Query 2: Zhao article

1. If teachers have had a negative experience with technology and feel as if it has not enhanced their teaching in a positive way, how can it be altered? I feel like this article confirmed the hardest aspect to truly implement technological innovations; resistance of teachers. On a daily basis, I am encountered with teachers who are frustrated and negative about the "new" technology and constantly opt out of innovations or using it in their lessons because of their past experiences. When you address it and try to understand and assist, it is still a very hesitant and resistant reaction. If these teachers feel they have the choice or option to use it, I find that they usually do not. How can we essentially help them to focus less on the past and more on the future? Is it time that we require and assist staff across all classes? How could we truly implement such a school wide change? As this article states, it would have to be a step by step process and a proper human infrastructure is imperative. The reluctant staff would need someone constantly assisting and supporting them. 
2. Is and/or should the protocol with integrating technology into special ed be different? By this I mean that you will find many special education teachers resist greater technological implementation because of the highly routine and structure needed for students to be successful. Also, with the paperwork and additional job requirements of special ed, some teachers are unwilling to learn because of the time constraints. Also, it must be noted that many of the students receiving special education services (at our school especially) do have a tendency to perseverate on certain aspects/areas of technology. Another point I would like to mention is the fact that often times our students are struggling to communicate with others and technology (in the eyes of many educators at my school) is perpetuating that cycle. Some of our kiddos relate more to technology than to others because of the nature of their disability. So, many of these "technological innovations" are challenged and seen as not needed in the special ed community. I too, occasionally struggle with how technology is often assisting our students to communicate and interact less with one another and adults. I think there is a crucial line that must be placed when using technology is schools and how it is used in society. Authentic communication, human to human communication, still needs to be taught and exemplified in our schools. 
3. Just as the article stated, a strong technological infrastructure with the extent of available technological resources is highly related to the success of technological innovations and advances in schools. So, how can we essentially level the playing field? Why should some districts and some schools with more support, funding and technology support, grow immensely and provide a more modern and seemingly quality education? How is this fair to the students and the teachers? Since it is a new area of study and a constantly changing field, many questions and debates arise. I believe this is one of them. It seems very dependent on what your school is able to provide, which in turn directly affects the kids. However, shouldn't all schools provide a quality education that is somewhat similar to their peers in other schools, districts and states? In the area of technology, it does not seem like that is happening. I believe the article actually supports this idea/concern. You have to have all the factors, people and resources in place in order to be truly "successful" in the area of technology. However, if every teacher and school has been trained and experienced such a drastic difference in technology, how can this truly be rectified? 
4. My next issue/idea/question, deals with the idea of state standards and district requirements for curriculum. If standards are not altered, eliminated or restructured, how can these technological advances truly take place? Currently, schools and education is very standards driven and technology unfortunately has had to take a back seat. I think that so much stress is put on student performance and assessments, the room for technology innovations is small. Some districts have implemented strategic plans that involve technology, but when it comes down to it, the state standards are more focused upon by the teachers and state officials. I often hear from current teachers that there is just too much and that the authentic, true basics of education are slowly being eliminated. In order to make these changes, do we need to look at what is currently focused upon that could be given up? If we focus on technological advances/innovations, what will it replace? Can we "do it all" without losing the quality and purpose of our education system? 
5. In my experience and per the Zhao article, technology innovations really do vary from building to building because of the role the administrator plays in facilitating these advances. So, are we, as future administrators, well versed in this area to be a strong leader of technological change? Should there be more strict "rules" and guidelines to support these advances? Do you feel that your schooling and experience with technology thus far in your career has prepped you for this inevitable change? Why or why not? What should be put in place so that we do feel prepared? On going schooling must also take place, but is that also too much for administrators to add to their plate? Is there a more logical and specialized position that needs to be created in schools for this role? I believe that with the trend we are seeing, we should consider more skilled and specialized technology positions within schools. I believe we need to require accountability for acquiring the new technology information, but can not rely solely on teachers and administrators. They need support, guidance and training in order to successfully learn and integrate technology into our schools.