Technology Autobiography Revised

“Technology Autobiography Revised”
Technology Across the Curriculum
EDUC 602
Curtis Walker
November 23, 2007

I got my first computer for Christmas. I was eight years old. The computer was a Texas Instruments. It came with an enormous book that contained various programs that enabled the computer to complete various tasks after the commands were entered. I programmed every single one into the computer. It ran one program at a time, so I entered my favorite programs again and again. I was really excited about computer programming. The following summer I went to a computer camp. My brothers and I eventually got the Atari games, and we loved to play them. However, I was interested in how computers worked. What made them work? How? And Why? My feelings were unique within my cultural context.
My senior year of high school, I chose to major in computer science. I had AP computer courses in high school and continued my infatuation with computers. However, my love affair with computers was coming to an end. I attended enrichment for the undergraduate introduction to engineering program. I was saddened by the isolation of computer engineering, and stressed at my learning curve. The programming languages were very complex and percent error had to be next to zero. I was frustrated. I decided that I would not sit in front of a computer all day isolated from people. What did I know? I was only 17 or 18 at the time.
My first classroom did not have a computer. I did not own a computer. I used the computer at the local college and library. It was nothing I felt I needed to have personally versus the financial cost. Computers were expensive. My second year my classroom did have some computers and I made them a part of our computer center. I noticed immediately the impact the computers had on my student learning. For example, my student achievement data comparing my first year students and my second year students showed an vast improvement for the second year students. I believe the supplemental reinforce of the basic reading and math skills on the computer attributed to the increase. Why? Students were so intrinsically motivated while working on the computer, and they were engaged. Nevertheless, I did not use computers any more or any less for professional use or personal use. I was indifferent because I saw no impact for me or my teaching. My third year the software became more diagnostic. The computer performed diagnostic assessments in reading for all of my students. I became very interested in this program because it filled a significant teacher role. It made me more productive and efficient as the teacher. It leads to increased learning opportunities for the students.
My fourth year, my school got a computer lab, and teachers were given a schedule to follow so that our students can use the computer lab. We had a LCD panel and I had no clue how to use it or what it was for but I absolutely loved teaching my students from the computer lab after I learned how to use it, and how beneficial they were. I integrated reading, writing and math. I asked our technology facilitator about how it worked and volunteered to go to a workshop. I realized that the technology did not need to be used in isolation. It can be used for supplemental and individualized remediation or enrichment, and it can be used for diagnostic, pre and post assessment, and whole group teacher directed instruction. Nevertheless, I did not have a computer at home nor did I desire to get a computer. Also, I did not use a computer to complete any of my teacher duties. It was 1999 and I had no active e-mail accounts, and I did not communicate professionally or personally through e-mail.
Between the seventh and tenth year, the district required us to submit our grades electronically. I used a grading program that managed teacher reports and report cards electronically. Eventually, I used this program to record all of my grades. The program automatically averaged their grades based on the criteria. I used this software to generate weekly reports, quarterly reports and progress reports. At this time, I incorporated technology into the professional non-instructional duties of teaching. Prior to this time, I used paper and pencil to record all of my data. Now I understand this was not the most effective way. I started to us technology in all aspects of teaching. I utilized technology in the classroom to enhance student learning, and I utilized technology to be a more productive and efficient data manager.
During year eleven and twelve,every classroom teacher was given a laptop computer. Our technology resources included online learning for reading, math, writing, social studies and science. I received training on how to use these resources. These resources are excellent for below, on-level and above students. Therefore, the students are able to use the technology at school, and utilize the technology if they have it at home. Also, I am able to monitor their progress via my computer. Hence, I used my computer daily for work and my personal life.