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implication of technology in education
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implication of technology in education
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During the interview, I noticed several different times the answers Dr. Mitchell’s provided reflected current educational trends. The strong focus on literacy and math did not just being this century; however the addition of science and technology has been added. He expressed throughout his career as a teacher, there was a big push for reading and math preparation. Now, as a school leader, he finds STEM (Science, Technology, Engineering, and Math) to be just as important as literacy. Dr. Sarah Eaton (2010), claims in her presentation titled, 7 Global Trends in Education in the 21st Century, that “Technology will not only enhance education, it will drive learning of all kinds.” Technology has broken barriers and students will be able to …show more content…
I have worked in two very different states, in many different types of schools. Most of my experience has been in low performing schools where students are of African American decent and from low poverty areas. However, I have also worked in a very diverse school setting where there are all levels of academic achievement, nationalities and cultures, and various levels of socioeconomic status. As I think back on my role as a teacher in the various positions I have held, I have always had to adjust my teaching style to meet the needs of my students. There were times I felt like I was better at building relationships than teaching content and also times where I felt no relationship was built at all but my students were excelling academically. Most of my best work has been completed in turnaround schools; my greatest achievements have occurred in that setting. According to Klein (2009), in an interview with Arne Duncan, the United States Secretary of Education, he expressed his concerns that turnaround is not for every leader. Dr. Mitchell also made mention of this fact in his interview. My plan is to continue in this setting using what I have
I had the pleasure of being able to shadow Superintendent Shirley Hall of the Maplewood School District. Ms. Hall took the reins of the district over in 2012 from a very popular superintendent who was credited with making great strides within the district. Although Ms. Hall had very large shoes to fill, she seems to be doing it with grace and enthusiasm. She credits the previous superintendent with making systemic changes and establishing the overall forward momentum of the district, but recognizes that she cannot rest on past success. Her goal is to take the district to the next level of educational excellence by focusing her and her administrative team's efforts on the P.E.L.P. coherence model from Harvard University. This model focuses the leadership's attention on the interdependence of the various aspects of their school district and how they reinforce one another to support the implementation of an improvement strategy. One of Ms. Hall's mantras was change, but not just for change sake, deep change for sustained improvement. Therefore, although Ms. Hall's predecessor was able to put the district on the right path, Ms. Hall has taken the baton and run with it; establishing her own style and path to excellence.
Dr. Tanisha L. Heaston, principal of Treadwell Elementary talks to me about educational change. In my first meeting and interview with her, she displays many if not all the leadership benchmarks of a Change Master and Facilitator. Defined by McEwan (2003), a Change Master is a highly effective principal who is flexible and futuristic. A realistic leader who is able to both motivate and manage change in an organized, positive, and enduring fashion. As a Change Master, she uses a situational approach since every school community requires somewhat different skills. Dr. Heaston respects change resisters, procures resources for her school, and trusts her teams which aligns with ISLLC Standard Six.
Imagine a way for educators to bridge the age and technology gap and to engage their students actively in almost any subject. As the educational needs of future citizens of the world evolve, educators are turning to innovative methods of teaching basic subjects, like math & science, and crucial technology, learning and social literacy skills, like video creation, research strategies and positive community interaction.
According to Ravitch, what Klein and Rhee failed to recognize is that teachers improve with experience and that children do not lead static life’s. Children experience ups and downs that effect their abilities on any giving day. As teachers, we know many different things can affect a student’s academic abilities. Klein and Rhee felt that the best way to improve schools is to fire “bad” teachers and principals. However, what we are finding is that it impossible to improve schools with constant firing and hiring on new teachers, management, or using different curricula each
This is to ensure that the changes that are occurring within education; I am helping to shape and foster. Therefore, as an educational leader I strive to the notion that my most important constituents are my teachers because they will shape the thoughts and opinions of my students and larger community. With that in mind, I want to create a school environment that fosters high-quality curriculum, cutting edge instruction, and 21st century problem solving and equipment learning. Therefore, I want a school that students, teachers, and the larger community would be proud to send their children. Moreover, the reason that I want to lead is because I understand the power that good educational administrators can have on shaping a school, a community, and maybe even a nation. Likewise, for students competing in a 21st century world; they are going to need to have schools that are innovation centers which fosters creativity, problem- solving, and comprehension. Therefore, I believe that it is my job as an educator to ensure that our students are discovering knowledge for themselves, and developing passions that will push them into the future. Moreover, my experience on our school’s principal advisory committee and school improvement council have given me the experience needed to drive through the reforms that we need to within our school. I have seen reforms up close, and I have the experience of understanding what policies it takes to ensure that these reforms are
Kowal, J., Hassel, E. A., & Hassel, B. C. (2009). Successful School Turnarounds: Seven steps
When a school is failing, the options for next steps can seem impossible or nonexistent, leaving school officials uncertain of what to do next. “Under No Child Left Behind policies, failing schools face the possibilities of ‘restructuring’ whereby half or more of the teachers may be fired or a complete school shutdown.” Many times these schools occur in lower economic areas and students are facing challenges like “lack of health care, more lead-poisoning, iron-deficiency anemia, family instability, more exposure to crime and drugs, fewer positive role models, and less exposure to culturally uplifting experiences.” The question debated is whether we can change these failing schools for the better. Some people believe that it is in the student’s best interest to close the schools and start over. However, others say that “it may take courage to close schools, but it takes, experience, wisdom, and persistence – as well as courage – to improve them and to strengthen families and communities.”
By taking this course I have come to realize that it is possible to meet the needs of diverse student populations by using well recognized school reform models. Ron Edmonds provides a quote that sums up this course quite nicely: “We can, whenever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far” (David Boers, personal communication, April 8, 2011). We have the know-how and means; we just need to take action. The key texts and supplementary materials studied in this class illustrate that improvements are possible, we just need to act.
Schools are influenced by varied internal and external factors in a constantly changing environment (Navickaite & Janiunaite, 2012). There is a growing consensus among stakeholders that the current progression of education must change drastically. Educational policy makers and leaders are examining an array of school improvement efforts, including rigorous curriculum; alignment of state and national standards and organizational restructuring. According to Fullan (2001), the more complex society gets, the more sophisticated leadership must become. School leaders wrestle with the intricate challenge to implement reform efforts, increase student achievement, serve the individual needs of all students and meet community demands (Goldring & Schuermann, 2009). Leading a change process is an essential and difficult process of school leadership. Effective school leaders are expected to manage and transcend a rapidly changing environment. Hence, leadership requires abilities such as being team-oriented, strong communicators, team players, problem solvers, change makers and transformation leaders (Balyer, 2012).
The world is constantly moving forward. Our societies are in search for the newest advancement, and our children are drawn to the latest technology. It seems as though our current technology could replace our fundamental education, such as the power of a calculator. The answer is just a click away. Not to mention our daily reliance on computers. I wonder sometimes how the world operated a couple of decades ago when computers and cell phones weren’t commonly used. I have to admit technology has truly made our lives easier and saved tremendous amount of our time by its efficiency. However, technology should never substitute the fundamental learning in our educational systems. Specifically in the primary school, building a firm fundamental education is crucial. Seeing children still using fingers to do simple math in second grade is not a good sign of academic improvement. Though the students may easily figure out the answers by ...
There are many current educational issues. The lack of Parent involvement and support is definitely one. This is especially the case at our title 1 schools. It is a struggle to get many parents to be involved in their child’s education. Another current educational issue is the lack of support and assistance for classroom teachers. For example, there are some schools where each kindergarten and first grade has a full time assistant. I teach first grade but share an assistant with two other first grade classes. We have reading teachers, however they only serve 3-5 students at a time out of 60+ students. With class sizes increasing, it becomes more and more difficult to meet each students needs without proper assistance.
Since August of 2015 I have had the privilege of working with an incredible leader in Andrea Williams, principal of Theresa Bunker Elementary School. She is the epitome of a well-rounded leader who exemplifies all of the qualities of a leader as described by House’s path-goal theory of leadership. Mrs. Williams works diligently each day to create a productive work environment. She is direct when she needs to be and is extremely respected by her faculty as a fair leader. As I have observed her over the past two years I have seen her leadership skills in action. I have been extremely impressed with her drive, passion, fairness, supportiveness and ability to create a positive climate and culture that makes work a positive
Education has transformed immensely from where it first began and needs to continually transform in the future to meet the growing needs and expectations of society. Consequently, teaching and learning are quite different in the 21st century when compared to previous centuries. There are several key factors driving change in education today with the focus on globalisation and social factors, including: Information Communication Technology (ICT), cultural and social inclusion along with changes in the economy, jobs and businesses. Additionally, 21st century learners are expected to ascertain a multitude of qualities and skills in order to succeed in today’s world. Communication, collaboration, global awareness, creativity and problem solving
The future of education is very promising to younger generations. From Kindergarten though college many changes are brewing. On the horizon are things like smart objects, full-length online courses, and prosthetic devices designed to equalize education.
Our nation’s education system strives through the hard work and dedication of its educators. Often great teachers, principles and supporting staff are drawn to the profession because they possess the desire to empower, inspire, nurture and watch young people grow - not only academically, but also emotionally. These people are there because they want to make an impact upon our society and the lives of whom the reach. Highly effective teachers are those who have taken learning to new heights by accelerating student learning, closing achievement gaps that persisted for decades, and promoting a mindset of change. Moreover, the presence of highly effective teachers in classrooms today continues to manifest as a result of the support from strong school leaders (U.S. Department of Education, 2013).