Archive for 3.2 Diffusion of Innovations

EDTECH 501: As of then…

I was in eighth grade when I fell in love with—and got into trouble because of—a …calculator. This grey HP beauty that my mining engineer/surveyor father used and treasured was a formative part of of my affinity towards technology. It was wieldy by today’s standards, and featured popping buttons with color-coded functions.

My father was impressed with its ability to remember complex strings of entries and was fascinated with the full color user manual, all 120 pages! My friends were impressed with the ability of the display to spell a “swear word” when I typed in 7734 and turned the device upside down (that happened only once in class – the teacher confiscated the distracting gadget and my dad had to come retrieve his $200 calculator).

You can try out the HP-25, which was the same device but did not include the continuous memory. This link will take you to a Java simulation from the Museum of HP Calculators (Hicks, 2010). The applet code (Leinweber, 1998) is public domain. The simulation is not completely functional, but you’ll easily be able to perform basic mathematical functions. Mouse over for tool tips (displayed on the title bar of the window).

Hicks, D. (2010). HP-25C. Retrieved September 6, 2011, from The Museum of HP Calculators:

Leinweber, L. (1998). HP Calculator Simulations. Retrieved September 6, 2011, from HP Calculator Museum:

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EDTECH 541 2011 Summer-y

I used to be an IT  know-it-all…one of those people whom others would seek out for technological advice and help, and for whom nothing could not be conquered with a work-around. But my days were numbered and  I knew with every passing week that my superior skills were evaporating into  the chasm of once-was.  So I decided to pursue another graduate degree and give my rusty mental circuits new pathways on which to travel.

EdTech541 looked interesting and right up my alley. With its promise of web design and technology integration, I greedily reached for the new information. Then my life hit a road bump and sent me in a new direction. Despite all the uncertainty, I was still able to produce a product that I will use in teacher professional development and other adult learning environments.

By week four, I had just found out that my daughter needed serious medical attention for what was initially presumed to be a common urinary tract infection. I toyed with dropping the courses, knowing that I was going to be driving a lot given the distance between specialists. I e-mailed my instructors asking if I should drop the courses, but heard no indication that I should do so, and after the weekend determined to go for it.  I had never struggled so hard in my life to understand concepts as I have this summer. I have been consistently late in my coursework in every class – watching my elitist ego plummet along with my perfect GPA. 

One can’t get too far in education without learning about Maslow’s hierarchy of needs, and this summer my educational goals were trumped by my family’s need. The constant stress and worry has put theory into practice.  My ability to learn was physically diminished as my clarity of thinking was constantly interrupted by professional, service, educational, and personal demands.  Lack of sleep robbed me of optimism. Every assignment took twice as long as it probably should have to complete , and I spent hours revising mistakes I had made. What I did learn was that I have become inflexible and (probably) unapproachable with my own face to face students. I want to remember my summer’s experience in order to give students the benefit of the doubt while at the same time, holding them accountable for the tasks that have been assigned.

One benefit was the hours spent in waiting rooms gave me time to read the course text. I am an ISTE member, and use the NETS standards (2010) in course development and teacher professional development, so I was excited to see the course text use these professional standards as a foundation for the tasks at hand.

I am trying to convince my technology committee, administration, and school board to allow personal mobile devices within the school building. I believe the future is now, and when we insist that our students disconnect from their devices, we are fostering a disconnect from their education.  This course has given me tools to use to present research-based evidence that technology integration improves learning. The key is planning. Teachers must plan for activities that are rich with technology rather than letting technology activities take the place of teaching.

I have always been partial to inquiry-based theories, although I am open to discussion about other schools of thought, as well. This might be evident in a review of my database lesson plan. Although not an original plan, developing the database lesson to fit students in our geographic area took time because I had to develop questions that could be researched and answered, and determine the modifications necessary to make it a local fit.  My most beneficial assignment was that in which we identified strategies across the curriculum. My resources page keeps growing – not to impress anyone, but so that I won’t forget what I want to take back to my colleagues in the fall. This course will be beneficial for years to come as I use the products that I developed in my job as IT coordinator.

I performed an assistive technologies review three years ago when a student of mine  was involved in a water rescue. He experienced severe back injuries from a diving accident and is quadriplegic a resulting tracheotomy left him speechless. At the time tablets were not yet on the market, but he did have a school-issued laptop for at-home and school use. To repeat the research such a short time later has fostered astonishing results. Technologies such as voice to text (or vice versa) that were unavailable or were cost prohibitive at that time  now have presence in the $.99 iApps-Market.  I found the authors of our text making an interesting observation about beginning with low-tech solutions before moving into high tech as the needs dictate (p. 412)

I found blogging to be a perfect fit for reflection, but having to blog for a number of courses along with discussion forums left little allowance for reflective practice in such a compressed course. Even without other events in my life, writing takes time and revision and I always feel my blogs are somehow lacking consistent depth and detail. I do however, prefer the conversational style of a blog over the formality of an essay, as Richard Mayer (2004) is quoted in our text.

As I pointed out earlier, timeliness was lacking in all that I did this summer. My responses are lacking as well. Of the 235 points on blogging, I would be surprised to receive 180 points.

All in all, it has been a great course. The instructor modeled the concepts taught and I would highly recommend it to colleagues whether or not they plan to teach or develop online courses.


International Society for Technology in Education. (2010). Standards. Retrieved June 13, 2011, from ISTE:

Mayer, R., Fennell, S., and Farmer, L. (2004). A personalization effect in multimedia learning. Journal of Educational Psychology. 96(2), 389-395.

Robleyer, M., & Doering, A. (2010). Educational Technology Into Teaching (Fifth ed.). Allyn and Bacon, Pearson.

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