Use of Technology in All Levels of Education

Use of Technology in All Levels of Education

Instructions/Descriptions

Use of Technology in All Levels of Education

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Reply to 2 of your classmates’ threads. Each reply must be 150 words and comment on their ability to synthesize, not merely summarize, their selected texts. Offer specific examples to encourage them and possible revisions to make it a stronger synthesis.

Student #1 Post

A broad, general problem seen throughout the country is the integration of online course work into the public-school classroom. Technology is integrated into all levels of education: pre-K, elementary, secondary, and higher education (Leggatt, 2016).

It began with a modest inclusion of videos or allowing students to research using school-provided laptops or tablets. This was the simple way of using technology. Now that technology is more accessible and affordable, districts are providing students with digital devices to use in and out of schools, allowing them to utilize their phones, and requiring them to complete coursework online outside of the classroom (Hohlfeld, Ritzhaupt, Dawson, & Wilson, 2017).

On top of that, the new state standards, in all disciplines, now require teachers to include technology-based activities when covering most material (Han, Capraro, & Capraro, 2016).  A more specific problem that grows from those new uses is the issue of online course work assigned in high-need classrooms to students from low socioeconomic backgrounds.

These students enrolled in high-need urban school systems are traditionally from underrepresented, diverse backgrounds (Weir, Errity, & McAvinue, 2015). Their socioeconomic status typically reflects high poverty statistics, and they usually receive free or reduced lunches.

These characteristics are relevant to this issue because those households may not be able to afford wireless internet, which is customarily needed to complete online coursework or research. So, the question becomes, how do we assign homework or projects, using these new district-required technology requirements, without discriminating against students who can only work during school hours?

Statement of the Problem: Following modern standards and assigning technology-based coursework to be worked on in and out of the classroom to students of disadvantaged backgrounds that may not have wireless internet access.

This problem can be investigated through a variety of methods. First would be semi-structured interviews with teachers in high-need urban school systems. Second, could be an anonymous survey sent to students or students’ families asking if they have access to the internet at their homes.

A third method could include a document analysis of the lessons built by teachers who have attempted to remedy this issue, followed by reviewing the requirements in their standards.

The fourth and final method would be another anonymous survey given to students and their teachers about their feelings towards using technology and if it benefits their learning experiences. Sometimes the technology used does not help or guide the learning experience but rather impedes the purpose of the lesson (Ames, 2017). This would be a secondary issue seen with this general problem. (Word count: 421)

References

Ames, C. W. M. (2017). Teacher perceptions of factors influencing technology integration in K-12 schools [Master’s thesis]. Retrieved from https://digitalcommons.usu.edu/etd/5277/

Han, S., Capraro, R. M., & Capraro, M. M. (2016). How science, technology, engineering, and mathematics project-based learning affects high-need students in the U.S. Learning and Individual Differences, 51, 157-166. doi: https://doi.org/10.1016/j.lindif.2016.08.045

Hohlfeld, T. N., Ritzhaupt, A. D., Dawson, K., & Wilson, M. L. (2017). An examination of seven years of technology integration in Florida schools: Through the lens of the Levels of Digital Divides in Schools. Computers & Education, 113, 135-161, doi: https://doi.org/10.1016/j.compedu.2017.05.017

Leggatt, L. (2016) Overcoming the barriers of distance: Using mobile technology to facilitate moderation and best practice in initial teacher training. Journal of Further and Higher Education, 40(3), 432-446, doi: 10.1080/0309877X.2014.984597

Weir, S., Errity, D., & McAvinue, L. (2015). Factors associated with educational disadvantage in rural and urban areas. The Irish Journal of Education, 40, 94-110, Retrieved from https://www.jstor.org/stable/24582832

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Student #2 Post

Education expands constantly due to the amount of research and knowledge discovered each day. There is no denying the improvements made within our classrooms due to the rising brain research completed, utilizing methods such as cooperative learning, behavioral interventions etc.

As educators we must be extremely careful not to fall into “fad education” that might be found on Pinterest, or Teachers Pay Teachers. The only core value that drives us within our lives in religion.

As we moved into a secular education it divided the families from the educational process. Plummeting the reading success among America’s youth. Secular education contrasts many traditional views, proving evidence found through a Harvard study conducted by Glaeser (2002)

“We present evidence supporting the idea that the positive relationship between education and attendance is the result of omitted factors (such as interests and social skills), which relate both to church-going and school attendance.”

John Dewey is often seen as the father of America’s public-school system, finding that in order to most benefit society it must be provided for all to have equitable means of life. This began to turn America’s educational excellence to mediocracy. How could socialistic equality bring turmoil in the classroom?

Many families reinforced reading strategies through sharing verses and lessons from the Bible, reading together. Education that once was founded on God’s word, is now being steered by governmental interests.

Which is best for our child and society? Australia recognizes the idea of secularism but does not run their country with those views. Hakinson (2011) mentions that Australia is seeking to enrich religion through their public education through federal funding, suggesting a time for a new Enlightenment.

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Religion has no agenda, religion does not benefit from our use of it, we benefit from the use of religion and living through God’s word. A tragic problem is occurring in our secular classrooms affecting students’ knowledge, in turn creating a selfish society seeking profits for their own and not for the benefit of other’s.

References

Glaeser, E. (2002). Education and Religion. Harvard University and NBER, 1–40. Retrieved from https://scholar.harvard.edu/files/glaeser/files/education_and_religion.pdf

Hankinson, L. (2011). Secularism in education examined. Education, 92(7), 29. Retrieved from http://ezproxy.liberty.edu/login?url=https://search-proquest-com.ezproxy.liberty.edu/docview/887257170?accountid=12085

Use of Technology in All Levels of Education

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