Yeah+But

="Yeah, but . . . "=

This is the place to list the "Yeah, but . . ." 's. These can be your own personal concerns, or the concerns that you anticipate hearing from others.

The big division at our table was between those educators who work at schools that do not have enough tech support and those that feel well supported. Those that do not have enough tech support site the need for greater training. Those with substantial tech support discussed the need to balance technology depending upon curriculum needs and develop a meaningful platform for enhancing the learning experience.

GROUP 2: In England, the ‘culture’ there is to still use pen and paper (students and teachers alike). What’s wrong with having limits or select times to use technology? Don’t they need to learn to focus on what’s going on in the classroom and THEN go out into the world. When students are young do they have the capacity to understand how to balance listening and being present to what’s around them with their communication through tech devices?

Yeah Buts – Table 3 • How to keep kids from getting distracted (other apps, e-mail, etc.) during class time. • How to use technology effectively without generating dependence. • How to really teach proficiency among BOTH teachers and students. • Where are the basics (typing, basic math, etc.?) Have these been sacrificed for the latest and greatest? • The costs of the latest. Budget sustainability. • Where do the cast offs go?

Yeah Buts - Table 4 · They’re going to cheat—they are going to text each other · Elliott Solloway-cell phones are the next handheld computers and will replace laptops in the classroom · In meeting discussed cell phone usage; what are industry policies? Who will pay the data plans? Parents? School? Who will buy the cell phone? · But, won’t the prices come way down and everyone will have them? · Issue of opening up the Internet to Web 2.0 in schools; train the teachers in how to use all that; training schedules? Developmental continuum? Do teachers have to learn one thing before they learn something else? · Issues of socialization—kids in front of computers, not face to face; won’t they lose these skills? · Safety issues; how to keep kids safe online

Table 5 There's not enough time to post grades/HW, email students, and also create new tech stuff for use Also lose time in class troubleshooting when problems arise Think so much about using tech, easy to lose track of/contact with kids Sometimes teach too much tech vs. teaching the curriculum Difficult to bring all kids to same tech level- some tech savvy and others tech phobic (the latter will get lost)

>> actually making the kids pay attention less? > identify a starting point for tech > because they have learned a lot of tech that isn’t going to be addressed again (while > other kids are learning more subject content) > motivated ones?
 * Table YH&C**
 * //Personal//**
 * The trade-off between subject/content/discipline skills time and tech time…
 * Tech requires a good deal of scaffolding time
 * Software/network glitches
 * Is the computer is a source of distraction?
 * Does the computer merely make it more visible that a kid isn’t paying attention, or is it
 * There is a wide disparity between student tech skill levels, making it difficult to
 * There is a wide disparity in what tech is being used and how much
 * Will the tech I introduce be spiraled by the next teacher, or will my kids be behind
 * Independent learning via tech is great for some students, but does it hurt the weaker/less
 * //Envisioned Departmental Concerns//**
 * Technology takes time away from face-to-face interactions (There is a socialization cost)
 * What topics are we going to have to cut in order to bring in the tech?
 * Do we have enough Tech support for our teachers?
 * How can I teach something that I don’t fully understand?’
 * What happens when they don’t have access to a computer?
 * It makes cheating easier