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The Integration of Technology in all Levels of Education Essay
The Integration of Technology in all Levels of Education Essay
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
The Integration of Technology in all Levels of Education Essay
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
Top of Form
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
Bottom of Form
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 TeachersPayTeachers. 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.
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
The Integration of Technology in all Levels of Education Essay
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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