Lodi Unified School DistrictVs.

U.S. Public School Averages in Educational Technology

SonjaRenhultET 5023Information Access and Evaluation

American College of Education

June 25, 2013

(Boyd, 1923)

LUSD wins the first round in providing internet access to all

of its students.

(Dbenbenn, 2005)

(Balin, 2008)

100% 96%

LUSD

VS.

Unfortunately, we fall behind in providing the hardware that allows them to gain the

access.

(Openclipart, 2006)

LUSD

U.S.

5 : 1

1.7 : 1

(Mairin, 2006)

VS.

Our levels of technology coaching are woefully low.

(Photo Extremist, 2011)

LUSD has only 1 technology coach for over 2000 teachers.

(Sometimes, 2010)

The majority of LUSD teachers receive only 1-2 hours of

educational technology training.

Hours Spent in Professional Development

None 1-8 Hours

9-16Hours

17-32Hours

33 HoursOr more

National Average 13% 53% 18% 9% 7%

LUSD 25% 65% 10% 0% 0%

This percentage actually indicates the % of teachers receiving 1-2 hours of training.

Only 7% of LUSD teachers report that Professional Development has prepared them to use educational technology to

moderate/major extent.

% of teachers that feel they have recieved Professional development0

10

20

30

40

50

60

LUSD

U.S.

7%

60%

Common Core Standards will be tested in 2014-2015.

(Sagi, 2005)

Our students and our teachers are not prepared for this new testing format.

For our students to be successful they must be instructed in information

literacy skills.

(Stoneburner, 2007)

Identify

Information

Locate

Information

Evaluate Information

Effectively and Ethically Use Information

“Ten minutes of valuable instructional time on searching would have saved the students an hour of wasted scenic tours on the Internet superhighway.” -

P. Jaeger (2012)

(Bateman, 2010)

(Bateman, 2010)

Simply using Boolean search techniques can produce better

results more quickly.

Providing students with a database can make their searches more efficient.

(Yana, 2010)

LUSD does an excellent job of keeping our students safe online.

% of US schools with this feature

Does LUSD have this feature?

CIPA* Protections: Blocking/Filtering Software 99% Yes

Student Internet Access Monitored 96% Yes

Parent Contract 79% Yes

Student Contract 76% Yes

Monitoring Software 67% Yes

Honor Code 53% No

Allowed Access only to Intranet 46% No

*CIPA – Children's Internet Protection Act

However, LUSD should do a better job of educating our

parents and students about CIPA.

(Lopez, 2009)

(Ryan, 2008)

Cyberbullying can do great damage and our students need to

know this.

(Josh, 2012)

Explaining the Design Elements

At the start of this assignment for this class, I was not overly optimistic or excited. I personally do not enjoy most PowerPoint (PPT)

presentations and I rarely create them on my own. However, when I learned about the assertion-evidence model for creating PPTs and I viewed a

couple of examples, I was automatically intrigued. This model gives users a way to create PPT presentations in a way that captivates the audience and

gives them something to remember. It is informative for the viewer, rather than a slide of notes and talking points for the presenter (Crivaro, 2009). In

the assertion-evidence model, the PPT creator presents an assertion in the form of a statement as the focal point of each slide. The evidence to back

up that assertion is then presented in a visually stimulating way. Alley (2009) asserted that retention of information is increased when presented in

this manner as opposed to the traditional design of PPT slides.

Explanation of Slides Six and Fourteen

I used the assertion-evidence model by first deciding upon the assertion that I wanted to present for each slide. After creating the assertion

statement, I displayed evidence to support that assertion using stimulating visuals. Two excellent examples of my use of this technique appear on

slides six and fourteen. On slide six, my assertion is that only 7% of Lodi Unified School District (LUSD) teachers report having had professional

development that prepared them to use educational technology to a moderate or major extent in the classroom. To support that assertion I used the

powerful visual evidence of a bar graph depicting LUSD's 7% compared to the nation's 60%. By presenting this image as a bar graph I can show the

striking disparity between our levels of professional development and those experienced across the nation. Clearly we must improve in this area. On

slide fourteen I assert that cyberbullying can be very damaging and that our students need to know about it. I chose to use an image of a young girl

who is clearly distraught due to the words that are being used to describe her via text bubbles. Holfeld and Grabe (2012) reported that 64% of

children reported that they were victims of cyberbullying and 60% of children reported that they have witnessed some form of cyberbullying. Often

times, cyberbullying is even more hurtful that physical bullying because the perpetrator feels even more powerful behind the perceived

anonymity of technology. My decision to use this particular image for this assertion was two-fold. First, I wanted to truly shock my audience

with the image and the hurtful words it contained. My intent was to make it somewhat painful for the viewer so that they could begin to relate to

the pain likely experienced by a cyberbully victim. Second, I used the image specifically because the hurtful words listed look like they were

produced during a cell-phone texting conversation. I want my audience to realize, that although cyber-bullying exists on the internet, it also

exists in many other formats as well. Not only can bullies spread their fear via the net on web pages, blogs, email, and chat-rooms, they can also

use cell-phones with the ability to transmit text, photo, and video messages. When LUSD instructs students on the Children's Internet Protection

Act (CIPA) it must address cyberbullying as well as it is a form of communication that can be harmful to minors.

Conclusion

When comparing LUSD to the rest of the United States, it becomes evident that my district is lacking in two specific areas; student to

computer ratios and professional development opportunities for teachers. Providing increased professional development will provide teachers

with a better understanding of how to teach information literacy and the importance of CIPA regulations as well as provide a foundation in

technology that is much needed in today's society. In addition, while preparing this PPT, I effectively used the assertion-evidence model to

inform my audience of the areas in which LUSD needs to concentrate their resources in order to effectively supplement the measures that are

already being put into place in the area of educational technology. If LUSD concentrates its efforts on improving the amount of hardware that is

available to students, as well as increasing professional development opportunities, then its students will be better prepared for the future in this

technological age.

References

Alley, M. (2009, September). Rethinking the Design of Presentation Slides: the Assertion-Evidence Structure. Retrieved June 25, 2013, from

http://www.writing.engr.psu.edu/slides_body.html

Crivaro, A. (2009). Rethinking the Design of PowerPoint. Retrieved June 25, 2013, from http://www.writing.engr.psu.edu/slides.html

Holfeld, B., & Grabe, M. (2012). Middle School Students' Perceptions of and Responses to Cyber Bullying. Journal Of Educational Computing

Research, 46(4), 395-413.

Jaeger, P. (2012). Common core: Rx for change. School Library Monthly, 28(7), 5-7.

Balin, J. (2008, May 26). A bunch of grapes icon [Icon]. Retrieved from

http://commons.wikimedia.org/wiki/File:Bunch_of_grapes_icon.svg

Bateman, I. (2010, March 26). Information Superhighway [Photograph]. Retrieved from

http://farm3.staticflickr.com/2746/4464105787_b1b32b6306_o.jpg

Boyd, W. (1923). Bill Boyd boxing with his pet kangaroo, Kanga Joe [Photograph]. Retrieved from

http://commons.wikimedia.org/wiki/File:William_Boyd_-_Bill_Boyd_boxing_with_his_pet_kangaroo,_Kanga_Joe_-

_Google_Art_Project.jpg

Dbenbenn (2005, September 11). Flag of the United States of America [Icon]. Retrieved from

http://commons.wikimedia.org/wiki/File:Flag_of_the_United_States.svg

Fishburne, T. (2009). Recession ESI Search [Comic]. Retrieved from

http://farm5.staticflickr.com/4060/4422088671_0ee2f463c3_o.jpg

Josh, K. (2012, January 29). Cyberbullying, would you do it? [Photograph]. Retrieved from

http://farm8.staticflickr.com/7004/6784102187_89c1bb2183_o.jpg

Lopez, N. (2009, December 10). Children's Internet Protection Act [Photograph]. Retrieved from

http://farm5.staticflickr.com/4038/4173627407_c20a17c9be_o.gif

Mairin (2006, December 26). Young girl and boy [Clipart]. Retrieved from http://openclipart.org/detail/3453/-by--3453

OpenClipart (2006, April 20). Computer-blue [Icon]. Retrieved from http://commons.wikimedia.org/wiki/File:Computer-blue.svg

Photo Extremist (2011, April 12). Evan [Photograph]. Retrieved from

http://farm6.staticflickr.com/5029/5617535720_b1ec2faaf6_b.jpg

Ryan, K. (2008, March 16). See no evil, hear no evil, speak no evil [Photograph]. Retrieved from

http://farm3.staticflickr.com/2094/2339552037_799b5aa698_o.jpg

Sagi, G. (2005, September 3). Fear and Loading [Photograph]. Retrieved from

http://farm3.staticflickr.com/2782/4302416632_237a67334e_o.jpg

Sometimes, S. (2010, November 8). Bench Monday [Photograph]. Retrieved from

http://farm5.staticflickr.com/4133/5158826505_e0599c7024_o.jpg

Stoneburner, W. (2007, March 7). Overwhelmed [Photograph]. Retrieved from

http://farm4.staticflickr.com/3467/3372746317_561dc3c85b.jpg

Yana, J. (2010, June 12). Closeup of card catalogue [Photograph]. Retrieved from

http://farm5.staticflickr.com/4009/4693925999

_321e346782_o.jpg

Image References