How do NCLB and the Spellings Commission affect change in the use of educational technology?
Addressing NCLB's stance of education and my thoughts about how it may affect educational technology, I see schools underperforming and therefore receiving less government stipend funding for technology programs. Those schools that fail to meet the numerical achievement standards will face "punishment" in areas that could likely provide the funding for education programs.
I know that NCLB has been in hot debate since it's arrival about 7 or so years ago, but I am not blogging about my opinion-- moreso of how I see technology education changing because of its arrival. With NCLB, standards are expected to be met and optimal test scores are expected to be achieved. With a fear that they may not hit the marks and lose their funding, schools put aside programs that are good for student achievement, growth, etc. to teach the standards and as some say, 'teach to the test.' Certainly not jumping to any major conclusions, I do see a concern for putting programs like art, music, technology, and physical education on the backburner as teachers struggle to fulfill every tiny category of the standards to be ready for May testing.
As for higher education and the Spellings Commission's accreditation (debate), I feel that educational technology could actually benefit them. There are strict regulations in place for higher education sources to keep high standards... and that's a great thing. The wonderful thing I find about higher education is their ability to make their own rules when it comes to specific standards... so long as those standards are high enough for the DOE. With this freedom... for lack of a better term, schools are pushed to become better than yesterday so they can maintain their funding and status as an "accredited program or university."
This section was pulled from the article that I learned most about:
The process is used largely to help institutions improve themselves, but it also serves as the closest thing higher education has to an externally applied stamp of approval. Although it rarely happens, the agencies have the authority to pull an institution’s accreditation, and with it the ability of its students to receive federal financial aid.
Yes, as I see the article... they have highlighted the best (and worst) the process has to offer. But... what I valued most from reading that was that it requires institutions to improve themselves... which is where I think educational technology may place its footprint. With their need to constantly improve themselves, incorporating technology may be just the extra addition they can add to improve their programs and be "good enough" for the DOE.
Saturday, May 31, 2008
Wednesday, May 21, 2008
EDC 668 - Week 4 Blog
Where do you see technology & education developing next? How do you think the symbiotic relationship between the two will evolve over the next 10 years?
At a rapid pace, technology is showings signs of hope for rejuvenating education as we know it. Whether or not schools have or will take heed and act is another situation. Many schools see a need for technology, but often lack the resources and time that are necessary for technology integration. There is one thing that is certain however; that technology is a resource schools want and businesses want.
In Next: The Future Just Happened (Lewis, 2001), the Internet is expressed as changing the way we live and work. For a few young entrepreneurs, their lives changed by using simplistic yet complex computer manipulation techniques that landed the on the fast track to success-- until those opposed to the use of the convenient technology were informed and put a stop to everything. Lewis depicts technology as both being a resource of innovation and a resource of the past. While we don't consider the Web to be innovative (yet imperative in the world), we do require its presence to successfully carry on with business and living.
Carrying with the tradition of technology development and further discovering of tools designed to help education, I hope that technology is more than just developed, but enveloped into the school day. Like the youngsters described in the book, our abilities to use the technology is not what is surprising, but the actual use of technology within the classroom that is.
I hope that in 10 years technology will not be swept under the rug but a required "standard" to use in teaching other subjects. I picture students using hand-held computerized devices to web search, complete assignments, and go completely paperless with regards to worksheets as far back as the upper elementary level. Young students were born in the technology age and see no different than what they are taught. If they are being taught with the technology that is available and discovered, it should not be a surprise to us that 15-year olds give law advice or participate in contributing ideas to the collective body of knowledge that is our World Wide Web.
Hicken, M. (2007, Aug. 3). Technology Skills
Seen Key for U.S. Students. The Washington Times, pp. C08.
Lewis, M. (2001). Next : The Future Just Happened.
New York: Random House.
At a rapid pace, technology is showings signs of hope for rejuvenating education as we know it. Whether or not schools have or will take heed and act is another situation. Many schools see a need for technology, but often lack the resources and time that are necessary for technology integration. There is one thing that is certain however; that technology is a resource schools want and businesses want.
In Next: The Future Just Happened (Lewis, 2001), the Internet is expressed as changing the way we live and work. For a few young entrepreneurs, their lives changed by using simplistic yet complex computer manipulation techniques that landed the on the fast track to success-- until those opposed to the use of the convenient technology were informed and put a stop to everything. Lewis depicts technology as both being a resource of innovation and a resource of the past. While we don't consider the Web to be innovative (yet imperative in the world), we do require its presence to successfully carry on with business and living.
Carrying with the tradition of technology development and further discovering of tools designed to help education, I hope that technology is more than just developed, but enveloped into the school day. Like the youngsters described in the book, our abilities to use the technology is not what is surprising, but the actual use of technology within the classroom that is.
I hope that in 10 years technology will not be swept under the rug but a required "standard" to use in teaching other subjects. I picture students using hand-held computerized devices to web search, complete assignments, and go completely paperless with regards to worksheets as far back as the upper elementary level. Young students were born in the technology age and see no different than what they are taught. If they are being taught with the technology that is available and discovered, it should not be a surprise to us that 15-year olds give law advice or participate in contributing ideas to the collective body of knowledge that is our World Wide Web.
Hicken, M. (2007, Aug. 3). Technology Skills
Seen Key for U.S. Students. The Washington Times, pp. C08.
Lewis, M. (2001). Next : The Future Just Happened.
New York: Random House.
Sunday, May 18, 2008
EDC 668 - Week 3 Blog
How can authentic learning tools improve student engagement and deepen learning? What does the apprenticeship model tell us about learning?
Authentic learning tools are helpful in student engagement and learning because they serve a specific purpose that in essence, can differentiate instruction/learning for that individual or group of individuals. For example,
if students are given such things as portfolios to add to their learning and create more of a linear pattern of learning, students can see personal growth, tailor projects to their own understandings and purposes, and develop a more diverse form of learning that simply cannot be compared to a test or heavily structured project.
The apprenticeship model tells us that learning is best done when students are able to work through their lives and experiences when learning new ideas/tools. Without using these new ideas and experiences to improve their lives and work, the experiences stand alone as learning that has not been connected to the person. Knowledge is often lost when experiences are not connected to the learning, hence making apprenticeship learning so valuable for any student.
Authentic learning tools are helpful in student engagement and learning because they serve a specific purpose that in essence, can differentiate instruction/learning for that individual or group of individuals. For example,
if students are given such things as portfolios to add to their learning and create more of a linear pattern of learning, students can see personal growth, tailor projects to their own understandings and purposes, and develop a more diverse form of learning that simply cannot be compared to a test or heavily structured project.
The apprenticeship model tells us that learning is best done when students are able to work through their lives and experiences when learning new ideas/tools. Without using these new ideas and experiences to improve their lives and work, the experiences stand alone as learning that has not been connected to the person. Knowledge is often lost when experiences are not connected to the learning, hence making apprenticeship learning so valuable for any student.
Saturday, May 10, 2008
EDC 668 - Week 2 Blog
Why do educational organizations choose to employ portfolios? What value does the use of rubrics in evaluating activities and portfolios bring? How can peer review affect learning progress and growth?
Educational organizations choose to employ portfolios for a variety of reasons. Just as an experiment, I Google searched "portfolios" and the first site to come up was an organization site, boasting the use of portfolios in education. This website: http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea5l143.htm described portfolios as being:
"...collections of students' work over time. A portfolio often documents a student's best work and may include other types of process information, such as drafts of the student's work, the student's self-assessment of the work, and the parents' assessment. Portfolios may be used for evaluation of a student's abilities and improvement."
In just the same way, portfolios are used to highlight growth and learning achievements. Professional business portfolios are essentially a timeline of experience and with that experience, learning (should have) occurred.
Rubrics bring great value in examining growth and learning by way of portfolios and activities. It's easy for those measuring the personal's growth (whether it be a teacher, executive, principal, etc.) by basing it on an expectation that has already been set. In the same sense, teachers can use rubrics that were created to measure student achievement to their objectives in teaching. If a students portfolio includes how they learned to write their rounded letters, a teacher may remember back to his/her objectives in teaching and see whether the portfolio evidence measured to the standards of their lesson and met the lesson objective goals.
Peer review is also another successful method of accountability and learning that goes on when students critique one another and help them raise the bar for themselves. Students are often self-critical and can see areas of weakness in one another. They also are likely to find someone in their peer group that is strong in an area of weakness for them, finding not only an allie but another teacher who may shed some light on their struggles and help to improve this deficit.
Educational organizations choose to employ portfolios for a variety of reasons. Just as an experiment, I Google searched "portfolios" and the first site to come up was an organization site, boasting the use of portfolios in education. This website: http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea5l143.htm described portfolios as being:
"...collections of students' work over time. A portfolio often documents a student's best work and may include other types of process information, such as drafts of the student's work, the student's self-assessment of the work, and the parents' assessment. Portfolios may be used for evaluation of a student's abilities and improvement."
In just the same way, portfolios are used to highlight growth and learning achievements. Professional business portfolios are essentially a timeline of experience and with that experience, learning (should have) occurred.
Rubrics bring great value in examining growth and learning by way of portfolios and activities. It's easy for those measuring the personal's growth (whether it be a teacher, executive, principal, etc.) by basing it on an expectation that has already been set. In the same sense, teachers can use rubrics that were created to measure student achievement to their objectives in teaching. If a students portfolio includes how they learned to write their rounded letters, a teacher may remember back to his/her objectives in teaching and see whether the portfolio evidence measured to the standards of their lesson and met the lesson objective goals.
Peer review is also another successful method of accountability and learning that goes on when students critique one another and help them raise the bar for themselves. Students are often self-critical and can see areas of weakness in one another. They also are likely to find someone in their peer group that is strong in an area of weakness for them, finding not only an allie but another teacher who may shed some light on their struggles and help to improve this deficit.
Thursday, May 1, 2008
EDC 668 - Week 1 Blog
What is the role of an electronic portfolio in my ongoing academic and professional career in educational technology?
I see an electronic portfolio being a value resource for my academic and professional career. Currently I am still learning and growing as a new teacher and adding to my repetoire of knowledge. I attend seminars, join groups, take classes, and spend time in workshops to better my knowledge in teaching. Just the same, I need a place to house my growth and area to post my knowledge and ongoing learning calendar. From this, I see an electronic portfolio as being easy to alter and use as my ongoing learning develops. It would also benefit me because I would not need paper record of attended seminars, while keeping them online for viewing.
In my professional career in educational technology, I think it's important to show how it personally impacts my living. Having an online portfolio, I prove that using technology is important to me and how dedicated I am to learning new methods. I think having an electronic portfolio would set me aside from many educated people (especially educators) because of my ability to market my skills while sharing my experiences in such a manner. I also hope to help others develop their knowledge of educational technology and benefit this program further by bringing others into its existence.
I am eager to work on this! What a great way to track progress.
I see an electronic portfolio being a value resource for my academic and professional career. Currently I am still learning and growing as a new teacher and adding to my repetoire of knowledge. I attend seminars, join groups, take classes, and spend time in workshops to better my knowledge in teaching. Just the same, I need a place to house my growth and area to post my knowledge and ongoing learning calendar. From this, I see an electronic portfolio as being easy to alter and use as my ongoing learning develops. It would also benefit me because I would not need paper record of attended seminars, while keeping them online for viewing.
In my professional career in educational technology, I think it's important to show how it personally impacts my living. Having an online portfolio, I prove that using technology is important to me and how dedicated I am to learning new methods. I think having an electronic portfolio would set me aside from many educated people (especially educators) because of my ability to market my skills while sharing my experiences in such a manner. I also hope to help others develop their knowledge of educational technology and benefit this program further by bringing others into its existence.
I am eager to work on this! What a great way to track progress.
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