Enlglish101 Final Paper free essay sample

For many years, the state of the educational system has been a polarizing topic in America. Some believe that the current systemtraditional classrooms, objective based learning, and standardized testingis the best way to continue teaching K-12 students. In contrast, others believe that the educational system should transition into a more interactive learning style. More specifically, these advocators believe that classroom settings should have more technology and virtual learning styles so that students will e prepared for the world of tomorrow. Times change and people change with them. Over the last two decades, there have been significant advances in technological innovations. Because of the creation of laptops, cellphones, tablets, and more, information is much more accessible to the average person. Today, the average person spends about 7 hours of their day using some form of media technology. (Communications Market Report) The statistics are even higher for children and teenagers, who spend about 53 hours using media technology a week. Generation M2 Report) The excessive use of media technology can be attributed to anything from ommunicating on social networking cites to participating in tutorial sessions for classes. No matter the reason for using media technology, education officials have observed that the way young people learn has begun to change. For example, students (k-12) no longer have to read through encyclopedias to find out facts; instead they can simply search for facts on the Internet. Because of the change in learning, education officials have advocated for change in the traditional education curriculum. They want to move away from the traditional way of learningbooks, aper, and pencils†to a more technological based curriculum. In recent discussions of the inclusion of technology in the classroom, a controversial aspect has been its effectiveness. On one hand, some argue that incorporating technology into the classroom improves student achievement, technical skills, and engagement. On the other hand, others argue that there is no evidence to suggest that technology in the classroom improves student achievement. The opposing side also argues that incorporating technology in the classroom undermines the role of the teacher and distracts students from truly learning. Neither of these arguments fully addresses the issue; however, this paper will consider that teachers understanding how to use technology effectively in the classroom can influence student achievement. Moreover, this paper will examine the definition of technology in the classroom, the advantages and disadvantages of including laptops in the classroom, and its impact on student learning. Ultimately, this paper will recommend the inclusion of more laptops in the classroom. In addition, the paper will advocate for more extensive training for teachers so that the technology can be used effectively. Before discussing the effectiveness of technology in the classroom, it is important to identify what consists of technology in the classroom. According to many educational technology experts, technology in the classroom consists of: laptops/computers, tablets, cellphones, digital games, class blogs/websites, and more. In the article, Using Technology in Todays Classroom, the author, an educator, suggests that when people hear the word technology, most of them first think of computers (1). He argues that people are misinformed because educational technology consists of many things. In his words, different technologies provide different kinds of content and serve different purposes in the classroom (1). The different types of technology that can be used in the classroom for educational purposes are so vast; the possibilities of what these technologies can be used for are endless. More specifically, the use of laptops in the classroom presents so many opportunities for better learning. Since laptops can be used for a number of things, the use of this device can potentially have a huge impact on classroom interaction, student learning, and student engagement. In the article, Teaching and learning Physics in a 1:1 Laptop School, Drs. Andrew Zucker and Sarah Hug described the use of laptops and related digital tools for teaching physics at the Denver School of Technology (586). The Denver School of Technology is a public charter high school that is attended by many students who come from low- income families (586). The school has a unique program that provides every student with a laptop to use for the entire school year so that the students are able to keep up with the curriculum. Drs. Andrew Zucker and Sarah Hug interviewed teachers and tudents, conducted surveys, observed classrooms, and used document analyses to understand how the laptops were being used in the classroom and how its use was affecting student learning. Through these observations and interviews, Zucker and Hug found that most teachers used the laptops to simulate experiments, create group collaborations, search for information, and collect and analyze data (590). In comparison to other schools around the area, Zucker and Hug found that the students performances on standardized tests improved significantly. Overall, they concluded, apparently not only do the laptops not harm DSSTs physics students, the tudy suggests that teachers and students valued and benefited from using the technology for teaching and learning (593). Both doctors acknowledged that the negative affects of using the laptops in the classroom are off-task students and technological issues. Despite the issues, the program at the Denver School of Technology shows that students can learn by using laptops in the classroom. The students at the school became more engaged in the lessons and benefited from a more interactive class setting. There are many who do not believe in the hype of technology in the classroom because there is no proof to suggest that it improves tudent learning. In the article, Technology Uses and Student Achievement: A Longitudinal Study, Jing Lei, an Associate Professor in the School of Education at Syracuse University, concluded that using more technology does not improve learning or achievement. She did a study on students and teachers at a middle school in Ohio (286). Like Zucker and Hug, Lei conducted her study by having the teachers and students answer surveys and participate in interviews. The participants were asked questions such as: what do you use computers for, how much time do you spend on computers, and more (287). Lei found that using technology for longer amounts of time can actually be worse for the students; the students would usually get involved in activities that were not related to the academic content. The same position was expressed in the article Technology and its Impact in the Classroom. Rozalind G Muir-Herzig, the author, did a study on at rise students at a high school in Ohio. The study was conducted to examine the how the use of technology (computers) during instruction impacted at-risk students. Schools typically use the following criteria for identifying at-risk students: failing grades, low GPA, and/or high bsenteeism of a student (1 13). During the study, teachers responded to questions about their own proficiency wi th technology as well as their students proficiency with technology. He found that teachers technology use, students technology use, and overall technology use have no significant positive effect on the grades and attendance of students (1 11). Overall, Herzig concluded that technology didnt help student learning. In short, student learning and achievement is dependent upon how the technology is used in the classroom. If the instructor is not using the tools in n effective way, then the consequence is that there are not going to be any significant gains in student performance. There could be many confounding reasons that explain why using the computers in these schools did not help the students. For example, maybe there werent enough resources (number of computers) to give to everyone or maybe the teachers werent familiar with the software and how to use it for interactive lessons. Nonetheless, the performance of the students cannot be blamed solely on the inclusion of technology in the classroom. In the article, Learning with Laptops: Implementation and Outcomes in an Urban, Under-privileged School, Chrystalla Mouza, an Associate Professor in the School of Education at the University of Delaware, conducted a study on a single elementary school that was made up of predominately minority students from low-income neighborhoods. Mouza paired laptop and non-laptop classrooms over the course of the school year in order to have two comparable student populations that would reveal the significance of the technology (467). Mouzas research suggested that having the laptops in the classroom did have a positive influence on the students performance, motivation, and engagement. Students appeared enthusiastic about having laptops and reported enjoying school more learn[ing] things in different ways and direct[ing] their own learning. As a result, they became more motivated, exhibited greater academic engagement, and often went beyond required assignments (468). She also stated that [the] qualitative data indicated that the laptop program produced academic gains in writing and mathematics within the laptop group (447). Mouzas study proved that using laptops in the classroom can have a positive impact on students attitude about school. While the students in the non-laptop classrooms still ad a negative disposition towards school, Mouza described the kids who were apart of the laptop classrooms as being genuinely excited to come to school. They wanted to engage in the classroom activities. They wanted to complete the assignments. They wanted to continue to explore the subject without the teachers guidance. A students attitude towards school plays a huge role in whether that student will exceed in school or not. If having laptops makes the students more excited to come to school and learn, then the outcome will be positive. Researchers are also discovering that sing media technology, like social networking, digital gaming, and virtual simulations, in the classroom might be beneficial for students. In the research paper, Using the Technology of Today, in the Classroom of Today, a group of students who attend the Massachusetts Institute of Technology conducted research on specific classrooms in grades k 2 They tound that these technologies attord us the ability convey concepts in new ways that would otherwise not be possible, efficient, or effective, with other instructional methods (4). Since digital technology is such a normal part of young peoples lives, infusing educational programs into the urriculum through these mediums is only reasonable. Not only could it make learning more interesting for these students, but it could also improve student achievement. The researches concluded that Not only is this highly motivating and engaging for students, it allows students to retain, connect and transfer learning from these experiences to future learning and experiences (9). If more personal laptops were included in classrooms, teachers could integrate these different activitiesgaming and simulationsinto the classroom. By using technological mediums that the students are familiar with, the learning environment could become ore comfortable for these students. It could cause the students to become more open to learning new concepts; it could also cause the students to better understand the concepts. Andrew S. Clark, the founder and CEO of Bridgepoint Education, asserts, digital integration in education, from e-textbooks to predictive analytics in online learning, is part of a trend toward greater efficacy, accountability and affordability in the American classroom (1). He suggests that in order for America to move forward and make educational gains, the country must adapt to the world of today. He believes that American students (k-12) are falling behind their foreign counterparts in education. His claims can be supported with evidence. In 2009, the Organization for Economic Cooperation and Development (OECD) administered a test called the Program for International Student Assessment (PISA) to 15 year-olds across the world. The results of the performance of American students placed America 1 5th to 25th worldwide in reading, math, and science. Many believe that America is going to continue to fall behind in education if the current education system does not improve significantly. Although incorporating technology in the classroom isnt the only way to help bridge the gap between American students and their foreign counterparts, it is a step in the right direction. In her article, New Technologies in the Classroom, Jodi Pilgrim, an assistant professor and teacher in the Education Department at the University of Mary Hardin-Baylor, proclaims technology offers educators a way to engage students in learning that translates to real-world applications (22). What is more important than real-world applications? The reason for attending school is to prepare students for the real world. When students raduate from high school, they have a choice of going to college or getting a Job. If school systems (k-12) dont prepare students well enough, then a potential effect could be that the students wont be able to compete in college. As a result, the number of students attending and graduating from college could decline, which would affect the total number of people attaining upper-level Jobs. If students are not able to get upper-level Jobs, like Jobs in health, science, and engineering, then America might not be able to compete on the global level. Its like a domino affect; one problem could lead to more problems. While technology is not the only way to achieve real-world applications, as proved by older generations that didnt have access to technology, technology does prepare younger students for the world of tomorrow. Technology will prepare them for the world in which they will have to compete. There are many people who believe that advocators tor technology in the classroom give too much credit to the technology and undermine the role of the teacher. For example, Technology Does not Make a Classroom Successful, the Teacher Does, is a personal article by Pernille Ripp, an elementary school teacher and the creator of the Global Read Aloud project. In her article, Ripp argues that its the teachers Job to make the classroom as instructive as possible. l dont care how many computers you stick in a room, if a teacher is not facilitating them properly then they wont make a lick of difference (1). She believes that people are getting too invested in technology fixing our broken education system (1). She argues that teachers knowing how to use the tools effectively in order to engage the students and promoting productive learning is the most important factor in student learning. Although some may argue that using technology in the classroom undermines the ole of the teacher, many educational technology advocates acknowledge that the teachers role in the classroom is paramount. For example, in the interview, Transforming Education with Technology: A Conversation with Karen Cator, Karen Cator, director of the Office of Educational Technology, made strong claims about the education system (k-12) of the near future. In this digital learning environment, well incorporate cognitive tutors and integrate simulations, visualizations of complex math and science concepts, videos, and animated demonstrations. And we need to make sure the environments are fully accessible to all students (18). Cator acknowledges that it will be difficult to ensure that each student has his or her own technolo gical device; however, she does believe that it is important for school systems across America to make this available to students. She believes that having devices, like laptops and tablets, will become a normJust like bringing a notebook and pencil pouch to class is a norm today. Although Cator stresses that using technology in the classroom will benefit the students, she still understands the significance of the teacher. She advocates for using technology to support learning goals (20). She claims that teachers should connect with other teachers, try to find resources, and participate in professional development in order to improve their students learning. Many education officials have this same viewpoint. In an interview with Laysha Kemp, a special education coordinator who has a masters degree in educational technology, the main topic of discussion was the impact that technology has on student learning. In her words, technology will only make so much of a difference the major influence on student achievement is how the teachers use that technology to interact with the class. Kemp, like many other educational technology advocators, understands that the teacher has the greatest influence on student learning because the teacher facilitates the learning environment. Some may also argue that using media technology will hinder students from truly learning and influence the downward spiral of our education system. In Technology Changing How Students Learn, Teachers Say, Richtel, a technology reporter for the New York Times, interviewed teachers about their perception of their students use of technology. Richtels evidence suggests that teachers believe that students attention pans are being affected by technology in a negative way. In his interview, about 71 percent said they thought technology was hurting attention span somewhat or a lot. About 60 percent said it hindered students ability to write and communicate nurt critical thinking and their ability to do homeworV (1). The teachers also claimed that they had to entertain the students to get them more involved in the class activity. Many of the teachers expressed that if there wasnt a skit, song, or dance infused into the lesson, then the students were disengaged and uninterested. Today, oung st udents (k-12) are constantly bombarded with new information, new games, and new interactive sites over media technology. The technological world in which they live in is so fast-paced. Teachers should expect that they will have to be more creative to get the students involved in instruction. The problem is not that students are not able to pay attention and learn the material. The problem is that the classrooms and teaching styles have not changed, even though the way students learn has changed. By using laptops in the classroom, the teachers could incorporate skits, songs, and dances into the lesson through virtual simulations. The teachers would be satisfied with not having to perform these activities themselves and the students would be satisfied with the teaching format. The outcome would be positive for both parties. Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America is a book written by Allan Collins, a professor emeritus of education and social policy at Northwestern University, and Richard Halverson, an associate professor of educational leadership and policy analysis at the University of Wisconsin Madison. The purpose of the book is to encourage a radical hange in our educational system. Collins and Halverson claim that technological advances have become huge parts of our daily lives, social lives, and career lives. However, technology is still lagging in the educational realm (k-12). By the 21st century, we have seen great technological and social changes that have yet to be reflected in the schools (62). In a world where technology is such a big part of our lives, this issue should not be occurring. Instead, school systems and teachers should be knowledgeable about how to use these technological devices, especially laptops, for educational advantages. Collins and Halveron also argued that The current school system does not help students develop intrinsic motivation to learn (131). In other words, the students are simply bored with school. They are disconnected from the learning environment because it is outdated; it no longer represents the time period in which we exist. In the debate of whether including laptops into the classrooms is useful for students or not, the advantages far outweigh the disadvantages. Laptops get the students more engaged and interested in the lessons. Students genuinely enjoy being involved in interactive class settings. When tudents are guiding their own learning, they are much more receptive to what is being taught to them, which transpires into their learning and achievement. Although students can become distracted and use the laptops for activities other than academics, there are guidelines and consequences that can be put into place to ensure that this doesnt happen during instruction time. In addition, even though some researchers have not found any significant evidence to prove that technology improves student learning, their lack of evidence should not cause the entire educational system to abandon the prospect of including more technology in the lassroom as a whole. If teachers are trained on how to use technological devices, like laptops, for educational purposes, then the possibilities of what can be incorporated into the curriculum would be endless. A good educational instructor, coupled with the vast amenities that laptops provide tor the classroom setting, makes the pertect learning environment. Laptops are the perfect devices to finally bring our educational system up to speed with the 21st century.