Perhaps the term should be "teach-nology".

Talking about technology in the classroom is like the proverbial mission statement. The mission statement is a glowing statement of optimism, support, service and forward thinking.

I want to share some of these optimistic moments and in the same breath touch on the past and future trends. I can’t say how closely this matches the experiences of other technology coordinators, but my guess is that we have some common grounds.

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Educational Technology Constipation:: 05:09 PM

What does it take for California to step up to the plate and do a world-class job of funding technology in the classroom?

There are plenty of examples of successful educational technology programs in states across the nation. What will it take for California to get on board? We are known for our technology heart (Silicon Valley), we have cutting edge entertainment technology and we have an insatiable for technology in our homes, our cars and our bathrooms.

Why can’t we get motivated to pump up the technology capabilities in the classrooms of this state and prepare students for the world we know is coming? The technology budgets of school districts are struggling under the weight of sustaining even the most basic educational technology. The promise of improved teaching and learning becomes a sad dream for those of us who know what is possible. The lack of funds creates inequities that echo through all the decisions on campus.

We need a Kennedy-like motivation to move ed tech into the 21st century.

Washington, DC.:: 03:44 PM

One thing we do well is monuments. Here are a few of the capital monuments. It does make you think about first impressions.

We went to visit with another school, to explore how they did business. Overall, it was productive, but not in the way we expected.

In fact it created the opportunity to discuss a new paradigm for multimedia, technology and teaching. None of that was the target of the visit. It took a journey of 3000 miles to have the conversation that would make a major change on our campus.

It wasn’t so much the difference in the campus or the people. In many ways, schools all have the same faces, the same buildings and the same challenges. It was the chance to see it all for the first time.

When we returned, I purposely looked at my familiar site with new eyes. What did it look like for “the first time”? What was the first impression? What first impressions did I need to see in order to make improvements?

Our lessons from Virginia were not in the schedule of classes, but in the creation of effective classes. The obvious choices were only obvious once I came back onto campus, looking at things for the first time.