1. Lodi Unified School District
Vs.
U.S. Public School Averages
in Educational Technology
Sonja
Renhult
ET 5023
Information
Access and
Evaluation
American
College of
Education
June 25,
2013
(Boyd, 1923)

2. LUSD wins the first round in
providing internet access to
all of its students.
(Dbenbenn, 2005)
(Balin, 2008)
100%
96%
LUSD
VS.

3. Unfortunately, we fall behind in
providing the hardware that allows
them to gain the access.
(Openclipart, 2006)
LUSD
U.S
.
5 : 1
1.7 : 1
(Mairin, 2006)
VS.

4. Our levels of technology
coaching are woefully low.
(Photo Extremist, 2011)
LUSD has only 1
technology coach for
over 2000 teachers.
(Sometimes, 2010)

5. The majority of LUSD teachers
receive only 1-2 hours of
educational technology training.
Hours Spent in
Professional
Development
None 1-8
Hours
9-16
Hours
17-32
Hours
33 Hours
Or more
National
Average 13% 53% 18% 9% 7%
LUSD 25% 65% 10% 0% 0%
This percentage actually
indicates the % of teachers
receiving 1-2 hours of
training.

6. Only 7% of LUSD teachers report that
Professional Development has prepared
them to use educational technology to
moderate/major extent.
% of teachers that feel they have recieved Professional development
0
10
20
30
40
50
60
LUSD
U.S.
7%
60%

7. Common Core Standards will be
tested in 2014-2015.
(Sagi, 2005)
Our students and our teachers are not
prepared for this new testing format.

8. For our students to be successful
they must be instructed in
information literacy skills.
(Stoneburner, 2007)
Identify
Information
Locate
Information
EvaluateInformation
Effectively
and EthicallyUseInformation

9. “Ten minutes of valuable instructional time on
searching would have saved the students an hour
of wasted scenic tours on the Internet
superhighway.” - P. Jaeger (2012)
(Bateman, 2010)
(Bateman, 2010)

10. Simply using Boolean search
techniques can produce better
results more quickly.

11. Providing students with a
database can make their
searches more efficient.
(Yana, 2010)

12. LUSD does an excellent job of
keeping our students safe online.
% of US schools with this
feature
Does LUSD have this
feature?
CIPA* Protections:
Blocking/Filtering Software 99% Yes
Student Internet Access
Monitored 96% Yes
Parent Contract 79% Yes
Student Contract 76% Yes
Monitoring Software 67% Yes
Honor Code 53% No
Allowed Access only to
Intranet 46% No
*CIPA – Children's Internet Protection Act

13. However, LUSD should do a
better job of educating our
parents and students about CIPA.
(Lopez, 2009)
(Ryan, 2008)

14. Cyberbullying can do great
damage and our students need to
know this.
(Josh, 2012)

15. Explaining the Design Elements
At the start of this assignment for this class, I was not overly optimistic or excited. I personally do not enjoy most PowerPoint (PPT)
presentations and I rarely create them on my own. However, when I learned about the assertion-evidence model for creating PPTs and I viewed a
couple of examples, I was automatically intrigued. This model gives users a way to create PPT presentations in a way that captivates the audience and
gives them something to remember. It is informative for the viewer, rather than a slide of notes and talking points for the presenter (Crivaro, 2009). In
the assertion-evidence model, the PPT creator presents an assertion in the form of a statement as the focal point of each slide. The evidence to back
up that assertion is then presented in a visually stimulating way. Alley (2009) asserted that retention of information is increased when presented in
this manner as opposed to the traditional design of PPT slides.
Explanation of Slides Six and Fourteen
I used the assertion-evidence model by first deciding upon the assertion that I wanted to present for each slide. After creating the assertion
statement, I displayed evidence to support that assertion using stimulating visuals. Two excellent examples of my use of this technique appear on
slides six and fourteen. On slide six, my assertion is that only 7% of Lodi Unified School District (LUSD) teachers report having had professional
development that prepared them to use educational technology to a moderate or major extent in the classroom. To support that assertion I used the
powerful visual evidence of a bar graph depicting LUSD's 7% compared to the nation's 60%. By presenting this image as a bar graph I can show the
striking disparity between our levels of professional development and those experienced across the nation. Clearly we must improve in this area. On
slide fourteen I assert that cyberbullying can be very damaging and that our students need to know about it. I chose to use an image of a young girl
who is clearly distraught due to the words that are being used to describe her via text bubbles. Holfeld and Grabe (2012) reported that 64% of
children reported that they were victims of cyberbullying and 60% of children reported that they have witnessed some form of cyberbullying. Often
times, cyberbullying is even more hurtful that physical bullying because the perpetrator feels even more powerful behind the perceived

16. anonymity of technology. My decision to use this particular image for this assertion was two-fold. First, I wanted to truly shock my audience with
the image and the hurtful words it contained. My intent was to make it somewhat painful for the viewer so that they could begin to relate to the
pain likely experienced by a cyberbully victim. Second, I used the image specifically because the hurtful words listed look like they were
produced during a cell-phone texting conversation. I want my audience to realize, that although cyber-bullying exists on the internet, it also exists
in many other formats as well. Not only can bullies spread their fear via the net on web pages, blogs, email, and chat-rooms, they can also use
cell-phones with the ability to transmit text, photo, and video messages. When LUSD instructs students on the Children's Internet Protection Act
(CIPA) it must address cyberbullying as well as it is a form of communication that can be harmful to minors.
Conclusion
When comparing LUSD to the rest of the United States, it becomes evident that my district is lacking in two specific areas; student to
computer ratios and professional development opportunities for teachers. Providing increased professional development will provide teachers
with a better understanding of how to teach information literacy and the importance of CIPA regulations as well as provide a foundation in
technology that is much needed in today's society. In addition, while preparing this PPT, I effectively used the assertion-evidence model to
inform my audience of the areas in which LUSD needs to concentrate their resources in order to effectively supplement the measures that are
already being put into place in the area of educational technology. If LUSD concentrates its efforts on improving the amount of hardware that is
available to students, as well as increasing professional development opportunities, then its students will be better prepared for the future in this
technological age.

17. References
Alley, M. (2009, September). Rethinking the Design of Presentation Slides: the Assertion-Evidence Structure. Retrieved June 25, 2013, from
http://www.writing.engr.psu.edu/slides_body.html
Crivaro, A. (2009). Rethinking the Design of PowerPoint. Retrieved June 25, 2013, from http://www.writing.engr.psu.edu/slides.html
Holfeld, B., & Grabe, M. (2012). Middle School Students' Perceptions of and Responses to Cyber Bullying. Journal Of Educational Computing
Research, 46(4), 395-413.
Jaeger, P. (2012). Common core: Rx for change. School Library Monthly, 28(7), 5-7.

18. Balin, J. (2008, May 26). A bunch of grapes icon [Icon]. Retrieved from http://commons.wikimedia.org/wiki/File:Bunch_of_grapes_icon.svg
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Boyd, W. (1923). Bill Boyd boxing with his pet kangaroo, Kanga Joe [Photograph]. Retrieved from http://commons.wikimedia.org/wiki/File:William_Boyd_-
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Fishburne, T. (2009). Recession ESI Search [Comic]. Retrieved from http://farm5.staticflickr.com/4060/4422088671_0ee2f463c3_o.jpg
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Lopez, N. (2009, December 10). Children's Internet Protection Act [Photograph]. Retrieved from
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Mairin (2006, December 26). Young girl and boy [Clipart]. Retrieved from http://openclipart.org/detail/3453/-by--3453
OpenClipart (2006, April 20). Computer-blue [Icon]. Retrieved from http://commons.wikimedia.org/wiki/File:Computer-blue.svg
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Sagi, G. (2005, September 3). Fear and Loading [Photograph]. Retrieved from http://farm3.staticflickr.com/2782/4302416632_237a67334e_o.jpg
Sometimes, S. (2010, November 8). Bench Monday [Photograph]. Retrieved from http://farm5.staticflickr.com/4133/5158826505_e0599c7024_o.jpg
Stoneburner, W. (2007, March 7). Overwhelmed [Photograph]. Retrieved from http://farm4.staticflickr.com/3467/3372746317_561dc3c85b.jpg
Yana, J. (2010, June 12). Closeup of card catalogue [Photograph]. Retrieved from http://farm5.staticflickr.com/4009/4693925999
_321e346782_o.jpg
Image References