I think you hit the nail on the head with tech use as far as I've observed. My first 8 years of teaching were in an inner city school that had computers and internet, but which worked just enough to justify not upgrading. This lead to inconsistent services which could not be relied upon by teachers who have to plan weeks ahead. The few teachers who went ahead anyways did fantastic things with use of the web.

I spent a year in an affluent district with resources hoping to really be able to throw myself into more innovative uses of tech. What I found instead was the most basic uses of the most expensive equipment. Although it was being used by many teachers, the majority of use was simply as a research tool and blackboard alternative via powerpoints. There was no sharing of work online, no branching out to the community, not even basic use of discussion boards. I attribute this to the main focus of public schools with money, making parents happy. And how do parents interpret that the school is doing a good job? High test scores. Unfortunately, this throws innovation out the window.

I give the school credit for at least using the tech, but I saw innovation way ahead of the affluent school occurring in the low-income inner city school with the out-of-date tech and internet speeds that would make you want to go to dial-up at times.

Hi Jim,
M.S.A.D. #48 has put considerable emphasis on providing technology (both hardware, software and professional development) for teachers and students.
We're fortunate enough to be supported by the state (MLTI) here in Maine and are doing everything we can think of to provide users with what they might need. I don't think it's because other districts are doing it, but rather because we recognize its importance in the classroom.
Interestingly many teachers are still not always sure what's available to them. That's when our students come in. By showcasing examples of student projects, teachers get ideas and can visualize results. Plus students are available for support when they need it.

How much do we use the pool. This is a very varied. It is completely dependent on the teacher - their digital literacy, personal motivation, trust in their class and students and I must also say by their age.

We have a one to 1 program through the middle years so we have some brilliantly enabled and capable students. The students can and do quickly adapted and understand digital approaches. The challenge is whether the teacher can allow the students to lead from their suggestion. By this I mean the teacher just has to start the activity and the students will run with it and become the classes resource. This is a big step. But if you can trust then you can dive deeply into the pool

Prensky's and Jukes work on digital natives and immigrants shows the struggle for the older teachers. Often if the environment they work in is not supportive, or they lack motivation they become digital emigrants - this realisticly means they seldom if ever dip their toes in the technology pool.

However, if you trust, if you have seen the light and are motivated, have supportive structures and management - then you can dive deeply into the pool, experiment and know that should it fall apart (computers always work and your browser always has the most upto date patches and plugin) feel confident that you will not be crucified - then you can explore even the deepest reaches of the pool.
I am lucky - i can swim and dive

I think with anything in life we have to use moderation. I know the importance of using technolgoy in school, but I don't think it should replace a curriculum. It should be used as a tool to help the students. In my first grade class I have a smartboard and have access to the computer room at least two times a week. I find it useful when extending a lesson in class. I don't feel it neccessary to incorporate in every single lesson.
Otherwise the students' would get bored

Our principal encourages us to integrate technology as much as possible. The district provides the technology for all students with Instructional Technology Specialists to help guide the teachers who are uncomfortable or unfamiliar with how to use or when it can be used.
For the past five years, I have taught a computer basics class to Special Education students. We learned to keyboard, make PowerPoint presentations, researched information on the Internet, and used digital cameras to name a few of the things. Many of my students feel comfortable with blogging and a few even have MySpace accounts. Most of them can download songs into IPods and MP3's, but struggle in academic areas.
Technology for them is the motivation to do better than they can by reading books or doing math problems on a worksheet.
This year, my students point to an empty computer and I encourage them to explore and read and learn and do.
Is there any greater thing an educator sees than a group of students engaged in learning?

I love the analogy of technology to pools. I wish it were summer again...

I teach earth science to 9th graders. Technology to me seems second nature and I don't know how to teach science without it. To those who use the technology in my school, we don't have enough of it. Teachers, like myself, want computer projectors and laptops for every classroom. I love to show my students computer animations and use powerpoint for their notes. I also try to get them on the laptops at least once a week. They love it and are so engaged in the lessons. We have 2 computer labs and a cart of laptops for the science department. Only 2 other teachers beside myself use the laptops. So in our department there are plenty of computers to use. However, there are more technologies that we would love the school to invest in.

There are many 'older' teachers in our school that are afraid of technology. We recently changed over to a web-based attendance and grading system. After 1 year, there are still teachers complaining about the system because they are afraid to use it. Since there are so many teachers with computer anxiety, the 'technology savy' teachers can use the computers labs freely with their students.

Our district is very supportive of computer training. We even have a teacher in our school whose sole job is to help teachers integrate technology into the classroom. So it really baffles me.... why aren't all teachers using the technology available???

I feel that my school is more advanced than others in the area of techology. I teach French to high school students in a rural, southwestern Virginia school district. This is my tenth year at this high school. First of all, I feel very fortunate to have my very own smart board in my classroom! Actually, every classroom in the building has a smart board! This is my second year to be able to use in my class and honestly, I do not know what I would do without it! The Career and Technical department have had theirs now for four years. I have completely eliminated the chalk board and the overhead projector from my teaching. The smart board is connected to my computer so anything on the computer, is projected on the screen. I can write on the board and then save everything I write. This way, I can print out the notes for any students who are absent that day. We also have a homework page where we are required to post our homework online everyday. I can link my smart board notes and voice files to my homework page so students can access them at home! It is fabulous!

We have also gone paperless. All memos are sent by email from the office. We also take attendance online. We have been entering grades in the computer now for several years. I can access any information about a student from my computer. I have access to their schedule, address and parent contacts. I have not heard any teachers, novice or experienced, complaining about the technology at our school. Everyone I talk to, uses their smart board every day.

We also have a specialist to help us with any technology concerns we might have. Sadly, she had a podcast in-service a couple weeks ago and only four went from my planning block. I feel that in most cases, the technology is there but it is up to the teacher to take the time to become familiar with it and to utilize it in the classroom.