Journal 3:
“Nailing Digital Jelly to a Virtual Tree” by Ferdi Serim and Kathy Schrock




Integrating ever evolving technologies (digital jelly) can be accomplished if the infrastructure (virtual tree) of a school system is ready to sustain it. The article discusses three branches of the virtual tree that need to be ready in order for the digital jelly to stick. They are organizational capacity, process management, and operational capacity. Organizational capacity includes the manpower needed to actual educate the users of the technology. A computer with the latest capabilities isn’t any good if its user is not trained on those capabilities and worse; if its user doesn’t even know those capabilities are even there. If that is the case, what’s the point of paying for technology that isn’t going to be used? Similarly, if there is a break in the branch of process management and the tools used to directly support teaching and learning such as instructional media tools among others are not provided the jelly may slip away. The operational capacity branch of the tree is also important because it offers the network security and data management needed to sustain a healthy infrastructure in which new technologies can co-exist with existing technologies.

Technology changes so quickly that within months the same item may be available in a smaller, faster, cheaper form. School administrators are often left to speculation and hope that the items they have purchased in massive quantities will sustain the evolution of technology and will be useful for many years to come. Schools must also take a look at their virtual tree of infrastructure and determine whether all three branches have the capacity to sustain the various flavors of jelly or emerging technologies they are considering.

Schools don’t have to make these decisions alone. ISTE has organized an Emerging Technologies Task Force to create a reliable resource that educators can use when making these decisions. They have created a database where educators can explore what types of technology might work in their circumstances.

Question: How will I decide on the technology I will use in the classroom?

I will definitely keep an eye on ISTE. I was a little reluctant to pay for the membership but I am discovering that ISTE is worth the money because it offers so many resources regarding technology for educators. I will use the database made available by the ET task force and I would imagine that by the time I am a teacher, ISTE will have many other resources available too.

Question: How will I keep my fear of learning about new technology in check?

I have never really been into technology. Not because I don’t think its cool, but because I often feared the learning process. I now know that ISTE has a variety of resources available and learning about the new stuff wont be so bad. I’m so glad that there are databases available out there and that they provide the necessary information at just a click of the mouse. I will fear no more! Mostly…

Journal 2:

"The Threat of Security," by Robinson, Brown, and Green. From the Sept/Oct Issue of the 2007 L&L.





Technology is part of daily life in our society. Integrating it into the classroom is not just an option but a necessity these days. Students need it in their classrooms so that the may gain the necessary knowledge and skill base that will be demanded of them in the worlds of higher education and employment. Although the availability of technology has increased dramatically in our schools, educators are still facing problems.

The article “The Threat of Security” examines whether concern over security is hindering the integration of technology in the classroom. The article highlights some disturbing practices undertaken by school administrators in an attempt to “protect” their schools. One thing that I found disturbing is that teacher e-mail use is often monitored. Many teachers fear using their e-mail because they are afraid they might offend the individual monitoring them. Employers have been using monitoring software for years and I suppose I can understand its use during “work-day” hours. However, monitoring teachers beyond their “contract” hours goes too far. Many teachers spend extra time in the classroom preparing lessons. I can see myself staying after school and preparing lessons but I would also like to have the flexibility to check my personal email as well as do a little online shopping while taking breaks. Nobody likes it when somebody looks over their shoulder while using the computer. Teachers have the possibility of somebody looking over their shoulder all the time!

One thing that I have learned during this class is that there are countless resources available to teachers on the web. The above article points out that many of those resources are inaccessible to teachers in the classroom due to limits imposed upon them by district servers. Filters that have been purchased and installed by districts are sometimes too restrictive and teachers cannot access many of the free resources available to them.

Question: The article shared stories from teachers who have become so fed up with the restrictions imposed upon them, they have given up using technology in the classroom altogether. Will I ever give up technology in the classroom for these reasons?

I am a believer in technology and feel that it is essential in a child’s education. I can see myself being annoyed by the filters put on by the school district but the internet has a wealth of resources. Although I may find that the most ideal website I have found for a particular project is blocked by the district filter, there are countless more sites out there that can be just as useful but not blocked. The filters may make my job more difficult, but not impossible. I hope…

Question: How will I deal with e-mail monitoring at school?

As noted above, I can understand why some employers monitor the e-mail and internet use of their employees during work hours. I believe I can handle being monitored during my time on campus. This is not ideal, but tolerable. I will just have to limit the amount of extra time I spend on campus and do most of my lesson plans and other prep-work while at home so that I can check my email and surf the net without restriction when I take my breaks.

Journal 1: Intro Letter


My name is Megan Tiffany. I was born and raised in San Diego, California. I studied Psychology at CSUSM and received my bachelor's degree two years ago. After I graduated from college I backpacked throughout Nepal, Thailand, Cambodia and Laos for four months. Since I got back, I have been working at UCSD as a research assistant on a project that is looking at treatments for Schizophrenia.

Some of the things I love to do include hiking, camping, body surfing, and anything else that gets me outdoors. I also love hanging out with my cousins- the youngest of whom are 12 and 14. I especially enjoy taking them camping and leading them on Snipe hunts that last for hours and end in fits of giggling. My goal is to become a teacher so that I can hang out with kids like them everyday.

My exposure to computers during my childhood was limited. I have some vague recollection of playing Oklahoma (or was it Oregon Trail?) in elementary school but all I remember about it is a black screen and green images. In high school, I would go to a neighbor's house to use a word processor to write my papers. Since my junior year in college, computers have become part of my daily life. I can't imagine living without them now. Yesterday, I bought my first computer. No more school library computers for me! Hooray!

What impressed me most about the college of education mission statement is its commitment to educational equity. I agree that there is a difference between equity and equality. I look forward to being trained by individuals who are committed to helping me understand that difference as well as providing me with the tools I need to accomplish equity in my classroom.