Pro-Technology in
Elementary Schools
Erin Ryan
Tamara Dodge
Amy Farmer
CEP 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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Pay Attention
Since 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?
http://www.teachertube.com/view_video.php?viewkey=40c570a322f1
b0b65909&page=1&viewtype=&category=
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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
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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
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
Searching Software (Google, AskJeeves, etc.)
Knowledge Adventure http://shop.knowledgeadventure.com/?cmp=KNCTM+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&ysmcp
n=TLC&ysmcrn=sr2br87go1619dx1345pi20ai2478&ysmtrm=sr2br87go1619dx1345pi20ai2478+the+lear
ning+company&ysmtac=PPC&ovtac=PPC&SR=sr2br87go1619dx1345pi20ai2478
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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:
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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.
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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's
Use of Technology
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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)
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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)
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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 Teachers
Winocular Portfolio
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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
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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 Helps
Teachers 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:
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More funding is needed at all levels to better integrate technology into schools
and classrooms.
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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.
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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.
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Educators themselves should be involved in decisions on planning, purchasing,
and deploying education technology.
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Teacher education programs need to embrace educational technology and help
prospective teachers use it effectively in the classroom.
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Technology should be deployed and applied equitably among all students and
educators, regardless of geography or demographics.
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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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A Technology World
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
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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 broadbased 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
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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 Technology
Teaching in the 1800s
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Future of Technology -Teaching in the 1900s
Mr. 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
Next
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=KNCTM+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&ys
mchn=GGL&ysmcpn=TLC&ysmcrn=sr2br87go1619dx1345pi20ai2478&ysmtrm=sr2br8
7go1619dx1345pi20ai2478+the+learning+company&ysmtac=PPC&ovtac=PPC&SR=sr
2br87go1619dx1345pi20ai2478
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
The End