Research question for TE 891

I'm sure this will be revised as the semester progresses, but this is where I'm starting for now in my research for TE 891:

Research Question- Overcoming Fear and Preconceived Notions Regarding Technology

How can I help educators (all grade levels, but primarily focusing on higher education) to stop fearing and resisting technology?

Sub questions-

• How will the pre-conceived notions of "academia" hinder me in this quest?
• How can I help overcome the view of technology as "dangerous?"
• What are the potential social ramifications of utilizing technology in the classroom?
• How many educators fail to distinguish between "computers" and "technology?"
• How could the K-12 and higher education communities benefit from sharing technologies, ideas about technology, etc? (A good example is how Louisville Public Schools and Kentucky Virtual University utilize ANGEL and work as a team in its development. How does this work? What benefits do they see?)
• I focused less in my brainstorming about budget for implementing technology, rather as technology as an idea, its potential for adoption/acceptance and what needs to be done to reach the level of adoption/acceptance. How do we irradicate fear of the unknown?

*zoink*

In a direct "gank" from my TE 891 textbook, Living the Questions a Guide for Teacher-Researchers, by Hubbard and Power, this week's post will focus on "things I learned this week." Warning: some are relevant, while some are ridiculous.

1. Grad school utilizes 94% more of my brain than undergraduate work ever did.
2. People are different, and differing opinions are ok. It doesn't mean people hate what you are saying, think, or are. (technically not learned this week, but illustrated.)
3. The Beaner's at the corner of Coolidge and Saginaw doesn't open until 6:30 am.
   
4. Server maintenance at the crack of dawn with no coffee is harder than server maintenance at the crack of dawn with coffee.
5. Watching Skating with Celebrities immdiately after watching American Idol doesn't make me a dumb person, it just means that I make poor viewing choices.
6. Teachers struggle in classrooms every day. Even the most "together" teacher is constantly trying to improve their work, and is very likely feeling a little nervous.
7. Opinions of technology use vary widely, and differ across demographics, cultures, locations, age and gender. (more an observation than a "learned tidbit.")
   
8. Though I'm a social person, online learning seems to be a better fit for me.
9. Many people view "computers" and "technology" as being the same thing.
10. If I had to live without Google for even 15 minutes, I'm not sure that I would survive.
11. Basset hounds jump when (and only when) they feel like it.
12. Basset hounds rarely feel like it.

Not bad, considering it's only Thursday.

So far, so good!

My apprehensions regarding not coming from a school teacher's background are being alleviated as I get into my coursework. The less energy I waste worrying about what I can't control, the more I can put into the program! Worrying is pointless, anyway.

Now, if only I could get my brain to hop on the "who cares" bus, I'd be set!

And so it begins...

This is my first post on gradventures, and it *gasp* corresponds with my first official day of grad school. I'm currently pursuing an MA in Education from Michigan State University. My goal is to update this blog on at least a weekly basis as I progress through the program. Since it's the first day and I've so far accomplished nothing up the updating of my ANGEL profile, I'll adjourn this post at this time.

Stay tuned, it should be a fun ride!