When I approached one of the third-grade teachers in reference to evidence in her lessons of typing instruction reinforcement during students’ writing period, she immediately answered, “keyboard instruction is the technology teachers responsibility and she don 't have the time.” This reply has become increasingly common among educators, however, classroom teachers need to know that all educators must contribute to the collective goals towards the achievement of students developing technology competencies in typing in complying with The Common Core State Standards W.CCR.6 technology competencies, which states that students must acquire “use technology, including the internet, to produce and publish writing and to interact and collaborate with others.”
As stated in the Common Core State Standards, third graders are expected to demonstrate coding competencies, “with some guidance and support from adults, students must use technology to produce and publish writing as well as to interact and collaborate with others.” A four resources analysis of technology research points out that “the definitions of technology in the Common Core State Standards implicitly demands that students develop coding competencies, however, there is the lack of instruction for educators on how coding dependencies should be taught in a CCSS-aligned 21st-century classroom. Pandya and Aukerman also add that “these core competencies apply to all students; however, no examination has been directed on the
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As the text reads "Keyboarding skills have become critical to student success in college and the workplace." and this is true. Current learning requirments are that students are proficient in typing by the fourth grade. Writing has taken a backseat to typing as technology
In Michaela Cullington’s essay titled, “Does Texting Affect Writing?” the author tests the ongoing question of how today’s youth handles the effects of texting in the education system. Using successful evidence from both sides of the argument as well as participating in her own experiment, Cullington is able to fully demonstrate how texting does not interfere with today’s students and their abilities to write formally in the classroom.
Michaela Cullington’s essay “Texting and Writing” explores the possible effect of teen texting on formal writing in school. Cullington lists three different hypotheses scholars pose about the cor- relation between the two: those who criticize texting for its negative impact on writing, those who believe texting is actually a beneficial exercise in writing, and those who see no relationship at all. Cullington begins her analysis with the first theory, quoting concerned teachers, citing the shock- ing statistic that “only 25% of high school seniors are ‘proficient’ writers” (90), and adding testi- mony from two of her former teachers. Cullington then explores the second take on texting and writing by providing contrasting testimony from other teachers who believe that texting is a bless- ing to their students’ writing. Cullington retrieves support for these two opposing views from inter- views and previous studies. To explore the theory that texting is irrelevant to formal writing, how- ever, she performs her own research, gathering results from seven students, two teachers, and an analysis of students’ written work. Despite the testimonial evidence against and in support of tex- ting, Cullington’s own results show that texting has “no effect, positive or negative, on [students’] writing as a result of texting” (95).
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.
Computer Science is critical for developing programming knowledge, digital literacy, and improving students’ problem solving skills. Teaching kids how to program exposes them to a field that they otherwise wouldn’t have even considered. The problem with teaching programming in K-12 schools is the lack of faculty. In fact, maybe one in ten American high schools have a Computer Science teacher. The number is even lower for schools serving grades 1-6 (Guzdial 1). The states that already require Computer Science as a high school graduation requirement can complete the class by learning how to use CAD or Photoshop. This is due to teacher not being qualified enough to teach real Computer Science. Raising the standards of preexisting Computer Science classes would be problematic in that sense (Guzdial 1). There is also no set, clear curriculum to teach Computer Science in high school. Because of this, it would be hard to teach it to special needs students (Guzdial 1).
Not So Fast,” Andrea Lunsford argues that rather than leading to a new illiteracy, the digital technologies in the modern world help students to develop their ability of writing. Not only that students are daferrors than 25 years ago, actually with less spelling errors. In order to help students with the challenges, the teacher should offer solid instructions and encouragement rather than derision.
This project correspond with the Common Core State Standards Technology Skill Scope and Sequence, Demonstrate the ability to use technology for research, critical thinking, decision making, communication, collaboration, creativity and innovation. It also coincides with the Common Core State Standards Technology Skill Scope and Sequence, W6, W10, SL5, SMP 5, RI7 Use a variety of media to present information specific purposes (e.f, reports, research papers, presentations, newsletters, Web sites, podcast, blogs) citing source.
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.
Typing had always been an issue for him, especially after his mom’s and school’s attempt to make typing fun by integrating games. In response to Thomas I would say that, although typing may not be fun (I personally never liked it either), it is essential to decently know this skill. As described in the definition of digital literacy “…that require them to employ a growing assortment of cognitive skills in order to perform and solve problems in digital environments.” It is important to understand the skills needed to survive in a digital world, otherwise you’ll fall so far behind you’ll begin to develop an inaptitude.
Anderson, L. (1996). Technology planning at the state, district, and local levels. ERIC Digest [Online]. Available: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED393448
The Long Beach School District is committed to prepare all of its students for college, work, and life by implementing technology as much as possible in their curriculum. Formal technology instruction at Long Beach Elementary School begins in the 1st grade. In an effort to adjust these students to advancement and proper performance of technology tasks that will help them succeed in The Partnership for Assessment of Readiness of College and Careers (PARCC) assessment which is to be completed online, the district’s focal point has been both the third and fourth grade class. The Long Beach Technology department has received several request from
Technology is a helpful tool for teaching the writing process, and Marchisan and Alber (2001) concluded that writers can be taught to write using the writing process approach paired with tools of technology, direct instruction, and committed well-trained teachers. Graham, (2008), Graham & and Perin (2007a), and Rogers & and Graham, (2008), agreed that technology makes the process of writing easier and often provides very specific types of support. Word processing provides at least four advantages: (a) revisions are easily made, (b) publishing is professional-looking, (c) typing provides an easier means for children with fine motor skill challenges to produce text, and (d) word-processing programs have software programs, such as spell and stylistic checkers designed to reduce specific types of miscues. Other tools are speech synthesis (i.e., the writer’s spoken words are transcribed to electronic text) and word-prediction programs (i.e., the computer program reduces the key strokes by predicting the writer’s next word). This is helpful for students with difficulties with spelling and the mechanics of writing. In addition, outlining and semantic mapping software can aide with the planning process, and the use of computer networks and the Internet can help to promote communication and collaboration among writers.
Four authors, Kristie Asaro-Saddler, Haley Muir Knox, Holly Meredith, and Diana Akhmedjanova, from the University at Albany wrote an article titled “Using Technology to Support Students with Autism Spectrum Disorders in the Writing Process: A Pilot Study” that focused on the benefits of technology for disabled children. Although the article talked about students with disabilities, they specifically focused on students with Autism Spectrum Disorders (ASD). The article showed that the use of technological tools to write helped the children with the disability tremendously. In general, “the handwriting of children with ASD has been found to be lower quality, specifically in terms of letter formation, than typically developing peers” (Asaro- Saddler et al. 104). Since this is the case, it takes these children longer to write because of being more focused on penmanship and spelling than on the idea of the paper as a whole. Therefore with the use of a word processor and digital resources, spell and grammar check are readily available, so less time and frustration is spent on the miniscule details.
According to McKee-Waddell (2015), the definition of digital literacy is “the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills” (p. 26). To create a more all-inclusive classroom, educators are using digital technology instruction to enable, engage, and facilitate a meaningful learning experience. As digital literacy evolves, so should the delivery of instruction. Today, educators can teach writing, which is critical in preparing students for their college or career path. Consequently, the evolving technologies coupled with the teaching methodologies provide a positive classroom atmosphere that increases student achievement by offering opportunities for critical thinking writing skills, which set the groundwork for lifetime learning.
Though technology has become such a key point in the national discussion on education, computer literacy is still sometimes confused with computer science. While computer literacy refers to word processing and knowledgeable use of the Internet, computer science refers to the study of algorithmic processes, hardware and software designs, and ways to impact society with technological innovation. A general computer science curriculum largely consists of critical thinking, problem solving, and logic – the skills that American students will need in order to compete for the best jobs, whether or not they become programmers (James, 2013).