Pat Hooker's Legacy Case Study

Technology of the past 20 years has become a focal point of teaching and learning. As a teacher, it is my job to facilitate the learning for an individual by creating an environment that not only conducive for learning, but also places the child in a position to discover and learn them for themselves. Technology has given teachers to opportunity to take learning beyond the classroom, and has begun to reshape their role in the learning process.

Her little fingers carefully slide across the iPod screen and picked which game or application she wanted to play. Watching her play with this sophisticated piece of equipment like it was a baby doll made me think about the article Canella handout and how culture affects development. Children growing up now have more opportunity to learn and absorb information in a variety of ways. Technology has opened a new pathway for learning and has added new teaching styles.

Education in classrooms are getting a different twist these days. In order to get kids more engaged at learning, teachers are trying to figure out ways to get then interested. With a handful of technology available that can distract kids from learning, teachers are using that same technology as a tool for learning.

It wasn’t long before Pat extinguished her desire for teaching foreign language and became eager for the excitement of her own classroom. Simultaneously, she taught sixth grade English for several years. During this teaching episode,

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.

One of the major commodities that we have the use of today in education that we didn’t have back in the 1900’s is the use of technology. In today’s educational systems we have the access to multiple technological devices such as: computers, calculators, phones, and

The biggest problem with today’s education is how rapid technology is advancing. So rapid, in fact, that schools are attempting to keep up, but are sadly falling short. Teachers are being required to incorporate new technology into their everyday methods of teaching. The use of IPads or laptops in classrooms can be helpful to both teachers and students(edreform online classes)”. If a teacher is not overly familiar with the new devices, then the students will lose what little time they have to learn. As a teacher is attempting to fix technical problems in one class, the class that has a tech savvy teacher will be advancing far ahead. On the other hand, if a classroom is full of students who are very unfamiliar with the technology will have to be taught how to operate it, which wastes valuable time. In today’s society technology usage is so much more widespread than it was just five years ago. The new toys can allow schools to broaden their curriculum. Since most work can be done on a single device, kids can work at their own pace and potentially reach heights they could never reach with book, pen, and paper. The benefits of this new tech greatly outweigh the downsides. The biggest problem with technology in classrooms is their lack of use. So few schools have jumped on board with these programs, and therefore are holding their kids back. These products are readily available, but “the use of new technology

From my very first observation I could tell that technology played a huge role in Ms. Felder-Way’s classroom. She found ways to integrate technology into almost every lesson. All of the students were assigned Chromebooks which were purchased by the district. In the classroom there was a SMART Board, two desktop

She met with veterans teachers to shared and discussed instructional strategies, key topics, once a week every Wednesday at 8 PM. The veterans provided her several recommendation that she used to get great success. When she got trouble on text complexity in her teaching she shared her ideas online with other bloggers. They provide her additional suggestions and she continued to tweak my

The differing personalities of the two co-founders of STEM Academy at Union High School, Melody Gao and I were essential to the success of our organization. In my sophomore year of high school, I founded a club called STEM Academy with my close friend, Melody, to promote science to elementary school students ranging from kindergarten to 5th graders. It was created as a fairly female dominated club because we wanted young girls to see role models and let them know it’s normal for girls to be interested and good at science. We started our first year volunteering at our nearest elementary school, with approximately 60 students attending, by conducting two to three experiments or demonstrations within a two-hour block. By our senior year, we had

It is my distinct honor to recommend Dr. B. J. Worthington as Excellence in STEM Leadership Award. Seven years ago, I crossed paths with Dr. Worthington and during this time he was an acquaintance, therefore, I did not recognize what a visionary, passionate, and committed person he was until I was introduced to Moore Magnet Elementary and STEM. From day one, Dr. Worthington envisioned how STEM should unfold inside of our school. Therefore, we had multiple meetings, made plans for implementation, and STEM to succeed, as our school transitioned from a Math and Science school as Moore Magnet transformed of a STEM school. We remain proud of our school and continue to reflect on the journey as we transitioned into this wall-to-wall STEM school.

Perhaps that makes the 55-year-old teacher sound like a dinosaur. What he discovered is, after all, one of the most obvious realities shaping education policy and parenting guides today. But, as Loewy will clarify, his revelation wasn’t simply that technology is overhauling America’s classrooms and redefining childhood and adolescence. Rather, he was hit with the epiphany that efforts in schools to embrace these shifts are, by and large, focusing on the wrong objectives: equipping kids with fancy gadgets and then making sure the students use those gadgets appropriately and effectively. Loewy half-jokingly compares the state of digital learning in America’s schools to that of sex ed, which, as one NYU education professor describes it, entails

Sherry Turkle, an M.I.T. professor described her views of the situation as, “ ‘We become smitten with the idea that there will be technological solutions to these knotty problems with education, but it happens over and over again that we stop talking to kids.’ That’s the root of what she calls ‘the crisis in the ability to talk.’ High-school teachers are already complaining, she said, that their students ‘are fixed on programs that give the right answer, and they’re losing the notion of talking and listening to each other, skills that middle school is supposed to teach.’ “ Allowing students to use these devices as a way to teach themselves conflicts what the school is supposed to do, which is teach the children. If these tablets are all we need to solve the education problem, why do we have school buildings and teachers? There is no interaction in the classroom when the devices are present, according the Turkle, and they don’t develop normal communication skills that are important for the workplace and everyday life. Use of technology in the classrooms also introduces issues beyond the classroom at home. Larry Rosen’s studies concluded that, “ ‘There’s also a concern,’ he said, ‘that technology tends to overstimulate your brain,’ disturbing sleep cycles and preventing the mind from going into what psychologists

Gunayden & Karamete (2016) believe, it is necessary for teachers to utilize new technology that is appropriate for younger generations. “It is an educator’s

Some people believe that having computers in classrooms can serve as a “tutor” for the students since teachers can only do so much for their students. Teachers often don’t have enough time to work with individuals on a lesson and repeat it. By having computers in classrooms, a student doesn’t have to worry about missing part of the lesson, especially if the teacher provides the material on the computer. For students who feel overwhelmed or are behind in classes, the computer acts as a tutor in order to allow for the student to catch up. Kathleen Gulley thinks that since illiteracy is one of the biggest issues in our world, that every student should have the chance have an additional help whenever