CI 701—Assignment 7B Technology And Reticulation Lee Ann Hvizdak

ci 701—assignment 7b technology and reticulation lee ann hvizdak, m.a., nbct marshall university graduate college what i

CI 701—Assignment 7B
Technology and Reticulation
Lee Ann Hvizdak, M.A., NBCT
Marshall University Graduate College
What is a trend? As Hewitt (2006) states, a trend is a “prevailing
inclination about some thing that persists in the long term.” In
today’s day in age, trends are seen everywhere from clothing, to
technology, to automobiles. Technology has had the greatest impact on
society. More so, it has greatly impacted education; there are many
trends in technology that have greatly changed not only how teachers
teach, but how students learn. Today, if a person says the word
“technology” there is no need for further explanation. As Hewitt
(2006) states, technology implies everything from “cell phones to the
latest scientific frontiers of nanotechnology and synthetic materials
for the skin of jet liners and the clothes people wear.” Technology,
and more specifically electronic learning, or e-learning, has
augmented traditional classrooms, and in some cases, e-learning has
even replaced the traditional classrooms (Maeroff, 2004).
Another trend that has greatly affected education is reticulation.
Hewitt (2006) defines reticulation as “networking.” In this
perspective, humans tend more towards a postmodernist view rather than
a modernist view. There are major differences between postmodernist
and modernist. Many couple the word modernist with nations, states,
and cultures; however, when thinking of postmodernists, many think of
people and social groups. These people and groups stay together via
information and communication technologies (Hewitt, 2006). Technology
and reticulation alike are both growing trends in education.
According to the National School Boards Association’s “Technology’s
Impact on Learning” (2011), students need to be fluent in technology
to keep up with upcoming jobs that will be technology rich. Education
is not static; in fact, at the start of 1990, charter schools were at
the top of discussions among educational trends. In just ten years,
well over 2,000 charter schools were established in thirty four states
across the United States. Once the laws for charter schools were
established, many took it one step further to create cyber schools.
E-learning provides the most extreme possibility of choice for both
the parents and students alike (Maeroff, 2004). Cyber schools took
off. The question is not whether formal schools will continue or not.
There will always be schools; however, it is safe to say that the
definition of school will change drastically.
For example, as the National School Board Association (2011) states,
technology enhances learning at multiple levels. Let us first start
out at the basic skills instruction. Using video and audio
technologies bring material to life. For example, a student can
visually dissect a pig fetus or virtually go on a field trip anywhere
in the world. It is important not to forget how important it is to
develop new skills related to technology. These new skills may be
vital in a future work place. At the advanced level, students will be
able to implement higher order thinking skills. Students will be able
to learn to organize complex information, recognize patterns, and
communicate findings. These skills will better enable students to
learn better by problem solving. As DiMartino and Clark (2008) also
point out, students need to have the community involved in their
education. Then, the students can aim their education toward a clearer
purpose. If students know the why behind a concept, he or she will be
more apt to actually learn the concept. In other words, when a teacher
is teaching, it is imperative that the teacher stresses why this
concept is essential. Students need to see that everything is
interrelated and certain skills must be mastered before they advance
to the next grade level.
When students are actively using technology, assessment can be more
comprehensive and be two way, meaning that students will be able to
actively participate. Instead of completing tangible projects,
students will be creating electronic portfolios. Finally, and probably
the most important reason to implement technology into the classroom,
is that students are motivated. Most students enjoy using technology,
and it is easier to incorporate parents/guardians in their learning as
well.
A spokesperson from the Apple Classrooms of Tomorrow (ACOT), Howard
Mehlinger, made a comment on the National School Board Association’s
(2011) website that:
We know that successful technology-rich schools generate impressive
results for students, including improved achievement; higher test
scores; improved student attitude, enthusiasm, and engagement; richer
classroom content; and improved student retention and job placement
rates. Of the hundreds of studies that show positive benefits from the
use of technology, two are worth noting for their comprehensiveness.
The first, a U.S. Department of Education-funded study of nine
technology-rich schools, concluded that the use of technology resulted
in educational gains for all students regardless of age, race,
parental income, or other characteristics. [GET THIS] The second, a
10-year study supported by Apple Computer, Inc., concluded that
student provided with technology-rich learning environments ‘continued
to perform well on standardized tests but were also developing a
variety of competencies not usually measured. Students explored and
represented information dynamically and in many forms; became socially
aware and more confident; communicated effectively about complex
processes; became independent learners and self-starters; knew their
areas of expertise and shared that expertise spontaneously.
It is safe to say that all teachers are familiar with differentiating
instruction. Now, teachers must focus on a new type of differentiated
instruction—differentiating instruction digitally. According to
Tomlinson, Brimijoin, and Narvaez (2008), more than 208 million
students are currently identified as having a learning disability, and
between 20 percent and 40 percent of these students are also diagnosed
as having attention or hyperactivity problems (ADD or ADHD). It is
nearly impossible to for any teacher to create a cookie cutter lesson
that will hold the attention of his or her entire class for the entire
class period. Teachers need to create lessons and work with materials
that are appropriately challenging. Students are not learning the same
way(s) they were years ago. Tomlinson et al. (2008) states it best
when she says, “students are becoming more diverse in their learning
needs, it appears imperative for all students to be educated at a
level we once assumed was appropriate only for our most advanced
learners— at least if our intent is to prepare them for the world in
which they will live as adults.” The one-size-fits-all instructional
practices are out of date. The only way to reach a classroom of
students at varying levels is with technology.
Some students do not feel comfortable actively participating in class.
They may feel timid or may simply not be comfortable speaking in front
of others. When students have the opportunity to participate
digitally, more may be inclined to partake in class discussions or
even complete the assignments altogether (Hewitt, 2006). According to
the National School Board Association (2011), technology acts as a
vehicle for fundamental change in the way students learn and the
teacher teaches. In other words, technology has revolutionized
schools. Teachers should not fear the latest gadgets and gizmos;
instead, teachers need to embrace technology and be provided with the
professional development and support they need to successfully
implement technology into their classrooms. In a 1994 Software
Publisher’s Association study, research concluded that technology has
a considerable impact on achievement in all subject areas, in all
grades, and in regular and special education classrooms. When
technology is correctly utilized, the learning is more
student-centered and encourages cooperative learning. Also, the
teacher is seem more as the facilitator rather than the teacher. This
relationship tends to increase the teacher/student interaction
(“Technology’s Impact on Learning” 2011).
Currently at Enslow Middle School in Cabell County, WV, the principal
encourages his teachers to use Edmodo. Edmodo is set up exactly like
Facebook; however, it is designed specifically for educators and
students. A teacher can create a class and then have his or her
students all join that class. Students must have a code to be admitted
to the class, so it is not like just anyone can join. Then, a teacher
can create assignments, assign quizzes, and administer polls online.
The teacher has all editing rights, so if a student posts something
inappropriate, the teacher can delete the post. No one can send
personal messages; all messages are displayed on the news feed. Many
teachers at Enslow Middle School have found www.edmodo.com to be a
success. Students who are usually quiet and withdrawn in class are
typing up a storm on Edmodo. There is a free app on for Edmodo, so
assignments can be done on a smart phone or on an iPad. Edmodo has
really changed the way teachers teach and students learn. Most of the
kids are excited to log on and complete their homework. It is also an
excellent way for students to get a feel of how online courses work.
Like Hewitt (2006) states, “the social use of cell phones is not just
for voice, but for pictures and connectivity to computers.” Edmodo is
an excellent example of that. Students are networking and learning,
but in a socially appropriate way. Hewitt (2006) also talks in great
length about blogs and personal web journals. These are excellent ways
for students to express their feelings. It is also nice that students
can receive immediate feedback when they post something on a blog or
personal web journals. Speaking as an English teacher, this would also
been an excellent opportunity to teach reliable and unreliable sources
as well as internet safety. It is important that teachers keep up with
the growing trends because those trends eventually surface in
education.
Finally, it is important to realize that education is no longer
confided and bounded by buildings, places, and walls. With the 21st
century education comes social networking. This is also changing the
dynamics of “social relationships, personal empowerment, and how work
is configured as participatory involvement” (Hewitt, 2006). It is
amazing to see just how far technology and reticulation has come in
the past twenty five years. Who knows where it will be twenty five
years down the road?
References
DiMartino, J. & Clark, J. (2008). Personalizing the high school
experience for each student. Alexandria, VA: Association for
Supervision and Curriculum Development
Hewitt, T. W. (2006). Understanding and shaping curriculum what we
teach and why (pp. 24-32). Thousand Oaks, CA: Sage.
“Technology’s Impact on Learning.” (2011). Retrieved from
http://www.nsba.org/sbot/toolkit/tiol.html
Tomlinson, C.A., Brimijoin, K., & Narvaez, L. (2008). Differentiated
school: Making revolutionary changes in teaching and learning.
Alexandria, VA: Association for Supervision and Curriculum
Development.
Maeroff, G. I. (2004). Classroom of one: How online learning is
changing our schools and colleges. Gordonsville, VA: Palgrave
Macmillan.