Summary:
Technology is everywhere. However, due to school budgets, students outnumber computers 20, 30, and 40 to 1. Even when some of the schools do have the computers available for students, the old models of the computers don’t have the capacity to support new educational software. Now, software available allow for twenty first century electronic learning. Now calculators, camcorders, audio books, databases, simulations, drill-and-practice exercises, video cassette recorders, the Discovery channel, music synthesizers and the wide array of computing devices are a few examples that are made readily available. These types of programs need to replace some of the regular classroom lecture time that we are used to.
My Thoughts:
I do agree that computer programs these days provide an interactive way for students to learn. Graphics can entice students and encourage learning. It also allows students that need help mastering one area to keep working on that particular level where as students who are advancing, don’t need to be held back by the teacher and the rest of the class. Furthermore, it allows students to become more familiar with working on computers and have positive experiences playing educational games. Funding needs to be in place to allow this to happen.
Reference:
Mecklenburger, J. (1991, January). Restructuring Our Schools for Educational Technology. Education Digest, 56(5), 52-55. Retrieved June 8, 2009, from Academic Search Complete database.
Monday, June 8, 2009
Reporting on the Status of Technology Education in the U.S.
Summary:
This article is a survey done by the International Technology Education Association’s Technology for All Americans Project. They did this survey to determine the current state of technology education in all 50 states, D.C. and Puerto Rico. Five questions were asked:
1.Is technology education in your state framework?
2.Is technology education required in your state? If so, at what grade levels?
3.How many technology education teachers are in your state?
4.Is Standards for Technological Literacy: Content for the Study of Technology used in your state? If so, how?
5.Is Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards used in your state? If so, how?
In conclusion, the survey reported that there has been an increase in the number of states that include technology education in the state framework. Thus, as a whole, our nation is placing more importance on technology education as a part of the overall learning experience. Unfortunately three-quarters of the states have technology education as a separate subject as an elective. Other states provide technology education as part of a career and technical context. Furthermore, the NCLB does not define technology education as a subject area. In fact, the U.S. Department of Education is still struggling to reach agreement on what technological literacy means.
My Thoughts:
The lack of standards enforced by the NCLB and U.S Department of Education limits what states can spend their money on. Unfortunately, technology is not at the top of the list. Even though the study shows an increase in technology education, it is still lacking funding and enforcement by the higher-ups. If American wants to stay in the running for technologically advanced/educated countries, we need to clearly define standards for technology education and make it a required subject to learn.
Reference:
Meade, S., & Dugger, J. (2004, October). REPORTING ON THE STATUS OF TECHNOLOGY EDUCATION IN THE U.S. Technology Teacher, 64(2), 29-35. Retrieved June 8, 2009, from Academic Search Complete database.
This article is a survey done by the International Technology Education Association’s Technology for All Americans Project. They did this survey to determine the current state of technology education in all 50 states, D.C. and Puerto Rico. Five questions were asked:
1.Is technology education in your state framework?
2.Is technology education required in your state? If so, at what grade levels?
3.How many technology education teachers are in your state?
4.Is Standards for Technological Literacy: Content for the Study of Technology used in your state? If so, how?
5.Is Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards used in your state? If so, how?
In conclusion, the survey reported that there has been an increase in the number of states that include technology education in the state framework. Thus, as a whole, our nation is placing more importance on technology education as a part of the overall learning experience. Unfortunately three-quarters of the states have technology education as a separate subject as an elective. Other states provide technology education as part of a career and technical context. Furthermore, the NCLB does not define technology education as a subject area. In fact, the U.S. Department of Education is still struggling to reach agreement on what technological literacy means.
My Thoughts:
The lack of standards enforced by the NCLB and U.S Department of Education limits what states can spend their money on. Unfortunately, technology is not at the top of the list. Even though the study shows an increase in technology education, it is still lacking funding and enforcement by the higher-ups. If American wants to stay in the running for technologically advanced/educated countries, we need to clearly define standards for technology education and make it a required subject to learn.
Reference:
Meade, S., & Dugger, J. (2004, October). REPORTING ON THE STATUS OF TECHNOLOGY EDUCATION IN THE U.S. Technology Teacher, 64(2), 29-35. Retrieved June 8, 2009, from Academic Search Complete database.
A Proactive Approach to Technological Literacy
Summary:
This article suggests that advocating technological literacy is important in changing the greater public’s misconceptions of what it means to be technologically literate. The article provides a few activities that technology education teachers can use to advocate technological literacy to not only students and parents but also the community. Sadly, we learn that there is only “one unit in the U.S. Department of Education, the Office of Educational Technology, promotes the use of technology as a teaching tool, but not the teaching of technology. Contrary to most of what the public believes in what Technological Literacy (TL) is, it is much more complex. Rather than being able to use computers, networks and the internet, TL means having basic knowledge of technology, ways of thinking and acting with technology and the capabilities of technology. This article calls for teachers to become advocates for TL by creating videos, PowerPoint presentations and websites that talks about what it means to be TL.
My Thoughts:
I do think that it is a good idea if teachers advocate for technology education in their schools and communities. Unfortunately, with the pressures that teachers face to bring up academic success in school, teachers are already stretched thin. I believe that some teachers, particularly the younger teachers that are more familiar and comfortable with technology will try to implement technology when possible during regular lessons. The downside to this is that not all teachers will make the extra effort to integrate technology in to their lessons. If we want our students to become TL, then the directive and the budgeting needs to come from the U.S. Department of Education. Until that happens, technology education will continue to be on the back burner.
Reference
Weber, K. (2005, April). A PROACTIVE APPROACH TO TECHNOLOGICAL LITERACY. Technology Teacher, 64(7), 28-30. Retrieved June 8, 2009, from Academic Search Complete database.
This article suggests that advocating technological literacy is important in changing the greater public’s misconceptions of what it means to be technologically literate. The article provides a few activities that technology education teachers can use to advocate technological literacy to not only students and parents but also the community. Sadly, we learn that there is only “one unit in the U.S. Department of Education, the Office of Educational Technology, promotes the use of technology as a teaching tool, but not the teaching of technology. Contrary to most of what the public believes in what Technological Literacy (TL) is, it is much more complex. Rather than being able to use computers, networks and the internet, TL means having basic knowledge of technology, ways of thinking and acting with technology and the capabilities of technology. This article calls for teachers to become advocates for TL by creating videos, PowerPoint presentations and websites that talks about what it means to be TL.
My Thoughts:
I do think that it is a good idea if teachers advocate for technology education in their schools and communities. Unfortunately, with the pressures that teachers face to bring up academic success in school, teachers are already stretched thin. I believe that some teachers, particularly the younger teachers that are more familiar and comfortable with technology will try to implement technology when possible during regular lessons. The downside to this is that not all teachers will make the extra effort to integrate technology in to their lessons. If we want our students to become TL, then the directive and the budgeting needs to come from the U.S. Department of Education. Until that happens, technology education will continue to be on the back burner.
Reference
Weber, K. (2005, April). A PROACTIVE APPROACH TO TECHNOLOGICAL LITERACY. Technology Teacher, 64(7), 28-30. Retrieved June 8, 2009, from Academic Search Complete database.
Critical Issues and Problems in Technology Education
Summary:
This article addresses the concern for technology education as a whole in school curriculum. The most obvious conclusion from this research highlights the concern for adequate technology educators and sufficient quantities of these educators. In the study, the critical issue of highest priority is the Recruitment of students/teachers in to teacher education programs and insufficient quantities of qualified technology education teachers. This is extremely vital to the future health of the technology education profession. Along with this issue, the lack of understanding for what technology education is by administrators and counselors proves to be adding to the entire problem. As stated in the article, “serious efforts need to be directed at developing a clear and distinct description of the profession that can be easily grasped and understood by those inside and outside of the profession.”
My Thoughts:
I only wish that everyone could read this article and take it seriously. It seems that everyone can be in agreement that technology is the way of the future. I now ask, why aren’t we making technology education a priority in school curriculum? Why are there not incentives for people to go in to technology education? If we want to take technology education seriously, a complete overhaul needs to happen with forming a curriculum, recruiting teachers, and gaining a good understanding for what technology education is.
References:
Wicklein, R. (2004, December). CRITICAL ISSUES AND PROBLEMS IN TECHNOLOGY EDUCATION. (Cover story). Technology Teacher, 64(4), 6-9. Retrieved June 8, 2009, from Academic Search Complete database.
This article addresses the concern for technology education as a whole in school curriculum. The most obvious conclusion from this research highlights the concern for adequate technology educators and sufficient quantities of these educators. In the study, the critical issue of highest priority is the Recruitment of students/teachers in to teacher education programs and insufficient quantities of qualified technology education teachers. This is extremely vital to the future health of the technology education profession. Along with this issue, the lack of understanding for what technology education is by administrators and counselors proves to be adding to the entire problem. As stated in the article, “serious efforts need to be directed at developing a clear and distinct description of the profession that can be easily grasped and understood by those inside and outside of the profession.”
My Thoughts:
I only wish that everyone could read this article and take it seriously. It seems that everyone can be in agreement that technology is the way of the future. I now ask, why aren’t we making technology education a priority in school curriculum? Why are there not incentives for people to go in to technology education? If we want to take technology education seriously, a complete overhaul needs to happen with forming a curriculum, recruiting teachers, and gaining a good understanding for what technology education is.
References:
Wicklein, R. (2004, December). CRITICAL ISSUES AND PROBLEMS IN TECHNOLOGY EDUCATION. (Cover story). Technology Teacher, 64(4), 6-9. Retrieved June 8, 2009, from Academic Search Complete database.
Monday, May 4, 2009
Implementing Technology
Summary:
The article, Implementing Technology Elementary Schools, highlights what it takes to implement technology in an elementary school classroom. One of the biggest challenges for teachers is learning how to be a facilitator in a technology classroom where students are on the computers. Limited space and supplies also contribute to some of things to be considered when implementing technology. For most technology classes, the best assessments are portfolios where students compile all of their worksheets, daily journals, sketches and any other work done in class. Even though technology education is still in the beginning stages of becoming a program, most teachers are making an effort to integrate technology in their classrooms.
My Thoughts:
I think that a technology education class should be implemented in elementary schools in every grade. Unfortunately, it can be difficult to try to have many computers in the classroom so a computer lab with a teacher that specializes in technology education would be more realistic. Students could go to technology class twice a week for 30 minutes or less or more frequently depending on the grade level. As long as students are receiving some exposure to technology each year, it would definitely be beneficial in their future.
Reference:
Implementing Technology in Elementary Schools. (2004, December). Technology & Children, Retrieved April 19, 2009, from Academic Search Complete database.
The article, Implementing Technology Elementary Schools, highlights what it takes to implement technology in an elementary school classroom. One of the biggest challenges for teachers is learning how to be a facilitator in a technology classroom where students are on the computers. Limited space and supplies also contribute to some of things to be considered when implementing technology. For most technology classes, the best assessments are portfolios where students compile all of their worksheets, daily journals, sketches and any other work done in class. Even though technology education is still in the beginning stages of becoming a program, most teachers are making an effort to integrate technology in their classrooms.
My Thoughts:
I think that a technology education class should be implemented in elementary schools in every grade. Unfortunately, it can be difficult to try to have many computers in the classroom so a computer lab with a teacher that specializes in technology education would be more realistic. Students could go to technology class twice a week for 30 minutes or less or more frequently depending on the grade level. As long as students are receiving some exposure to technology each year, it would definitely be beneficial in their future.
Reference:
Implementing Technology in Elementary Schools. (2004, December). Technology & Children, Retrieved April 19, 2009, from Academic Search Complete database.
Girls' Interest in Technology
Summary:
The article, Promoting Girls’ interest in Technology through Technology Education, is about a study about the promotion and interest in technology for women. This study came about because there are a low proportion of women in technical occupations, studies or subjects. The study was aimed at 3rd grade boys and girls. One group was not given education about technology and the other was given formal education about technology. Then, boys and girls are given a survey both before and after the education. The essential elements of the interest were a positive emotional relationship to technological objects and actions; personal value and cognitive knowledge. The results from the study show that the interests of both boys and girls were aroused by technology education. Also, the difference in interest between gender was greatly reduced. This means that early exposure to technology education at school will lead to a higher level of technological interest of both boys and girls. As a result, they can build a relationship with technology that enables them to have long-term interests in technology.
My thoughts:
To me, this study seemed to solidify the obvious. In order for students to express an interest in a subject area, it is important for them to become familiar with it; and technology is no exception. As technology is the way of today and will be even more so tomorrow, it is vital that students get exposure to technology as early as possible. This will give all students the opportunity to set a foundation for technology. Furthermore, more students will find technology interesting and can pursue careers in technology which will benefit everyone.
Reference:
Mammes, I. (2004, May). Promoting Girls' Interest in Technology through Technology Education: A Research Study. International Journal of Technology & Design Education, 14(2), 89-100. Retrieved April 27, 2009, from Academic Search Complete database.
The article, Promoting Girls’ interest in Technology through Technology Education, is about a study about the promotion and interest in technology for women. This study came about because there are a low proportion of women in technical occupations, studies or subjects. The study was aimed at 3rd grade boys and girls. One group was not given education about technology and the other was given formal education about technology. Then, boys and girls are given a survey both before and after the education. The essential elements of the interest were a positive emotional relationship to technological objects and actions; personal value and cognitive knowledge. The results from the study show that the interests of both boys and girls were aroused by technology education. Also, the difference in interest between gender was greatly reduced. This means that early exposure to technology education at school will lead to a higher level of technological interest of both boys and girls. As a result, they can build a relationship with technology that enables them to have long-term interests in technology.
My thoughts:
To me, this study seemed to solidify the obvious. In order for students to express an interest in a subject area, it is important for them to become familiar with it; and technology is no exception. As technology is the way of today and will be even more so tomorrow, it is vital that students get exposure to technology as early as possible. This will give all students the opportunity to set a foundation for technology. Furthermore, more students will find technology interesting and can pursue careers in technology which will benefit everyone.
Reference:
Mammes, I. (2004, May). Promoting Girls' Interest in Technology through Technology Education: A Research Study. International Journal of Technology & Design Education, 14(2), 89-100. Retrieved April 27, 2009, from Academic Search Complete database.
Technology & Special Needs Students
Summary:
The article, Technology and the Writing Skills of Students with Learning Disabilities, is about how students with disabilities can benefit from technology in the classroom especially students with writing difficulties. Where students with disabilities can typically feel held back or self conscious about writing, word processors can help them to express themselves. Technology isn’t necessarily for improving writing skills. Rather, it is used to encourage disabled students to write. Instead of having a negative experience with writing on paper, students can have a more positive experience by using a word processer as it is much less strenuous. Furthermore, the computer program Robo-Writer was designed to help students with learning disabilities and that are performing below their peers or below grade level. In conclusion, computers encourage writing for students who find it challenging.
My Thoughts:
I can see that there can be many benefits of technology for students with disabilities, especially when it comes to writing tasks. This way, writing will not keep students from expressing themselves through writing. Not only will computers aid where students are lacking mechanically, but also there are plenty of computer programs that are designed to make writing seem fun while practicing and learning. I believe that all students can benefit from using computers. Even ‘gifted’ students would be able to use a computer program that is set at a level to challenge them , so that they can continue to learn.
References:
Zhang, Y. (2000, Summer2000). Technology and the Writing Skills of Students with Learning Disabilities. Journal of Research on Computing in Education, 32(4), 467. Retrieved April 27, 2009, from Academic Search Complete database.
The article, Technology and the Writing Skills of Students with Learning Disabilities, is about how students with disabilities can benefit from technology in the classroom especially students with writing difficulties. Where students with disabilities can typically feel held back or self conscious about writing, word processors can help them to express themselves. Technology isn’t necessarily for improving writing skills. Rather, it is used to encourage disabled students to write. Instead of having a negative experience with writing on paper, students can have a more positive experience by using a word processer as it is much less strenuous. Furthermore, the computer program Robo-Writer was designed to help students with learning disabilities and that are performing below their peers or below grade level. In conclusion, computers encourage writing for students who find it challenging.
My Thoughts:
I can see that there can be many benefits of technology for students with disabilities, especially when it comes to writing tasks. This way, writing will not keep students from expressing themselves through writing. Not only will computers aid where students are lacking mechanically, but also there are plenty of computer programs that are designed to make writing seem fun while practicing and learning. I believe that all students can benefit from using computers. Even ‘gifted’ students would be able to use a computer program that is set at a level to challenge them , so that they can continue to learn.
References:
Zhang, Y. (2000, Summer2000). Technology and the Writing Skills of Students with Learning Disabilities. Journal of Research on Computing in Education, 32(4), 467. Retrieved April 27, 2009, from Academic Search Complete database.
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