High Socioeconomic Status School Students

Technology in the classroom is important for teachers, parents, and students alike, because technology use has become a necessary skill for survival in today’s vastly expanding technology driven global economy. Research has shown an increase in student’s success rates when exposed to technology in the classroom. Also technology has opened lines of communication between educators and parents to keep students on track, and help teachers educate better.

Australian higher education establishments aim to enhance the learning experiences of students from low socioeconomic backgrounds. The goal is to increase access to and participation of all groups in the community.

The article states, “Using technology in team building appeared to hold substantial benefits for students, particularly those who had trouble engaging with their peers. Technology introduced a new dimension of relevance that made a difference in the schooling experience of otherwise disengaged students” (Bishop, Downes 2015). Students were placed in groups when they worked with technology and this allowed peers to seek each other 's help and eventually feel more comfortable working together. Teachers would be encouraged to use technology at least 2 hours a day. Kinder students can be given shorter periods of technology use and their use can be for learning numbers and alphabet. As grades increase the more independent students can be with their use of technology and the time they use it will also increase. What is clear is that technology is a key element in producing an effective school.

Technology can be found in every classroom of schools today and continues to grow as the field of technology continues to advance. School age children today know more about technology than most middle-aged adults because they have been exposed to it from such an early age. We live in the technology age and it’s clear that technology is here to stay and has permeated every area of our lives including home, work and leisure. Because of this, educators and school staff have been tech-savvy and must continue to keep up with the technological advances in order to present as competent to the student body. Technology has impacted the way our students learn and has provided avenues of learning to disabled students that they didn’t have in the past and has provided teaching staff with a multitude of resources and diversity in class activities to aid in teaching (Pearson, 2010). Without a doubt, technology will continue to impact our educational system as new technologies emerge and our country competes to keep up with a new globalized economy. Schools will implement these technologies into the

In this article, the author discusses the benefits of using technology in the classroom and how the use of technology can increase student tests scores. The objective of the study was to answer the following two questions: How much of a difference would a classroom with technology accessibility affect state-mandated test scores and would student motivation and behavior change if they were able to readily use technology? As the author mentioned in the article, many studies have shown that schools that have created a technology rich atmosphere for their students have been shown positive results. The use of technology has helped teachers as well by making classroom instruction a more individualized experience for the pupils. Legislation in 2001, No Child Left Behind(NCLB 2001) introduced the “Enhancing Education Through Technology Act of 2001” (US Department of Education, 2001) emphasized the implementation of technology in schools with children that came from lower socio-economic households and targeted “at risk” students. Many teachers were interviewed and observed working with their students using technology and it was concluded that the use of computers and other technology was necessary, because not only did it assist teachers by helping them develop better content knowledge, create more interesting lessons, and support them with problem solving, it helped motivate the students to learn, alleviated behavioral issues, and students score higher in state-mandated test.

Technology is everywhere, it is involved in almost every part of our culture. It affects how we live, work, play, and most importantly learn. With technology being such a fundamental part of our lives and growing each day, it only makes sense that schools incorporate technology in the classrooms. Even though many people support the use of technology in schools, there are those that have concerns about the effectiveness of technology and whether or not it undermines education to solely prepare students for the workforce. Despite the concerns, technology is being integrated with classroom lessons daily, and proving how beneficial it is for student success.

The comparison of physical activity levels and pain symptoms at low and high socioeconomic status adolescents

For the purpose of this study, I focus and connect two student identities to equity leadership, those grounded in supporting students of color (particularly black and Latina/o students) and of low-socioeconomic status (SES). I recognize other identities (such as language, special education, and other ethnicities to name a few) can result in marginalization. However, from my own experiences as a K-12 student, educator, and graduate student, I have come to recognize that educators have great difficulty engaging in dialogue about race and low-SES. Race and class are two social identities that have significant impact on the educational outcome for students with implication for “gaps” in education (Darling-Hammond, 2007a; Darling-Hammond, 2007b;

Social classes has been one of the biggest problems in the world today and even more so in a time before us. Some people might even ask what are social classes, well they create the rich, the poor, and the common blue collar worker. They are the reasons there are social inequalities. The bourgeois or the rich are supposedly the best of the best because in their minds money is what makes them better than everyone else, then the common working man, then your poor people ergo, the homeless, beggars, or the unemployed.

Currently, there is a broad consensus that a negative correlation exists between socioeconomic status and mental illness in adolescents. By establishing the specific socioeconomic factors that induce mental illnesses in youth, disorders can be predicted early on. Many experts believe that wealthy children are likelier to develop mental health problems as they feel pressure to succeed or are isolated by their parents (Luthar 2003). However, it has been proven that poorer adolescents are more likely to develop mental illnesses than wealthier adolescents are. A negatively perceived social status, low parental education and income, and lack of social mobility have been proven as important socioeconomic causes of mental illnesses in adolescents.

As we navigate through the 21st century, technology in the classroom is becoming further predominant. iPads are replacing our textbooks, and we can research any desired topic on our smartphones. The impact that technology has had on today’s schools has been utterly momentous. Educators have now seen firsthand the numerous benefits of technology in the classroom. According to a study by IT Trade Association CompTIA, around 75 percent of educators have come to the conclusion that technology has a positive impact on the education process. Educators have also recognized the significance of developing these technological skills in students so they will be prepared to enter the workforce after they graduate (Cox). By incorporating technology in the classroom, teachers are setting our students up for a successful life outside of school. The increase of technology has even changed how teachers teach along with how

Technology has made great strides in the past 20 years. It plays a very important role in our lives today and even plays a critical role in the way students learn all over the world. Unfortunately, students now rely on technology instead of learning key fundamentals. Technology has replaced the need to learn and most answers are just a google search away. Technology has also become expensive and lower socioeconomic school districts have found affording the newest technology difficult because of their lack of funding. Technology is a great learning tool when used appropriately. The lower socioeconomic school falls behind in the expanding frontier of technology in the classroom because they cannot afford it compared to their counterparts and results in a gap in education. The development of technology in the classroom has caused students to fail the learning of fundamentals and has exploited lower socioeconomic school districts.

6. What is the socioeconomic status (SES) of students? Is there a range of SES?

But the nature of children’s experiences using computers in school varied greatly by subject and teacher objectives, and the data suggested that lower-income students use computers more often for repetitive practice, whereas higher-income students use computers more often for more sophisticated, intellectually complex applications. Differences between low-income and high-income children’s access to home computers were less subtle. Surveyed data indicated that only about 22% of children in families with annual incomes of less than $20,000 had access to a home computer, compared to 91% of those in families with annual incomes of more than $75,000. And among children with access, those in low income families were reported to use the computer less than those in high-income families, maybe because most low-income families with computers lacked a connection to the Internet. The two most predictive factors of children’s use of home computers were the child’s age and the computers capabilities. (Becker)

Social stratification ranks individuals and families on the basis of their oncome, education, occupation, wealth, and power in society (p. 87). Because students know which students are in poverty and which ones are wealthy, the students who are in poverty are more likely to be made fun of. Students who are wealthy are more likely to feel more confident than the ones who are not. This can affects students overall performance and self-esteem.