Pro-Technology in Elementary Schools

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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
40c570a322f1b0b65909page1viewtypecategory
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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
  students 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

• 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 phraseearly
  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/?cmpKNC-TMYAHOOHBX_OU51HBX_PKeducationa
  l softwareutm_sourceyahooutm_mediumcpcutm_ter
  meducational software
• Type to Learn 4 (School Version)
  http//www.ccvsoftware.com/itemDetail.asp?ItmNo15
  282306
• Smart Steps http//www.tinyeinsteins.com/elementa
  ry_school_software.html
• Learning Company http//www.learningcompany.com/j
  ump.jsp?itemID107itemTypeHOME_PAGEysmchnGGLy
  smcpnTLCysmcrnsr2br87go1619dx1345pi20ai2478ysm
  trmsr2br87go1619dx1345pi20ai2478thelearningcom
  panyysmtacPPCovtacPPCSRsr2br87go1619dx1345pi
  20ai2478

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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
• 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.

• 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'sUse of Technology

• 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)?

• 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)?

• 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_228
75_43127---,00.html
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Technology Support for AdministrationHighly
Qualified TeachersWinocular Portfolio

• 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, youll
  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/Educat
ion/HOUSSE_Recertification.htm
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Highly Qualified Teachers

• 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 HelpsTeachers 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
• More funding is needed at all levels to better
  integrate technology into schools and classrooms.
• 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.
• 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.
• Educators themselves should be involved in
  decisions on planning, purchasing, and deploying
  education technology.
• Teacher education programs need to embrace
  educational technology and help prospective
  teachers use it effectively in the classroom.
• Technology should be deployed and applied
  equitably among all students and educators,
  regardless of geography or demographics.
• 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 broad-based 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

• 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 TechnologyTeaching 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?! Whats
wrong with a good quill pen? Mr. Stephens
Fountain pen points last longer. We wont 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 wont learn how to make good ink
from berries. What will they do when their
fountain pen runs out of ink? Mr. McNeeley Ive
never used a fountain pen, and Im 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 wouldnt
be surprised if they caught on, down the road.
Mrs. Jasperson So youre 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 quillEducation
can not ignore technology
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The Future of Technology
Works Cited
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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?ItmNo15
  282306
• Dugger 1997 Dyrenfurth Kozak 1991
• EdTechAction Network. Retrieved 6/30/08, from Why
  Technology in Schools? Web site
  http//www.edtechactionnetwork.org/technology_scho
  ols.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?vi
  ewkey40c570a322f1b0b65909
• (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/m
  ethods/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/reas
  ons.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/f
  ront_tech.htm
• 2004). Mercer Island School District. Retrieved
  06/2008, from Benefits of Technology Web site
  http//www.misd.k12.wa.us/departments/technology/b
  enefits.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

Works Cited Cont
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Works Cited

• The Learning Company . Retrieved 06/ 2008, Web
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  ID107itemTypeHOME_PAGEysmchnGGLysmcpnTLCys
  mcrnsr2br87go1619dx1345pi20ai2478ysmtrmsr2br87g
  o1619dx1345pi20ai2478thelearningcompanyysmtac
  PPCovtacPPCSRsr2br87go1619dx1345pi20ai2478
• National Education Association. Retrieved
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  http//www.nea.org/technology/index.html
• O'Neal, Sloane (2004/02). The Journal. Retrieved
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  No_Child_Left_Behind_Act

The End