Group A

- Time is an primary issue. She doesn't have planning periods (much) that aren't dedicated to prepping labs, etc.
- Don't have time to play.
- Need to change?
- Follow through is hard. Making additional connections is hard for me. Reflection time--sharing time. (Time issue....)
- Likes to create the new things, but hard to sustain the energy. Letting go of something is also hard.
- Risk-taking. Why not teach the way we were taught? Taking the leap is hard.
- Buy-in from the administration is hard to get. "If pencil and paper are good enough, then why are spending all this money on computers."
- Shift in how you frame your pedagogy. Moving away from the teacher as the expert to learning collectively/alongside your students.
- Willing to give away "content" and follow tangents. Follow the kids...that can be uncomfortable for the teachers. There is a social hierarchy.
- Issues of control?
- How to be "flexible" and go where kids go? And still keep up with their schedule, etc.
- Making sure we have the right equipment. Internet connections, etc
- Too broad a curriculum.
- Students don't want ownership. (upper grades)

Group B

• Admin support
• Size of school
• Culture barrier of traditional successful “aint’ broke…”
• Not willing to assess where we have holes
• We don’t have direction…plat form… guidelines in school at home (technology at home)
• Parents are barriers due to lack of parents’ 21 century skills
• Fear…fear if what can be accomplished…to try, keep trying, not know, insecure in basis of knowledge
• Bulletin boards…Friday folders and log of work not as evident with online work
• Loss of control of content area, research tools which can’t always be previewed as to appropriateness
• Fear of children being prey to online predators
• Assessment via current models is regurgitation of knowledge vs critical thinking skills
• Technology is just bells and whistles, not part of the curriculum…it’s not an established component of the curriculum
• Lack of technology privacy within schools
• Assessment
• No structure via technology
• Time and resources, lack of student knowledge base barriers getting kids onto computers at school
• The entrenched thought that there is NO NEED to change; admin supports teachers who are content/complacent with current learning
• If a student is in charge of learning, where does their learning go…and is it ok that teacher is not in charge of the end product
• How do we learn, teach basics of grammar and get them to learn independently
• Management of time…scheduling…logistics…how we set the classroom and kids in a 21 century learning environment.
• Cross the barrier of the fact that learning and life is different
• Time and exposure if given would lead to a successful
• People are afraid to BEGIN learning because the technology is changing
• Assessment on digital learning
• Is digital learning creative

Group C

• Time- with the kids. Have them 45 min once a week, no time to complete projects
• Time, particularly personal time, If get involved in one website or social networking get so over-stimulated and time has flown and I haven’t gotten something else done. Knowing how to manage my time so that I can continue to learn
• Time and helping teachers learn the tools that are there and to be able to share those ideas with others
• Time-focus on 1-1 mentoring to overcome the constraint, consistency
• Tech is not an extra class but an integration into every subject
• It is time and labor intensive, using laptop carts, etc… Taking class time to set up and remove computers, lack of flexibility
• Language is the greatest difficulty. Mathematics has always been a language with its own syntax and vocab. There are ways to communicate with Math that is different form others. The Mathematics script is cumbersome to get on a computer. To try to get students to read dense mathematics is challenging. Reading and interpreting the language in both ways is difficult. There has been a ranging debate in the Math communicate about the use of technology versus not using techonology. It is a constant debate.
• Time-in the actual classrooms, in the schedule—finding bigger blocks of time, time for professional development and mentoring
• Time-optimistic about it—once you get over the hump of learning the tools and the kids are trained, you will end up saving time in the end, that big picture has to be
• I want to ensure that not all of the tools I use are teacher directed. I work with young children and want to ensure
• 50 minute classes in middle and upper grades
• Should we ask the students to be exposed to something prior to covering something or teaching something? Should the lecture be happening at another time other than school (home) and then the “digging” can happen at school.
• Could the learning occur somewhere else and the collaboration occur in the classroom.
• Schedule is challenging to work around. We have found that most base classroom teachers prefer to have longer chunks of time in the classroom as well as having integration in the classroom.
• Try networking again—network the ideas students are learning. Instead of fixed blocks of time why can’t you find ways to do some of these things at the same time?
• Integration—when we teach subjects separately and un-connected the more students are going to take away with them and the more powerful it all begins.
• Cross curricular—teaching across the curriculum
• Westward expansion at Trinity has truly become a cross-curricular unit—math, music, science, trying to do a wiki, google map, etc..
• It’s more “real world”—I’m a real person—a whole person!

Group D

  • Our goals as teachers are not the same asadministrative goals;
can’t make changes admin doesn’t want us to make
  • Not enough teacher buy in – not enough teachersmaking shift
  • Amount of work in our classrooms
  • Differences in assessments – showing whatstudents have learned
in this new ways is more challenging
  • Access – limits to laptop carts; planning aheadof time; access
to machines when wanted
  • Parents – parent expectations, what they expectto see from their
children; see education from own experiences – don’t trustthe changes
as being in the best interest of their kids
  • Discouraged teachers frustrated with accesslimitations and
technology glitches
  • Change in mindset – could be fear, practicality
  • System problem – pressure to perform especiallywith AP
Curriculum; what gets our kids in quality universities is
traditionalteaching and learning

Group E

Round Robin Discussion
Stewart: Barriers are parent expectations who are uncomfortable with technology
Pat: Time is a problem. Don’t have time to learn the new tech,
applying the techniques, and substaining the skills
Mike: Agrees with parent expectations. Students expect a passive
content delivery of information. Colleges are looking for content and
it makes technology a barrier. Success of teachers who don’t want to
Gail: Teachers don’t want to change their ways and she is aware of
their fears. The newer teachers are very receptive but they are
butting heads with the established ones. Not enough time in the day
Agnes: Training doesn’t match the needs of the teachers.
Jamie: Control is a huge issue. When you use technology it takes
control out of your hands and it is beyond many teachers comfort
zone. Fear of it not working and tarnishing professional image.
Buck: School culture is hard to change. Traditional works for them.
Past the idea that technology is going to be
Josh: Assessment and how to follow what the kids are doing.
Kristen: Basic problems is the physical movement to use the computers
and the hope that there are enough computers for everyone. Question
of why teachers are doing different things.
Sam: Philosophical difference of lower school ideas. When is too much
too soon?
Erica: Hard to pick and choose what parts of curriculum you are going
to use tech with.
Something has to give in order to put the technology in to the school day.
Cross cultures working. Independent schools emphasize socialization
with students but the webbased instruction seem to be going in the
opposite direction.

Group F

- My own personal knowledge of web 2.0 tools, specifically math. Finding new avenues and expanding on concepts without having to research how to use the technology before implementing it.
- Finding time to collaborate with teachers is a challenge. I am predominantly involved with marketing the library and trying to help students not overlook all the great resources in print. We also do not see students on a regular basis so we are already busy teaching important research skills.
- Not having time to collaborate. This year I tell teachers to sign up for lab time for computer assistance when they are available so I can come to their classroom and brainstorm. Also it is challenging to train teachers to use the tools.
- Time is a big challenge in terms of collaborating with other teachers on top of teaching curriculum standards. Find time to get together with grade level teachers (wiki, interdisciplinary connections, etc). As teachers we guard our curriculum and our time…some teachers are not open to sharing and collaborating.
- Reliability of network is an issue. To make sure the technology works without glitches.
- Habit: We tend to teach lessons the way we have been doing for many years. So we have to rethink our training and incorporate new tools, which takes a lot of energy.
- I’m part of the Transition program, working with students who have learning disabilities. I’d like to collaborate more with other teachers who are in the general classrooms.
- Breaking the stereotype that it is not just a studio class-perception of what art is-art in 21st century is more-want more tech in class-one to one to access technology and as if technology was part of the class. Vision comes first and then the technology availability. Administration and IT folks tend to think of art from their own personal experience in art class. Artists in the 21st century are working with complicated software (auto cad, animation, etc), creating interactive art, bio-art etc. I need computers in my classroom so it is an inherent part of my classroom. I do not want to tell my students, “OK we are going to the computer lab to do the tech portion of our project.”
- As an administrator, what I’ve heard from teachers is that they have to cover curriculum. Working at a traditional private school, it is hard to break down the barrier of being tied to a rigid curriculum. So I’d like to get teachers on board
- I’m a real believer that we have def shifted because of who our students are. They learn differently, they are connected…we must get on board or we will get behind. The barrier is expectation, “I’ve got to cover this curriculum” rather than taking the time to explore other ideas.
- Access to technology is a problem and has limited what we can do with our projects. The kids say, “I need more time” with the technology to work on their wiki projects. It is not a seamless integration because we have to go to the computer lab.
- Students learn differently and also are motivated differently…short of doing a dog and pony show…it’s hard to find what motivates them. I do know for sure they are interested in social networking site.
- It is starting early in 3rd grade at the Primary school. You get students who have been exposed to tech tools and then it’s arbitrary when they hit a classroom with a traditional teacher. You have to consider different teachers’ styles whether they embrace technology or not.