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My main emphasis in the BU Education computer lab environment has been on demonstrating ways in which student teachers may integrate the various BU network software programs into the creation of lesson plans for class instruction and for education research. This ultimately cultivates skills that will facilitate interaction with their students in public school classrooms, other staff members, parents and the community.

A large part of my instruction involves the exploring of the many features and ongoing changes of the Internet and the largest library ever compiled . . .  and to integrate these dynamic, free resources to the BU student's role of educator and communicator.

The potential for amazing enrichment -- and misuse -- with this gigantic, dynamic, free resource is boundless. To me, it seems inconceivable that a modern-day student and educator not be properly instructed in the full and proper utilization of such a resource.

Unfortunately, many of today's teachers do not know how to incorporate computer and Internet technologies into their teaching. They know what they are taught, and too often the instructors who have taught them are more technologists than innovative teachers.  We have the potential -- and I believe, the responsibility -- to turn out qualified graduates from our faculty who are excited about sharing their relevant "state-of-the-art" and time-efficient, technology-based teaching skills with the old guard -- as well as with modern students who are hungry for, and expect these approaches. Collaboration and sharing are vital to the ongoing development of all teachers.

Internet Web pages have been the umbrella I have used to corral the many components together. Even students with limited computer backgrounds seem to have little difficulty in learning the necessary computer skills as we go along, and applying them to practical uses. Those students with more advanced skills have the opportunity to hone their presentation skills and creativity, and to scour the Internet more intensively to find even more useful material for their subject areas.

Throughout my courses, I am able to pass along time-saving shortcuts and methods that I've developed and that have worked for me in my 35 years of involvement with AV technologies and classroom teaching . . . and my 25 years experience in integrating computer technologies into all subject areas in K-12, adult learning and BU courses.

Mine has never been the approach of ACC, computer science departments, or the various private schools that specifically teach Microsoft software tools. . .  nor do we devote intensive hours to advanced Web page design or things better left to IT departments . . .  but rather, we concentrate on practical ways in which modern technologies can be used efficiently in classroom instruction and research. Students leave with a good general working knowledge of computers, which they may expand as various courses or school activities dictate.

Most students start my courses with some degree of computer skill -- but very few have actually created a Web page or have any knowledge on how to install a Web site onto Internet servers. At the end of 30 days of classes, however, each student has created and uploaded over a dozen such pages.

In doing so they have to develop skills in word processing, graphics manipulation, e-mail, file management, using the BU network, searching the Internet and print resources for relevant education resources, downloading and uploading information, as well as interpreting MS-Office tutorials and other instructional Web pages I've created online for their BU workstations or home computers. All of this is collated into Web pages which I demonstrate how to create quickly (a skill that can also be passed along to their future students, K-12).

The Web pages may then be projected in class, downloaded and saved, printed out, or distributed via e-mail -- all with creative formatting, colour text and backgrounds, many graphics, animations and audio / visual enhancements.

I have observed that the majority of my students are highly motivated while using this approach -- they are very proud of what they have accomplished, and many of them feel it is one of the most useful and practical courses they have experienced in the BU Education program. There is evidence of this in the course evaluations and in the intensive projects most have created online. They have created lesson plans, Webzines, Education Weblogs, subject enrichment and research pages, e-portfolios, bios, resumes . . . and many personal interest pages (sports, hobbies, family photo albums, journals, etc.).

In these times of rapidly changing technology and heavy workloads . . . and with the mushrooming emphasis on technology in all aspects of life, in and beyond education, my thoughts are that there should be more emphasis placed on technology-integration courses. I believe that it is vital for young teachers to see how existing and future technologies may be incorporated into their teaching methods. It is with this in mind that I demonstrate how these procedures are applicable to every subject, at every grade level.

I see the promotion of Education computer technology courses as a terrific way to maintain or enhance the prestige and relevance of a Faculty of Education program, either on campus or in the community – and to elevate national or international reputation.
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