Amy's Notes

My Topic - Trying, Reflecting, Refining
Technology Integration

On page 118, Coppola makes a statement about technology integration. She says, “The key to the elusive process we call technology integration is to evolve the technological uses at the same time as, and intertwined with, curriculum and instruction.” I was impressed with the talent that the teachers from Woodland School exhibited in their content area and with technology. I believe that when the teacher truly understands the content knowledge that he/she wants to share with the students then he/she can see the possibilities available with technology. I also believe in the “trying, reflecting, refining” method (p. 119-122). I have tried some projects with the technology that I have loved and continued using and I have attempted some projects that I abandoned for a different method.
For example, we are currently studying the phases of the moon. Many teaching guides suggest that the students observe the moon each night and make a calendar to demonstrate the changing look of the moon. I decided to check the Internet for pictures of the moon and found some great sites! This provided an option for those cloudy nights. It also made it possible for students to catch up. Even though this began as a “home project”, we have begun to check the moon phases each day during our calendar time. (http://imagiware.com/astro/moon.cgi ) This way the students without Internet access are included and the entire class has a daily reminder of their moon homework. This was a tiny simple integration that really raised the students’ interest and aided in their understanding.
We tried another project where we graphed temperature data. As part of our calendar math, the class checked the temperature of three cities and compared them by making a line graph. The students used a webpage that I created using “stickers” from www.wunderground.com to check the temperatures and we recorded the temperatures on a graph. When I learned about Pages and how it could make a line graph by typing in the temperatures, we tried it. It did not work as effectively as our paper and pencil created graph. We no longer had the daily opportunity to “round” numbers as we placed the temperatures on the graph. We didn’t have the actual graph hanging in the front of the room for ongoing observation. We could still compare the data, but were not gaining the actual graphing skills that were learned with the paper and pencil graph. I abandoned the line graph for this project in favor of the “old-fashioned” method.
According to Coppola, “It (trying, reflecting, and refining) is at the center of the developmental process by which the teachers created uses for classroom technology.” (p. 122) I think that most teachers informally complete this process all the time, for every lesson and project whether it involves technology or not. Taking time to reflect on teaching practices improves teaching methods. I plan to continue to learn about technology practices through my district’s technology facilitator meetings and through classes at UIS. As I learn more about technology, I plan to continue trying, reflecting and refining to meet the needs of my students.



Coppola, E. M. (2004). Powering up: Learning to teach well with technology. New York: Teachers College Press.