C:\Fakepath\Technology The Light To Life Long Learning


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  • My name is Michelle Vasek and I am here to persuade you, the members of the St. Cloud School Board, to invest in technology for today and for the future of this community
  • I will begin by informing you that technology is here to stay and is a part of all of our lives and with some it is a vital element of communication, safety, transportation, education, business and industry. Essential components needed in all of these areas are: Educators Functional, accurate and up to date equipment. IT personal Advanced programming Updated Curriculum Flexibility
  • ” On January 8th, 2002, President Bush signed the No Child Left Behind (NCLB) Act of 2001. The new law encompasses major changes in the education reform plan for Elementary and Secondary Education. It details four basic education reform principles, including an emphasis on proven teaching methods (Introduction: NCLB, 2002). The NCLB act will target education dollars to research-based programs that use scientifically proven ways of teaching children to read.” (Lam, 2007) “ One of the programs targeted by NCLB is Title II-D-1&2 - Enhancing Education Through Technology (Ed Tech). The goal is to improve student academic achievement through the use of technology (The Facts About…, 2002). The plan is to teach children how to effectively integrate the technology available to them to improve student achievement and to become technologically literate by the 8th grade,” (Lam,2007) E- Learning has become a very successful tool in communication with parents, students and teachers. "Technology is connecting parents to teachers, and, it is helping connect parents to assessments so we can measure the progress of every student“(Lam,2007). “ Technology in the classroom can help students become capable users, information seekers, problem solvers and decision-makers,”(Lam,2007) “ It helps the emergent learner, students with disabilities, students with language disabilities and the gifted child. With the cultural and socioeconomic diversity in our schools today, teaching effectively to these different levels of ability, background, interests, learning styles and modalities is a major challenge” (Lam,2007). Since 1984 David Rose and Anne Meyer have been collaborating on a learning strategy that started with the use of technology with the child with disabilities. They have since creating a learning strategy and written a book called Universal Design of learning. To the right of your screen is the log rhythm indicating challenges and barriers we all face with technology and how we cost effectively we may be able to meet those challenges.
  • If we look at Midwest schools statewide in 2004-2005 and compare those teachers using technology in the classroom and a minimum of 50% statewide each state has a usage rate between 70-80% now 5 years later and as we indicated earlier in the introduction , the NCLB act we should see an increase in the usage of technology. In those states with a high poverty and technology is being used by teachers at greater than 70%. In those state with high poverty and high minority the percentage of usage drops slightly due to in accessibility to computers in the home. “ teenagers who do not have access to a home computer are less likely to graduate from high school than teenagers who do have access. While 85.5 percent of white students utilize home computers (with 77.4 percent of those Internet connected), just over half of all African American and Hispanic students have a computer in the home, and only about 40 percent of these children have home Internet access. Fairlie states, “These disparities in access to technology are troubling because of the growing importance of technology skills for succeeding in the labor market,” (Palozzi, 2006).
  • The impact technology has on students can be clearly explained in the next few slides in which I will provide you with research evidence and testimonials. In this slide, “James Kulik (1994) used a research technique called meta-analysis to aggregate the findings from more that 500 individuals research studies of computer-based instruction”(Dahl, 1999). In his finding he found, “ On- average, students who used computer-based instruction scored at the 64 th percentile on tests of achievement compared to the students in the control conditions without computers who scored in the 50 th percentile”(Dahl, 1999). “ Students learn more in less time when they receive computer-based instruction”(Dahl, 1999). “ Students like their classes more and develop more positive attitudes when their classes include computer-based instruction,” ”(Dahl, 1999). The one negative finding indicated, “ computers did not have positive effects in every area in which they were studied”(Dahl, 1999).
  • The second research study I would like to present to you is a study done by Harold Wenglinsky, which was a National Study of Technology's Impact on Mathematics Achievement completed in 1998 in which he, “ assessed the effects of simulation and higher order thinking technologies on a national l sample of 6,227 fourth graders and 7,146 eighth graders mathematics achievement on the National Assessment of Educational Progress(NAEP),” ”(Dahl, 1999). The positive findings included: “ Eighth- grade students who used simulation and higher order thinking software showed gains in math scores of up to 15 weeks above grade level as measured by the NAEP”(Dahl, 1999). . Eighth-grade students whose teachers received professional development on computers showed gains in math scores of up to 13 weeks above grade level. Higher order uses of computers and professional development were positively related to students’ academic achievement in mathematics for both fourth and eighth-grade students”(Dahl, 1999). Negative findings were minimal but included, “ Fourth-grade students who used technology to play learning games and develop higher order thinking performed only 3-5 weeks ahead of students who did not use technology and both fourth and eighth-grade students who used drill and practice technologies performed worse on NAEP that students who did not use drill and practice technology,” (”(Dahl, 1999).
  • The third research study I would like to share with you is a study the Scardamalia & Berieter’s Computer Supported Intentional Learning Environment (CSILE), “this study had entire classrooms of children conceive, respond to, and reframe what is said and written over time on computers. CSILE students ask questions, search for other students’ answers to their questions, comment on and review other students’ work, and then restructure and formulate answers to their original inquires,” ”(Dahl, 1999). The positive outcomes found in this study consist of; “ CSILE students surpass students in control classrooms on measures of depth of understanding, reflection, and also on standardized reading, language, and vocabulary tests, and CSILE maximizes student reflection and encourages progressive thought, taking multiple perspective, and independent thinking”(Dahl, 1999). There are many other studies that have been done regarding the use of technology and each of them have rendered positive results. A few of these results were indicated in an educational policy, “kindergartners in a computer-based writing-to-read program improved their reading levels equivalent to an increase from the 50th to the 80 th percentile. Several studies on the use of computers for word processing generally yielded moderate increases (e.g., from the 50th to the 62nd percentile) in student writing skills, and teenagers who have access to home computers are 6 to 8 percentage points more likely to graduate from high school than teenagers who do not have home computers, after controlling for individual, parental, and family characteristics.” (Palozzi & Spradlin, 2006). A few other research studies done include: West Virginia’s Basic Skills/Computer Education Statewide Initiative, represent a sample of 950 5 th graders. Sivin-Kachala’s Review of the Research, reviewed 219 research studies from 1990 to 1997. Lastly, The Apple Classrooms of Tomorrow (ACOT) in which and assessment of the impact of interactive technologies on teaching and learning in five school sites across the nation. All of these tests provided positive results and support the increased use of technology.
  • If you are not sold as of yet, let me share with you a few case studies and testimonials which give excellent feedback indicating success from many different views as indicated in this slide, the proof is in the testimonials. With the use of technology anything is possible. The education department of Indiana schools had these testimonials to share. “ In many of these classes, students choose to work on their technology-based projects during recess or lunch periods. Teachers also frequently cite technology's motivational advantages in providing a venue in which a wider range of students can excel. Compared to conventional classrooms with their stress on verbal knowledge and multiple-choice test performance, technology provides a very different set of challenges and different ways in which students can demonstrate what they understand (e.g., by programming a simulation to demonstrate a concept rather than trying to explain it verbally),” (SRI, 2010). Other effects are enhanced student self-esteem, increased use of outside resources, provides support for thinking processes, and provides for acquiring problem-solving skills. “ students are too confused or embarrassed to ask questions because they don't want to show their ignorance. With individualized computer instruction, students can always immediately request help if something is unclear and computer can also be used to educate the smarter students who easily get bored in a traditional classroom since they reach their goal faster. With computers, students that finish a unit can go to the next one immediately. For these bright students, the challenges that computers can offer encourage self-directed learning,”(Lam,2007). The other advantages are directly related to teachers and administrative personal who have stated in the article by SRI are: introduction of technology had put them into the position of being learners again joint activity in framing education reform and technology implementation grant proposals increased the amount of teacher interaction around issues of curriculum and instruction and support a much greater degree of communication and collaboration between teachers and others outside the school walls One of the major effects of the technology-supported education reform efforts for teachers was an increase in their involvement in professional activities. Technology effects everyone in our community.
  • As we are here before you focusing on funding for K-12 technology we cannot forget what technology means beyond the years of K-12 and how students will be effected and there is a need to be prepared for post-secondary education. “ Technology helps connect multicultural education in a number of ways. Media and telecommunications are a vital part of today's youth culture. Individuals with weak or little technological skills will find it difficult to survive in the competitive and global environment of the future,”(Lam, 2007). Colleges are requiring students to be computer literate, own computers, retrieve assignments, resources, and syllabus. Degrees can be earned from the privacy of their own home from any part of the country. “ Technology is also a very helpful tool in foreign language classes. With the use of e-mail, chat rooms, Web cam and a collaborative Web site, French students at USC were linked to native speakers in France (Wood, 2002). The online learning enhances the traditional textbook and gives students a personal connection to native French speakers. Their information comes from real people rather than textbooks and is also related to real-life,”(Jam,1998). “ Increasingly, industry and the service sector are more reliant on technology, and colleges and universities expect incoming students to possess basic computer literacy as the use of technology continues to grow in higher education,”(Palozzi &Spadlin, 2006).
  • “ students with real-life association and the ability to work in cross-functional environments,”(Lam,2007) are more apt to obtain employment sooner. “ Due to increasing global interaction within and between education and business, and the use of technology to foster that interaction, technological literacy is essential to preparing today’s youth to meet the demands of a global 21st century society,”(Palozzi & Spradlin,2006). As technology in industry and business assist with efficiency and cost effectiveness so must students become more efficient and cost conscious. Employers prefer those individuals with computer literacy and basic skills.
  • In conclusion, what do you want for your children? “ Developing technology-based or mediated curricula that can be used by as many students as possible makes financial sense, just as does using the same textbooks in different schools in the same district.,(Palozzi & Spradlin, 2006). “ Technology is a necessity in today's world and we must be ready for it. Parents want their children to graduate with skills that prepare them to either get a job in today's marketplace or advance to higher levels of education and training. Employers hire employees who are reliable, literate, able to reason, communicate, make decisions, and learn. The Department of Education, and other federal agencies recognize the essential role of technology in 21st century education,”(Lam,2007). Does this district want to be there as well? If so please invest in technology today for the tomorrows!
  • References and Questions?
  • C:\Fakepath\Technology The Light To Life Long Learning

    1. 1. Minnesota State University Moorhead Michelle Vasek February 28, 2010
    2. 2. Technology the light to life-long Learning <ul><li>Introduction </li></ul><ul><ul><li>Vital element </li></ul></ul><ul><ul><li>Essential components </li></ul></ul><ul><li>Four Points </li></ul><ul><ul><li>No Child Left Behind Act (NCLB) </li></ul></ul><ul><ul><li>Impact on students Slide 4 </li></ul></ul><ul><ul><li>College/University Preparedness </li></ul></ul><ul><ul><li>Working World of Business/ Industry </li></ul></ul>
    3. 3. No Child Left Behind Act <ul><li>January 8,2002 </li></ul><ul><li>Title II-D_1&2 </li></ul><ul><ul><li>Goal: Improve academic achievement </li></ul></ul><ul><li>E-learning </li></ul><ul><ul><li>Powerful option </li></ul></ul><ul><ul><li>Connection B/W parent, student, teacher </li></ul></ul><ul><ul><li>Overcome barriers </li></ul></ul>(Rose & Meyer, 2002)
    4. 4. Adaptive from Education Week Technology Counts 2005 (Palozzi &Spradlin, 2006)
    5. 5. Kulik’s Meta-Analysis Study <ul><li>Positive findings </li></ul><ul><ul><li>64 th percentile verse 50 th </li></ul></ul><ul><ul><li>learn more less time </li></ul></ul><ul><ul><li>positive attitude </li></ul></ul><ul><li>Negative findings </li></ul><ul><ul><li>not all areas effected </li></ul></ul>(Dahl, 1999) Meta-Analysis Year Instructional Level Number of studied Analyzed Percentile Gain Over Control Group Bangert-Drowns, J. Kulik, & C. Kulik 1985 Secondary 51 10 Burns & Bozeman 1981 Elementary & Secondary School 44 14 Cohen & Dacanay 1991 Health Professions Education 38 18 Hartley 1978 Elementary & Secondary Math 33 16 Fletcher 1990 Higher Education & Adult Training 28 19 C. Kulik & J. Kulik 1986 College 119 11 C. Kulik, J. Kulik & Shwalb 1986 Adult Education 30 15 J. Kulik, C. Kulik & Bangert-Drowns 1985 Elementary 44 16 Niemiec & Walbert 1985 Elementary 48 14 Roblyer 1988 Elementary to Adult Education 82 12 Schmidt, Weinstein, Niemiec, & Walberg 1985 Special Education 18 22 Willett, Yamashita, & Anderson 1983 Pre-College Science 11 9 Note: Table excerpted from Kulik, James A. (1994). Meta-Analytic Studies of Findings on Computer-Based Instruction.
    6. 6. Harold Wenglinsky’s National Study of…. <ul><li>Positive Findings </li></ul><ul><ul><li>Gains 15 weeks above grade level </li></ul></ul><ul><ul><li>Gains of 13 weeks above grade level </li></ul></ul><ul><ul><li>Positive relationship professional development and achievement </li></ul></ul><ul><li>Negative Findings </li></ul><ul><ul><li>Games only 3-5 weeks ahead </li></ul></ul><ul><ul><li>Drill and practice technologies </li></ul></ul>(Dahl, 1999) 4th Grade Math                 COMPUTER USE Mainly for math/learning games Higher Math ACHIEVEMENT                     Teacher technology TRAINING More positive school CLIMATE               8th Grade Math               COMPUTER USE Mainly for simulations and applications     Higher Math ACHIEVEMENT                             Teacher technology TRAINING     More positive school CLIMATE                           SOURCEL Educational Testing Services, &quot;Does it Compute?&quot; an analysis of 1996 National Assessment of Educational Progress.
    7. 7. Scardamalia & Bereiter’s Computer supported…… (CSLIE) <ul><li>Finding </li></ul><ul><ul><li>Surpass control classrooms </li></ul></ul><ul><ul><li>Maximizes reflection </li></ul></ul><ul><ul><li>Encourages progressive thought </li></ul></ul><ul><li>Other testing and findings </li></ul><ul><ul><li>BS/CE </li></ul></ul><ul><ul><li>Sivin-Kachala </li></ul></ul><ul><ul><li>ACOT </li></ul></ul>(Dahl, 1999)
    8. 8. Testimonial <ul><li>The kids that don't necessarily star can become the stars. [with technology]. My favorite is this boy . . . who had major problems at home. He figured out a way to make music by getting the computer to play certain letters by certain powers and it changed the musical tone of the note and he actually wrote a piece. He stayed in every recess. . . . When I asked him what he was working on, he wouldn't tell me. Then he asked if he could put his HyperCard stack on my computer because it was hooked up to speakers. I said &quot;sure&quot; and at recess. . . he put it on my computer and played his music and literally stopped the room. And for months he had kids begging him at recess, every recess, to teach them how to make music. And for that particular kid it was the world because he really was not successful academically and was having lots of problems. . . . This really changed him for that school year. -Elementary school teacher </li></ul>(SRI,2010)
    9. 9. College/University <ul><li>Expectations </li></ul><ul><li>Distant Learning </li></ul>
    10. 10. Working World of Business/ Industry <ul><li>Global Interaction </li></ul><ul><li>Multicultural </li></ul><ul><li>Employer Preference </li></ul>
    11. 11. What do you want for your children? <ul><li>Technology is a necessity in today’s world and we must be ready for it! </li></ul>
    12. 12. References Dahl, R. (1999). Milken Family Foundation Education Technology. The Impact of Education Technology on Student Achievement: What the Most Current Research Has to Say . PDF, . Retrieved February 5, 2010, from http://www.mff.org/edtech/ Lam, J. (2007). Technology In the Classroom. Technology Inc . Retrieved February 5, 2010, from http://www.teach-nology.com/tutorials/techinclass/print.htm Palozzi, V. J., & Spradlin, T. E. (2006). Education Policy Brief. Center for Evaluation & Education Policy. Retrieved from http://eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/c9/82.pdf Rose, D. H., & Meyer, A. (2002). Teaching Every Student: Information & Ideas. Teaching Every Student in the Digital Age . ASCD, . Retrieved February 28, 2010, from http://www.cast.org/teachingeverystudent/ideas/tes/ SRI International. (2010). Effects of Technology on Classrooms and Students. Retrieved February 5, 2010, from http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html