Pro-Technology in Elementary Schools

Erin RyanTamara Dodge

Amy FarmerCEP 810

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The Future of Our World

Technology is past, present and especially our future. Children must know the importance of technology. They must know how to utilize computer technology to become educated, successful citizens in our world. The time is now!

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http://www.teachertube.com/view_video.php?viewkey=40c570a322f1b0b65909&page=1&viewtype=&category=

Pay AttentionSince most of today's students can appropriately be labeled as "Digital Learners," why do so many teachers refuse to enter the digital age with their teaching practices?

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It is a goal of No Child Left Behind that schools will “Assist every student in crossing the digital divide by ensuring that every student is technologically literate by the time the student finishes the eighth grade, regardless of the student’s race, ethnicity, gender, family income, geographic location, or disability.”

Without technology how can we do this?

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Technology in the K-8 Classroom

"Technology is transforming society, and schools do not have a choice as to whether they will incorporate technology but rather how well they use it to enhance learning" (North Central Regional Educational Laboratory & Illinois State Board of Education, 1995).

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Reasons for Bringing Technology Into Schools

Support thinking processes Stimulate motivation and self esteem Promote equity Prepare students for the future Support changes in school structure Explore technology capabilities

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Technology in Elementary: Why and How

So what is the proper age to start teaching technology? Remember the phrase“early intervention? It refers to identifying students with special needs at a young age. Well, incorporating technology is the same: The earlier the better. Students who are exposed to technology often enough, begin to think of it as a regular part of life. Case in point, while many agree that technology exposure should be moderated in young children lives, its presence is essential. 

Alamaki, A. 1998. Technology Education in Elementary School: Why and How?. Eric Digest pg. 1-14

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Software for the Elementary Classroom

Searching Software (Google, AskJeeves, etc.)

Knowledge Adventure http://shop.knowledgeadventure.com/?cmp=KNC-TM+YAHOO&HBX_OU=51&HBX_PK=educational software&utm_source=yahoo&utm_medium=cpc&utm_term=educational software

Type to Learn 4 (School Version) http://www.ccvsoftware.com/itemDetail.asp?ItmNo=15282306

Smart Steps http://www.tinyeinsteins.com/elementary_school_software.html

Learning Company http://www.learningcompany.com/jump.jsp?itemID=107&itemType=HOME_PAGE&ysmchn=GGL&ysmcpn=TLC&ysmcrn=sr2br87go1619dx1345pi20ai2478&ysmtrm=sr2br87go1619dx1345pi20ai2478+the+learning+company&ysmtac=PPC&ovtac=PPC&SR=sr2br87go1619dx1345pi20ai2478

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Children like to do things that can be used. They enjoy hands-on activities. Technology can be integrated to assist in the development of a child. Some educational software that can help students in develop skills are

Technology in Elementary: Why and How

Technology education should correspond to a child's stage of development to support later learning situations. Teachers need to not only teach the instruction of facts but also the nature of technology. “Pupils have to learn to use technology in a meaningful way, understand its cultural meaning and the issues raised by or use of technology”

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Individualized Instruction

Regardless of how hard teachers and administrators work, it is still a difficult requirement to provide individualized instruction. individualized instruction for student achievement requires that:

Students are assessed on a formative basis throughout the year; Appropriate instruction is assigned and delivered immediately upon completion

of the assessment; Assignments are right at the students' point of instructional need; Assignments are engaging and provide personalized support, tutorials and

opportunities for practice; Assignments contain embedded assessments to determine the point of mastery

so students can move forward; and Data is available for teachers to track student progress and for administrators to

determine whether districts are meeting AYP goals.

Current research shows that there is a solution: technology. Teachers must be willing and able to incorporate technology in order to help each individual within their classroom to learn.

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Technology as a Tool

Technology lends itself to exploration. But before technology can be used effectively, exploration must be valued as important to both teaching and learning. In such an environment, acquiring content changes from a static process to one of defining goals the learners wish to pursue. Students are active, rather than passive -- producing knowledge and presenting that knowledge in a variety of formats. In such an environment, educators can encourage a diversity of outcomes rather than insisting on one right answer. They can evaluate learning in multiple ways, instead of relying predominately on traditional paper and pencil tests. And perhaps most importantly, teachers and students can move from pursuing individual efforts to being part of learning teams, which may include students from all over the world. In a technology-rich classroom, students don't "learn" technology. Technology merely provides the tools to be used for authentic learning. It is a means, not an end.

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Benefits to Tech. Increase in test scores on standardized tests. Software supports early literacy skills phonemic awareness,

vocabulary development, reading comprehension, and spelling. Mathematics software supports experimentations and problem

solving. Scientific simulations, labs and visualization tools support

students in understanding key science concepts. Digital archives support research skills. Collaboration between students and teams. Kids can express and communicate ideas. They develop positive attitudes towards their peers and

understanding the value of working with others.

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Administrative and Staff'sUse of Technology

Their is substantial evidence that technology has become a vital component for success in an education enterprise.

Technology provides administrators with better data to improve decision making and policy implementation.

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Administrators  and teachers are required to use technology and the Internet by the State of Michigan to record student data.  Recording MEIS's 5 core databases (SRSD, REP, SID, FID, SAID) via the 'Net saves  time and paperwork.  

Teachers and Administrators use of SIS (Student Information Systems) allow them to access student and parent information quickly and easily. Additionally, parents and community members are requesting that schools and classrooms have more of an online presence.  Web Pages and class information like syllabus as well as grade books posted online are becoming a  parent expectation.

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No Child Left Behind Act (NCLB)

The NCLB has mandated that all schools meet Adequate Yearly Progress by meeting certain standards that have been set.

This same act also requires that all teachers be highly qualified to teach the subject area they are teaching.

This act is aiming to improve the performance of U.S. primary and secondary schools by increasing the standards of accountability for states, school districts, and schools, as well as providing parents more flexibility in choosing which schools their children will attend.

Technology has had a major impact in both of these areas. Allowing parents and educators easy access to this information.

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Adequate Yearly Progress (AYP)

School Districts currently meeting or trying to meet AYP can gain instant access to the status of their district.

Parents researching school districts can learn which schools have met AYP and which have not at just the touch of a button.

http://www.michigan.gov/mde/0,1607,7-140-22709_22875_43127---,00.html

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Technology Support for Administration

Highly Qualified TeachersWinocular Portfolio

Highly Qualified Teacher (HQT) analysis is a core functionality of the Portfolio software and it allows you to log the Highly-Qualified (HQ) status of every teacher in every assignment. For many employees, their HQ status has already been determined. In these cases you simply set the appropriate status in their NCLB profile. Should an employee wish to switch assignments, you’ll already have the information at your fingertips to determine if they are Highly Qualified for the new assignment – no more extensive paperwork!

http://www.winocular.com/WinOcular_Products/Education/HOUSSE_Recertification.htm

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Highly Qualified Teachers

Professional development providers have taken note of the new requirements of NCLB for teachers to become HQ, and many have already shaped online courses aligned to NCLB's standards.

Beyond general professional development is the challenge of getting teachers to meet NCLB's specific certification requirements. In recent years there's been an explosion of organizations offering distance education programs for teachers-in-training, from traditional bricks-and-mortar institutions to Web-only schools.

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Technology Supports Changes in School Structure

Technology can support schools in a number of ways. Administration, teachers, and staff will likely have more time to “teach” when technology is present. Students in this environment can receive more individualized instruction to fit their needs.

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Technology HelpsTeachers and Administrators

Today, life in technology-rich schools is different-- better-- for teachers. Handheld devices for reading assessment, electronic response systems, software programs for assessing and grading, and skills-based online resources provide teachers with an abundance of tools for evaluating students, producing information teachers can then respond to with instruction tailored to the needs of each student.

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Technology allows for Exploration of Capabilities

Technology helps all members of an educational community to explore opportunities. Many students and teaching staff simply do so to find that outcome is a rich learning environment, with endless prospects.

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NEA Positions on Technology and Education

Their thoughts on how to make technology useful to schools are: More funding is needed at all levels to better integrate technology into schools

and classrooms. The technology available to educators and students should be compatible with,

and at least on the same level as, technology in general use outside of schools. Education technology budgets should reflect the importance of professional

development. At least a third of all tech budgets should be reserved for school staff to become proficient in using and integrating technology into their classrooms.

Educators themselves should be involved in decisions on planning, purchasing, and deploying education technology.

Teacher education programs need to embrace educational technology and help prospective teachers use it effectively in the classroom.

Technology should be deployed and applied equitably among all students and educators, regardless of geography or demographics.

Students should also be taught the appropriate and safe use of technology.

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Technology and the Future

Students live in a digital world. Their future as citizens relies heavily on technology and media. Students must be capable of using and implementing technology into their daily lives. Such things as banking, shopping, and paying bills are quickly becoming more prominent through the use of various technologies such as Internet.

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Technology & Future Cont…

“Our goal as effective teachers, is to lend students the opportunities to be successful in life. Every student needs the ability to navigate through the 24/7 information flow that today connects the global community.  For students to thrive in a world enabled by information technology, we must give them the skills to make sense of and use the information that engulfs them” (NEA, 2008). Technology today must be integrated within curriculum rather than seen as a separate entity. No matter what job students have, technology will be found; whether by way of a cash register or by taking measurements for a building. Before students can use technology in their jobs, they must have a basic knowledge of what kinds of tasks a computer can perform. In order to solve problems, they must know what program to choose and when to use it.

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Technological advances have changed education, work, and leisure in our society. Although most people experience the benefits of these advances, most also know the anxiety and frustration that accompany rapid technological change as well as the alienation generated by impersonal aspects of technology. Elementary school counselors need to help children develop emotionally and socially in the context of rapid technological change. Counselors often need to deal first with their own concerns about technology before helping children understand the benefits and limitations of technology. Elementary school counselors especially need to acquire competencies with computers, to overcome anxieties about using the technology, and to integrate computer technology into counseling programs

A Technology World

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Technology is the Future!The National Academies' National Academy of Engineering and National Research Council in their new report, calls for a broad-based effort to increase the technological literacy of all Americans, a goal that will have many benefits including more informed decision-making by citizens and business and government leaders about the development and use of technology, and a more erudite population that will be better prepared for the demands of today's high-tech work environment. Learning about technology should begin in kindergarten, and the connection between all subjects and technology should be emphasized throughout a student's education, the report says. Technology content should be infused into curricula, teaching materials, and student assessments.

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Life Skills- Outcomes of Technology

Capable information technology users (e.g. 3rd grade students using teacher generated links to learn more about Australia )

Information seekers, analyzers, and evaluators (e.g. 4th grade students researching pioneering activities on the web )

Problem solvers and decision makers (e.g. 1st grade students using an Elmo projector device to share three-dimensional math problem solving solutions for whole-class feedback)

Creative and effective user of productivity tools (e.g. 3rd grade students beginning formal keyboarding )

Communicators, collaborators, publishers, and producers (e.g. 3rd grade students creating fables with words and graphics

4th and 5th graders publishing their work on their own web pages )

Informed, responsible and contributing citizens (e.g. students investigate current events in debate )

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Parent Involvement

"Seventy-six percent of parents reported that their schools used two or more technologies to communicate with parents. While newsletters and telephone calls are most common ways for schools to exchange information with parents, school are now beginning to explore the additional opportunities for interaction afforded voice mail, websites, and electronic mail"Technology Facilitates Parents Involvement-

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Future of TechnologyTeaching in the 1800s

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Future of Technology -Teaching in the 1900sMr. Hartmann bangs his gavel: As president of the school board, I call this meeting to order. First on the agenda, Mr. Stephens, high school English teacher, would like to address the board. Welcome, Mr. Stephens!

Mr. Stephens: Thank you, Mr. Hartmann, and all the members of the school board, for allowing me to speak this evening. I will be brief: I want to suggest that we encourage our students to change to fountain pens for their schoolwork and move away from the use of quill pens.

Mr. Oliveri: Change?! What’s wrong with a good quill pen?

Mr. Stephens: Fountain pen points last longer. We won’t lose as much time when students break their quills and have to sharpen a new one during class.

Mrs. Jasperson: Mr. Stephens, you should keep a jar of quills on your desk and let students use them if they need them.

Mr. Stephens: Yes, Mrs. Jasperson, I do. Some days, however, they need more quills than I have. Fountain pens also have a better ink delivery system, less likely to spill and ruin papers.

Mr. King: If students have to buy ink, they won’t learn how to make good ink from berries. What will they do when their fountain pen runs out of ink?

Mr. McNeeley: I’ve never used a fountain pen, and I’m getting along just fine. My children can use quill pens, too.

Mr. Stephens: In the city, people are making the change without too much difficulty. I have been using a fountain pen myself for a few months now, and the finished documents are much easier to read. Here, let me pass this pen around so you can see it.

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Mr. Hartmann: Let me interject a note here. As you know, I took the family to St. Louis during our Christmas break, and I saw many people using fountain pens. The hotel desk clerk let me try his out, and I must say a fountain pen is a very nice writing instrument. I bought one myself, and the whole family takes turns using it. I wouldn’t be surprised if they caught on, down the road.

Mrs. Jasperson: So you’re saying that businesses are switching to fountain pens?

Mr. Hartmann: It looks that way. If we are preparing our students for the business world, we might want to consider this.

Mr. McNeeley: My son will farm and my daughters will marry farmers. Quill pens will be just fine for them.

Mr. King: So are you proposing that the schools purchase a fountain pen for every student? That would be prohibitively expensive!

Mr. Stephens: I agree that there would be a cost at first. Perhaps the board could purchase just a class set of 30 at first. But eventually students will bring their own fountain pens to school. And consider that the school would no longer have to supply ink.

Mr. McNeeley: This is out of the question. Fountain pens are unnecessary! We could put those funds toward the new gymnasium for the basketball team, instead.

Mr. Hartmann: Mr. Stephens, perhaps we should table the matter for now and give people some time to think about it.

Mr. Stephens: As you wish. Thank you for your time this evening. May I have my pen back, Mr. Oliveri?

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Education can not revert to the 1800's

Education can not revert to the quill

Education can not ignore technology

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The Future of Technology

Works Cited

Works Cited• Alamaki, A. 1998. Technology Education in Elementary School: Why and How?. Eric Digest pg. 1-14

• CCV Software -Journey Ed. Retrieved 06/2008, from Type to Learn 4 (School Version) Web site: http://www.ccvsoftware.com/itemDetail.asp?ItmNo=15282306

• Dugger 1997; Dyrenfurth & Kozak 1991

• EdTechAction Network. Retrieved 6/30/08, from Why Technology in Schools? Web site: http://www.edtechactionnetwork.org/technology_schools.html

• Fox. Christine, "Elementary Schools : The Time Is Now," T.H.E. Journal, 7/1/2008, http://www.thejournal.com/articles/22918

• Gerler, , E (1991-01-31). The Changing World of the Elementary School Counselor. Retrieved August 4, 2008, from Eric Digest Web site: http://www.ericdigests.org/pre-9218/world.htm

• Sciencerulz, (2007, 4,04). Pay Attention. Retrieved August 4, 2008, from Teacher Tube Web site: http://www.teachertube.com/view_video.php?viewkey=40c570a322f1b0b65909

• (1998). North Central Regional Educational Laboratory & Illinois State Board of Education. Retrieved 06/2008, from Critical Issue: Developing a School or District Technology Plan Web site: http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te300.htm

• (2000). Technology and Education Reform . Retrieved 7/14/2008, from Reasons For Bringing Technology Into Schools Web site: http://www.ed.gov/pubs/EdReformStudies/EdTech/reasons.html

• (2002). The National Academy of Engineering . Retrieved 06/2008, from Americans Need to Know More About Technology Web site: http://www.newhorizons.org/strategies/technology/front_tech.htm

• 2004). Mercer Island School District. Retrieved 06/2008, from Benefits of Technology Web site: http://www.misd.k12.wa.us/departments/technology/benefits.html

• (2005, June). Michigan Department of Education . Retrieved 06/2008, from Michigan Department of Education Educational Technology Standards & Expectations Web site: http://www.michigan.gov/mde/0,1607,7-140-28753_33232_37328---,00.html

• (2007). Knowledge Adventure . Retrieved 06/2008, Web site: http://shop.knowledgeadventure.com/?cmp=KNC-TM+GOOGLE&HBX_OU=50&HBX_PK=knowledgeadventure.com&gclid=CP-f7Y2i9JQCFQNHFQod2GaOqg

Works Cited Con’t

Works Cited

• The Learning Company . Retrieved 06/ 2008, Web site: http://www.learningcompany.com/jump.jsp?itemID=107&itemType=HOME_PAGE&ysmchn=GGL&ysmcpn=TLC&ysmcrn=sr2br87go1619dx1345pi20ai2478&ysmtrm=sr2br87go1619dx1345pi20ai2478+the+learning+company&ysmtac=PPC&ovtac=PPC&SR=sr2br87go1619dx1345pi20ai2478

• National Education Association. Retrieved 06/2008, from Technology and Education Web site: http://www.nea.org/technology/index.html

• O'Neal, Sloane (2004/02). The Journal. Retrieved 06/2008, from Individualized Instruction for Improved Student Achievement - Education's 'Holy Grail' Web site: http://www.thejournal.com/articles/16635

• Schrum, L (8/17/2005). Education World. Retrieved 06/2008, from Technology as a Tool to Support Instruction Web site: http://www.educationworld.com/a_tech/tech/tech004.shtml http://cct.edc.org/admin/publications/speeches/testimony_lhe01.pdf

• Tiny Einsteins. Retrieved 06/ 2008, from Smart Steps Web site: http://www.tinyeinsteins.com/elementary_school_software.html

• Wikipedia. Retrieved 06/ 2008, from No Child Left Behind Act Web site: http://en.wikipedia.org/wiki/No_Child_Left_Behind_Act

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