attendees, it is apparent that the embracement of social media in schools and by educators will continue to be an uphill battle.  For those educators and schools that are either resistant to or unsure about using social media I pose these questions to you:

This website displays a series of audio-visual resources regarding the history of technology from different perspectives. There are some that are more relevant for our purpose and others that could just be informative. Here I list the ones, that in my opinion are worth to see, and a brief description of each one. * Old compact computer advert: If you just want hear a quick joke about how and old computer is compared to fish, you should watch * Peter Hirshberg: the web and TV a sibling rivalry: A more elaborate talk in a conference in 2007. The speaker describes in 31 minutes how TV and technology have been connected in the past 60 years. He addresses the issue from various perspectives (entertainment and financially) and how computers were developed for a specific purpose after War World II. Additionally, he describes briefly the evolution of computers and TVs in the past years. * Internet in 1994: It displays some uses of Internet as a resourceful tool for marketing, shopping, accessing information, interact and much more. * The next generation: It is a simple, sort of power point, presentation with captions regarding some important event in the history of computers. * Museum of Technology in Berlin * Early technology TV programs. * The Microsoft Way: information regarding the history of this company.

Have you ever said or thought this: "We didn't have [x] when I was a kid and I turned out okay"? You might be interested on an article shared by George Couros in Twitter. The author says if this argument is valid, so these others are too: "Buses? We walked to school barefoot, in the snow, uphill both ways!", "Electricity? Pshaw! Do you know how dangerous those wires are? When we were kids we had oil lamps and candles and everything was fine.", "Agriculture? Hah! It's the ruin of society! Kids are just sitting around getting soft while they watch the crops grow. When I was a child we actually had to run after our food. We were tough, not like these kids today.", etc… Check it out!

The knee-jerk reactions that teachers (& yes, me too!) have against new technology applications are perfectly understandable. Change is not always easy, but attitudes will depend on how things are introduced and explored. I successfully avoided Facebook for a year until a friend sat me down and went through it (it was also the only way to communicate with her, so I had to!) Some of the negativity from teachers must be connected to how technologies are introduced to them. Being told "you are doing this, this and this now" without any explanation or support is bound to develop negativity.

Well, this article couldn't be more interesting... It dates back to 1997, it is in the Journal of Technology Education by Virginia Tech. It seems that since 1990 the number of students graduating with technology education teaching degrees had plummeted notoriously and the doomsday for the tech teacher preparation programs would occur by 2005... I guess it didn't happen!

Well, Norma, I do think this is interesting and I think it might have happened. The article is specifically about "technology teachers," and there aren't that many of those anymore. Now, technology is not as much a standalone subject as it is integrated into the whole learning process. That's good, IMHO. But, at the same time, I think we've gotten away from offering computer science courses. That's bad, IMHO.

Hmmmm... That's true! I've been trying to remember how things were in Colombia a couple of years ago, and it seems the same phenomenon has happened. I remember how in college I took some technology courses for specific kinds of programs... then, they started disappearing and if I wanted a refresher I had to teach myself or find a friend. In my schools here I can see how the technology classes are used as a means to do something else through technology rather than studying technology by itself... It stopped being the object of study and became a means to achieve objectives in other areas. A clear sample of that: The technology teachers at my two schools started going to two or three schools, they are more kind of facilitators than instructors... I guess that's pretty bad for the kind of student who needs to learn formally, step by step, in a classroom setting.... For our students... well, my younger students know way more than me! And they didn't learn it form anybody! Just trial and error!

Alittle piece of the summer!! A blog entry exploring how Henrico County Schools System has adopted the TPACK model for staff development and 21st century learning. Provides examples of how to integrate technology and provides resource examples.

I found this too and thought it was interesting to see Henrico's take on TPACK in action. Good examples of integration and resource examples

Interesting information about Henrico County's integration of TPACK

The Web offers a trove of just-in-time resources that administrators may find helpful, such as podcasts, online classes, and social networks that can match up administrators across the country, he said. Read the whole series on Virtual PD!

Some good pros and cons raised in the article and I agree that face-face and online courses have a place for both teachers and administrators. Attitudes towards webinars need to be addressed too - numerous times the webinar is on in the background whilst the teacher works... how much is being absorbed during this? Yes it can cut down travel times etc. but participants need to focus without distraction - is that always possible in school?

In reading this article I thought about the same Viv... I have the feeling that on trying to be more effective and save time, the school districts are actually making PD sessions unreachable for many teachers... There can be wonderful opportunities out there but if enough time is not provided to take advantage of them or to have enriching discussions afterwards, teachers are not going to internalize and process how to apply the new knowledge to the classroom.

I actually watched each of the presentations (I only bookmarked the first) because they were all so entertaining and thought-provoking. I especially like the history of technology (e.g. oral to writing to print) and the threats each was perceived to have on the previous. I wonder if showing these to teachers might introduce our county's "21st century learning" initiative and the need for the "less than willing" to embrace constantly changing technology.

This document pinpoints how to realize the benefits of technology, schools must develop a plan for integrating technology into the curriculum. It explains that an effective technology plan is based on the shared vision of educators, parents, community members, and business leaders who have technological expertise. And how it strengthens existing curricula and supports meaningful, engaged learning for all students. There are many enriching links to go deeper into the several aspects that the article mentions.

Contrasting and comparing school/district/state/natiomnal technology plans requires standardized "Best Practices."

Great supporting documentation and access to further information in the form of imbedded hyperlinks

The TPACK framework attempts to integrate technology, pedagogy and content knowledge in a such a way as to enable effective teaching and learning. This website created by Dr. Matthew J. Koehler explains and explores the concept of TPACK, and provides a means for professionals to contribute to its development.

Great bibliography and thorough description of components

Technology planning has transended the straightforward process which was characterized by a task force which determined the what, when, where and who of the plan and the assumption that an implicit map from points A to B is the pinnacle of implementation. They now emphasize characteristics that help to coach and manage transitions. At the heart of such is communication which emphasizes communication with and concern for the implementers. In my opinion, this plan emphasises such as it reorganizes the planning process to consider vital aspects of the planning process that many tend to side step- Planning to plan and communication.

Interesting example! Very down to earth... You can notice they have gained the experience necessary to be able to plan in such a straight forward way!

For those visual learners..... a short video outlining the TPACK venn diagram concept.

I really liked the way TPACK was presented in this. It was very understandable. The added component of "context" is also extremly important in applying and understanding the knowledge considered in this structure

Good overview of the components of TPACK

One-to-One Computing by Prof. Jim Lengel, Boston University College of Communication (http://www.bu.edu/jlengel and http://www.lengel.net) Two weeks ago in this space we discussed the growing trend toward laptop computers for teachers and students. We considered the growing trend of high school and college students bringing their computers in to the classroom and lecture hall.

Just because a technology is available for students doesn't mean it has to be used all the time. Find out what the research says about the benefits of one-to-one computing, and read about educator concerns about the overuse of technology. Included: Ten Web sites offering research, concerns, and tips on one-to-one computing!

Just because a technology is available for students doesn't mean it has to be used all the time. Find out what the research says about the benefits of one-to-one computing, and read about educator concerns about the overuse of technology. Included: Ten Web sites offering research, concerns, and tips on one-to-one computing!

Monday, April 23rd, for live and interactive FutureofEducation.com conversation with good friends Julie Lindsay and Vicki Davis, authors of Flattening Classrooms, Engaging Minds: Move to Global Collaboration One Step at a Time . This webinar speaks to our next assignment on the future of education.

Spotsylvania County has a great Instructional Technology website. TPACK is emphasized in their professional development. Under the Resources tab, go to Professional Learning and there is a booklet called Technology Triage. It starts with a explanation of TPACK and then gives teachers help with implementation. Under the resources section there are also handouts from Instructional Technology conferences from the last three years. Most of these speak to TPACK framework.

Steve Anderson synthesizes TPACK and delivers to his audience a compelling narreitive.

One of the few critiques I could find of TPACK. He wrote another @ http://www.richardolsen.me/b/2012/01/the-tpack-framework-is-fundamentally-flawed/.

From a Department of Education 1995 forum, some panelists contended that rather than debating the connections between technology-based instruction and test scores, schools should focus on the most obvious and compelling reason form implementing technology-namely, that students need strong technology skills to succeed in the world of work. This section will provide you with the impact technology has on learning.

This is information directly from the HCPS website from Thomas Woodward, Assistant Director, Instructional Technology

The county states that "To live, learn, and work successfully in an increasingly complex and information-rich society, students learn to use technology effectively.