Contextual Factors In Public Schools

We've all heard about electronics in schools, whether you are a parent who has been called repeatedly about your kid being glued to it in class or one of said students, it has been present. The Chromebook has been regarded as a way to revolutionize learning, but it also has a slew of consequences. So we are left with the everlasting question of whether or not it is a viable method of learning.

This divide between student and teacher experience and comfort with technology seems to have been exacerbated with the one-to-one implementation of chromebooks at City Middle School. Although all students were given a chromebook for classroom usage in January of 2016, teachers were given little adequate prior training regarding pedagogical implementation strategies. Lack of teacher training, compounded with administrative expectation that the devices must be utilized in the classrooms, has resulted in issues arising regarding the effective integration of the chromebooks for teaching and learning. The devices seem to be used, in many cases, as a substitution for traditional pencil, paper, or research tools, resulting in some incidences of low engagement and misuse of the devices. To understand how chromebooks can be better utilized in teaching and learning to promote student engagement in the middle school environment, various methods of implementation strategies, pedagogical methods and teacher beliefs about learning and technology were studied at City Middle School. Quality research specifically reviewing the effects of implementing

Hernando County has a technology initiative; however, within the each classroom it can be hard to obtain, due to lack of technology. Within Challenger K8 most classrooms have about 2 working computers in the elementary grade levels. In middle school there are classrooms with no computers. We have 5 computer labs that can be scheduled for daily use and then scheduled for testing. Through our community partners the school has received 4 smart boards, and an iMac Lab. Our media person just received a grant for a class set of ipads. Some teacher have bought there own for students to utilize within the class. Hernando County also provided a Bring Your Own Device (BYOD) policy for schools to use at their discretion. The middle school uses BYOD on a daily bases for informal formative assessments, games, and engagement. Teachers also conduct surveys at the beginning of the year to understand what technology is at the student finger tips at home. O’Neal suggests, “it is critical that we look at the use

Misty has incorporated many types of technology into her 6th grade classroom. Her students use Edmodo and Google Apps daily to collaborate and create projects. Misty continually teaches and reminds her students how to be digital citizens that respect others and cite sources when used. She also uses a plethora of websites that students can access from home or school to practice skills. Misty knows how to advance student achievement by maximizing technology as a formative assessment tool so she knows where each of her students are in their learning and what skills need to be retaught.

A study conducted by Miller, Rainie, Purcell, Mitchell, & Rosenstiel (2012), for the Pew Research Center, evaluated different community types—including urban, suburban, small town and rural communities—on various measures, including education levels, income levels and racial and ethnic makeup of their populations. What was found in regard to the differences between these communities was that suburban areas, in comparison to urban areas, have higher income and education levels. Large cities, or urban areas, were found to have one of the highest rates (35% of the population) of income levels below

The Board of Education for the Rowan Salisbury Schools are fully aware of how twenty-first century technologies can affect the manner in which our teachers teach and our students learn. It is the goal of the district to provide a safe and nurturing atmosphere that is technologically rich. Providing every student and employee with access to these tools is meant to enhance and improve the learning experience that will ultimately improve the academic achievements of all of our students. The use of the District’s resources are not a right, but come with responsibilities for proper care and use of all district owned technology. The Board also reserves the right to place restrictions on the proper care and use of its devices.

My placement is in two sixth-grade classes, math and social studies. In my current 6th grade math placement, I am not seeing any differentiation of instruction or assessment based on their language proficiency levels. As I was discussing this assignment with my teacher, it was very difficult for her to give me any of this information. She had to look on the computer to find out who was an ELL and how many ELL students she had, as well as the number of IEP students she had. After realizing she did

By providing Crestview Elementary with additional resources, students will become exposed to the abundant ways in which they can use technology to further engage their learning and help prepare them for their future. Through the use of Promethean boards, laptops, students will learn how to use technology to think critically and problem solve. Students will also be more motivated to learn, and will affect the quality of work they turn in as well as their attitudes toward learning in

The Paradise Valley Unified School District uses Chromebooks throughout all its schools K-12. The IT department has recently created Google Classrooms for all the teachers in the district to help with creating a more 21st century learning environment for students. However, the district is lacking in professional development around technology integration. This training

The context of my leadership and knowledge of digital learning is comprised of ten years of experience as the media specialist in two different high schools. When I first became a high school media specialist in 2006 our system was using Windows 98. The computer labs, of which there were two, were intended for basic Internet research and word processing. At this time using digital tools for education was a new concept. In 2008, our county purchased mobile laptop carts for classroom use that were web enabled. This coincided with an opportunity for me to attend our state wide media conference. A new focus for this conference was the incorporation of digital tools in the classroom. From

Brigitti is an eight year old girl in third grade with Individualized Education Program (IEP) for language delay due to hearing impairment. Brigitti’s parent does not sign to her in which it delayed in her language development as she struggled in her reading. Brigitti is a student that will be transfer to a Deaf institution at next year. For now, she is placed in Integrated Co-Teaching (ICT) classroom that consisted of 17 children with two co-teachers who use America Sign Language (ASL). The co-teachers consisted of one Deaf educator and one teacher who can hear. Based on the observation, the co-teachers taught all the subjects in one classroom. According to a short interview with one of the co-teachers,

For my EDBE 4470 course I was required to administer four assessments to a non-native English speaker. I had the opportunity of working with Angie; I left out her last name to ensure her family’s privacy. Angie is a 4th grader at Brandenburg Elementary School, enrolled in a bilingual program. The way this particular program works is one week the curriculum is taught in English and the next week it is taught in Spanish. Unfortunately I did not have the opportunity to hear her speak Spanish; this would have been helpful to compare her proficiency in both. Angie lives with her parents and her three year old brother Eduardo. Her parents are considering transferring her to a better school down the block; they question if she is getting the education she deserves.

a. One community factor I would address is the diversity. In the contextual factors chart I reported that the area of these students come from are not diverse at all and is predominantly white. My chart state that there are 85% white that attend this school. To teach my classroom about diversity I will use this knowledge to have some lessons about diversity. Since they are preschoolers it will not be as easy getting them to understand the context of the lesson, but I can teach majority of my subject area using diversity. For example I will read a book in their level called Bright, Eyes Brown Skin so will know there are people out there with different color skin, hair, eyes, and etc. This will also help our classroom community because teaching the students any races can be friends and we can come together as one is a big factor.

The focus of the Chromebook program at Frelinghuysen Middle School is to provide tools and resources for the 21st century Learner. Excellence in education requires that technology is seamlessly integrated throughout the educational curricula. Increasing access to technology is essential to build upon college and career readiness skills. The individual use of Chromebooks is a way to empower students to maximize their full potential and to prepare them for college and the workplace.

The world is surrounded with technology. To get the younger generation used to their future lives, laptops in their education learning plan is the perfect solution. Starting students with laptops instead of books will allow the student to get used to what their future will be. There will be less struggle when they are an adult because they will know exactly how to use a computer. Spending on tablets increased 60 percent from 2013 to 2014 because students having their own laptop prepares them for future online standardized tests (Chandler). The constant access of a laptop allows students to enhance their technological skills by becoming proficient and skilled with technology. All students will be prepared.