A Conversation Debbie Kohler-Technology Stakeholder

Stephen PateMEDT 8461

Information about the process

The following is an interview conducted with a

fellow math teacher at Sequoyah High School. Debbie is a highly respected colleague who teaches Algebra 3, AP Statistics and AP Calculus.

Debbie Kohler interacts with students

Debbie Kohler

Education:  1976-1977 Albany Jr. College

Albany, GA 1977- 1978 Abraham Baldwin College Tifton, GA

1978-1980 University of Georgia Athens, GA B.S.H.E Home Economics Education 1980-1981 University of Georgia Athens, GA M.S. Consumer Economics 1986-1989 Georgia State University Atlanta, GA Master’s Degree Certification in Mathematics 1997-1998 Lincoln Memorial University Harrogate, TN Specialist Degree Educational Leadership

Debbie is currently pursuing her Doctorate at Kennesaw State University.

Debbie Kohler (cont.)

Professional Experience

1981- 1982 Southside Jr. High Albany, GA 1982-1983 Camden Middle School Kingsland, GA 1983-1985 University of Georgia Athens, GA 1985-1986 Christ the King School Atlanta, GA

1986-1988 Decatur High School Decatur, GA

1988-1990 Cherokee High School Canton, GA 1989-2000 Kennesaw State College Kennesaw, GA

1990 – Sequoyah High School Canton, GA

2005-2006 Cherokee County Curriculum Department Canton, GA

Debbie Kohler (cont.)

PROFESSIONAL ENDORSEMENTS AND AWARDS  Gifted Education Endorsement, 1999 National Board Certification – AYA Mathematics- 2002 Business and Technology Alliance Award, 1995 Technology TechBlazer Award Winner 2000-2001 State Finalist – Presidential Award for Excellence in Math

and Science Teaching 1997 Presidential Award for Excellence in Math and Science

Teaching, Georgia Winner, 2002 Georgia Math-Science Roundtable Recipient, 1998, 2003 Teacher of the Year, 2004, Sequoyah High School 2004 USA Today All Star Teacher Team Member Who’s Who Among American High School Teachers,

2002, 2004, 2005 Nobel Outstanding Teacher Recognition, 2006

How does technology affect the learning process?

Technology is having multiple effects on the learning process. They include the following positive effects:

Creation of dynamic learning environments in which students are engaged and part of real time data collection

Teachers work with students while students work on their calculators. The teacher suddenly flashes screen shots of the students’ work on the SmartBoard

Teachers give students a quiz and it is graded in a matter of seconds. Then a PowerPoint of the questions and answers are displayed so the students know how they did immediately.

Students are involved in real research on real events using the Internet. Student work is displayed immediately using a document camera and

real discussions are happening. Papers change quickly so more students are engaged trying to see who will be next because no names are shown.

Students are creating movies, Power Points and dynamic presentations as alternative assessments in their classrooms instead of the regular paper and pencil tests

How does technology affect the learning process ? (cont.)

But there are downsides:

Some teachers (especially in the higher education level) only use PowerPoint, and students are ready to scream after sitting in class after class with no interaction, just watching slides

Technology isn’t used to its fullest extent--too many computers are only used as word processors and PowerPoint producers.

Schools and education haven’t yet reached the level of introducing programs that truly help students (in mathematics) discover concepts

Lack of time--though teachers may employ technology, too many have a severe time shortage. They lack time to do the planning necessary to use it in the best way possible (i.e. by learning programs that produce high quality lessons).

When you hear the phrase “technology integration” what does that mean to you?

Technology integration means finding a way to integrate technology into the curriculum in a meaningful way. It should be done is such a way that students actually succeed and learn as a result of their employment of the technology. The technology should not simply be “lip service.”

Integration is throughout the curriculum--not just here or there. For example, I don’t believe that in our lower levels of mathematics in high school we see a full integration of technology or TI-84 calculators because teachers are too afraid of the end of course test. Instead of using the calculator as a learning tool, they run away from it because of the test. There are many meaningful ways the calculator can be used, and the student can be taught with the calculator, without them being dependent on it. When I taught Algebra I, we used the graphing calculator.

When you hear the phrase “technology integration” what does that mean to you? (cont.)

I still did not let them use the calculator on the test, but I taught them many concepts on the calculator and I think the students benefited. It’s a hurdle many people have to overcome.

Currently in teaching a unit on statistics, I’m telling the students they will always have either a calculator or a computer to do the calculations for statistics; however, it is their job to be able to interpret. They have to be able to do some basic elements, but even more importantly is their interpretation.

We have to help educate people on how to use technology--what it is about--what it can and cannot do. The technology cannot think or interpret. The student will still have to do that. 

How should technology be used in education?

In education, technology should not be totally mandated. That would be a disaster. On the other side though, in our system, I cannot agree with the model that is used. For a teacher to “qualify” for advanced technology in his/her classroom, he/she must attend classes on technology for 1-2 years, and do projects and during that process, then the teacher qualifies for new technology. The trouble with that system is does not take into account teachers that are already highly qualified in technology, or highly qualified and working on advanced degrees (as is my case.) Therefore, all of the extra technology in my classroom (about $10,000) I have raised in funds of my own through grants, so I could get what I wanted. This has allowed me to teach better and engage my students more.

Has technology changed the way you work in your classrooms and has it changed your assignments?

I would not say that technology changes my assignments a lot. I have given some technology assignments, but not a great deal. It has changed my teaching style and the engagement of my students.

I will also say that more than once I have had students thank me for not teaching with PowerPoint because they are overwhelmed with it. And I don’t speak only for Math--I think they get hit with it many times per day and it results in a total lack of engagement.

How would you assess your teachers' integration of technology into the classroom?

I don’t think I can truly assess other teachers’ integration of technology in the classroom because I am not in other teachers classrooms very often. When I am on my way to planning or lunch, I don’t make a habit of looking in other classrooms.

Can you describe a good example of a lesson that uses technology?

M&M Statistics lab on Standard Deviation. All the students have to get their own data and send it to me and then I compile it and send it back to them---all via TI-Navigator. Here we discover what a standard deviation is, and whether or not the M&M company is cheating us when we buy the candy. They all send in their data, and I send them the compiled data. Using their calculators, they find the mean, and then we walk through the standard deviation, graph the data, and compare our answer to the calculated answer. It helps them to understand a hard concept because they like the candy and they like technology!

 

Debbie Kohler using technology