Prospectus

Technology and Education Prospectus

Schools have transformed over time. The invention of the printing press provided textbooks for students. One room classrooms became classes divided by grade level. Typewriters were replaced by keyboards with correction tape and eventually computers. Computers have opened the doors to even greater change in education. They replaced the card catalogue, took the place of handwritten papers, allowed easier access for research, reduced the need for physical textbooks by providing them online, and more recently have allowed students to participate in the classroom remotely. The advancement in computers and access to them has allowed students to learn beyond the classroom as well as assist with diverse learning.

Students in schools today know many uses for the computer or computer devices outside of Oregon Trail which was popular in the 1980s. While not all students will benefit from the use of computer devices in schools in the same way or have regular access to them outside of school, the increased use for teaching and learning will have a greater positive impact on the majority of students. It allows students who face challenges with traditional educational opportunities to learn to the same level as the stereotypical average to above average students.

Draft Outline

  1. History of educational technology
  2. Allows for types of classrooms
    1. Traditional classroom
    2. Online classroom
    3. Flipped classroom
  3. Student Needs
    1. Diverse learners
    2. Special needs students
  4. Teacher training
    1. Making all teachers technology savvy
    2. Expense to schools for training
    3. Increased/decreased expense to teachers
  5. Computer devise(s) accessibility
    1. Funding for schools
    2. Availability to students outside of school
  6. Social environment
    1. Less physical social interaction
    2. Opportunities for collaboration
  7. Technology assists in student engagement
    1. More active learning
    2. More teacher to student mentoring
  8. Preparing for the future
    1. Entering job market with abilities to collaborate
    2. Prepared for a global market
  9. Conclusion

 

References

Bashram, J. D., Israel, M., Graden, J., Poth, R., & Winston, M. (2010). “A Comprehensive Approach to RTI: Embedding Universal Design for Learning and Technology”. Learning Disability Quarterly, 33(4), 243-255.

This article discusses the level of the needs for diverse learning students. It address RtI (Response to Intervention). RtI “provides tiered levels of supports to all students and allows for increasingly more intensive and individualized instruction” (pg 243). It addresses students needs and plans according to those needs through instructional, environmental, and technology supports. Technology is a major support in special education. The authors also introduce UDL (Universal Design for Learning). They discuss the need for the relationship between RtI and UDL to be developed together.

Flipped Learning Network (FLN). (2014). “The Four Pillars of F-L-I-P”. www.flippedlearning.org/definition.

This article explains what flipped learning is and how it is used. The short explanation is school work at home and homework at school. The difference between a flipped classroom and flipped learning is made clear that they are not the same. This article clearly addresses what is called the four pillars of F-L-I-P and how it can be used.

Flumerfelt, S., & Green, G. (2013). “Using Lean in the Flipped Classroom for At Risk Students”. Journal of Educational Technology & Society, 16(1), 356-366.

The authors for this article discuss the need for school reform and continuous improvement. They address the potential for technology used as an instructional tool. Then they introduce lean which is regarded in some areas as best practices for continual improvement in schools. It is currently known as a philosophy and strategy for improvement in education.

Holland, J., & Holland, J. (2014). “Implications of Shifting Technology in Education”. Techtrends: Linking Research & Practice to Improve Learning, 58(3), 16-25. doi:10.1007/s11528-014-0748-3

The authors address the potential of technology in education now and up to five years into the future. Technology allows for a different type of classroom. The classroom can be at a traditional school, at home in front of the computer, in the car while traveling or many other options. Technology opens doors for diverse learners, assistance with special needs, and global learning environments. The use of technology in education provides skills not only with technology but socially and with other cultures.

Horn, M. (2013). “The Transformational Potential of Flipped Classrooms”. Education Next. 13(3), 78-79.

Michael Horn describes the flipped classroom as learning online part of the time and in an actual classroom part of the time. He explains how this is can be beneficial to students when it is basically the same with just school work and homework being switched. The flipped classroom allows more flexibility for students to learn at their own pace. He also addresses the concern about low-income areas not having the means to promote a flipped classroom.

Jerles, J. (2012). “Blogging in Elementary School: Why, How, and What Teachers Can do to Encourage Writing”. National Teacher Education Journal, 5(3), 85-88.

This article discusses the benefits of blogging for elementary students. Elementary students today will certainly be using computers and internet to communicate regularly which makes it important for them to learn early on how to use it. The author for this article presents three points for teachers about using online writing activities.

McLean, K. (2013). “Literacy and Technology in the Early Years of Education: Looking to the Familiar to Inform Educator Practice”. Australasian Journal of Early Childhood, 38(4), 30-41.

The author presents the idea that technology and literacy can benefit one another in education in the early years. She believes that as technology advances literacy learning will continue to change. Technology is just another tool just as a book has been for learning literacy.

Roehl, A., Reddy, S. & Shannon, G. (2013). “The Flipped Classroom: An Opportunity to Engage Millennial Students Through Active

Learning Strategies”. Journal of Family & Consumer Sciences, 105(2), 44-49.

This article addresses the benefits of using technology to engage millennials in class by eliminating lectures during class time. This allows more time for active learning. Students have more opportunities for peer-to-peer collaboration, teacher-student mentoring, and cross-disciplinary engagement.While this article addressed the many benefits of the flipped classroom it also made clear that there are still many areas for improvement. It pointed out the need for students to be more responsible using the flipped classroom method.

Rycik, J.A. (2012). “Building Capacity for Reform”. American Secondary Education, 40(3), 80-81.

The author provided a basic understanding of the flipped classroom. He provided benefits while also pointing out that it doesn’t eliminate students failing. In this article Rycik makes it known that teachers need to find a way for all students to receive access to the necessary technology at home.

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