Education and Young Children
Running head: INTEGRATING TECHNOLOGY
Integrating Technology in Today’s Curriculum
Student Sample
Asbury University
Integrating Technology in Today’s Curriculum
In today’s classrooms, educators are increasingly becoming more aware that technology is essential in student-driven learning. While some teachers embrace the concept of incorporating technology into their curriculum, others are resistant. This resistance could stem from the lack of technological fluency or possibly they do not see it as part of their content responsibilities (Plair, 2008, p. 71).
Understanding the Adversity of Technology Integration
The fundamentals of technology integration in the No Child Left Behind Act (NCLB) of 2002 “emphasizes the improvement of student achievement in academics with the use of technology in elementary and secondary schools through integration initiatives, building access, accessibility, and parental involvement” (Learning Point Associates, 2007). The success of this mission of education reform requires financial resources. With schools facing the pressures of making yearly adequate progress (AYP) and coping with financial struggles, technology is sometimes forced to take a bended knee.
Inequity in public education is another impediment facing technology integration. Cowan (2008, p. 56) stated that
“The poorer a school community, the more likely that learning was delivered through teacher examples, followed by independent skill and drill practice. The more affluent a school community, the more likely that group work took place, enrichment activities occurred, and students had control over learning”. Practicing innovation in the classroom of poorer schools is much more difficult because of the reduced funding and the significance of striving for AYP.
Technology in Early Education
Most people think of early education learning (birth through 3rd grade) as
“…story time and hands-on activities with no technology in sight. Yet
Integrating Technology in Today’s Curriculum
Student Sample
Asbury University
Integrating Technology in Today’s Curriculum
In today’s classrooms, educators are increasingly becoming more aware that technology is essential in student-driven learning. While some teachers embrace the concept of incorporating technology into their curriculum, others are resistant. This resistance could stem from the lack of technological fluency or possibly they do not see it as part of their content responsibilities (Plair, 2008, p. 71).
Understanding the Adversity of Technology Integration
The fundamentals of technology integration in the No Child Left Behind Act (NCLB) of 2002 “emphasizes the improvement of student achievement in academics with the use of technology in elementary and secondary schools through integration initiatives, building access, accessibility, and parental involvement” (Learning Point Associates, 2007). The success of this mission of education reform requires financial resources. With schools facing the pressures of making yearly adequate progress (AYP) and coping with financial struggles, technology is sometimes forced to take a bended knee.
Inequity in public education is another impediment facing technology integration. Cowan (2008, p. 56) stated that
“The poorer a school community, the more likely that learning was delivered through teacher examples, followed by independent skill and drill practice. The more affluent a school community, the more likely that group work took place, enrichment activities occurred, and students had control over learning”. Practicing innovation in the classroom of poorer schools is much more difficult because of the reduced funding and the significance of striving for AYP.
Technology in Early Education
Most people think of early education learning (birth through 3rd grade) as
“…story time and hands-on activities with no technology in sight. Yet
References: Blog. (n.d.). In Merriam-Webster’s online dictionary. Retrieved from http://www.merriam-webster.com/dictionary/%20blog Cowan, J., (2008). Strategies for Planning Technology-Enhanced Learning Experiences. Clearing House, 82(2), 55-59. Retrieved from Academic Search Complete database. (Accession No. 35041972) Guemsey, L. (2012, August). Technology in Early Education. The Progress of Education Reform, 13(4), 1-6. Retrieved from http://www.ecs.org/clearinghouse/01/03/00/10300.pdf Gutnick, A. et al. (2011, March). Always Connected: The new digital media habits of young children. Retrieved from http://joanganzcooneycenter.org/Reports-28.html Learning Point Associates (2007). Understanding the No Child Left Behind Act: Technology Integration. Retrieved from http://www.learningpt.org/pdfs/qkey3.pdf Mullen, R., Wedwick, L., (2008). Avoiding the Digital Abyss: Getting Started in the Classroom with YouTube, Digital Stories, and Blogs. Clearing House, 82(2), 66-69. Retrieved from Academic Search Complete database. (Accession No. 35041971) Plair, S., (2008). Revamping Professional Development for Technology Integration and Fluency. Clearing House, 82(2), 70-74. Retrieved from Academic Search Complete database. (Accession No. 35041978) Webley, K., (2012). Reboot the School. TIME, 180(2), 36-41. Retrieved from Academic Search Complete database. (Accession No. 77491504) Zero to Eight: Children’s Media Use in America (2011, October 25). Retrieved from http://www.commonsensemedia.org/research/zero-eight-childrens-media-use-america/key-finding-1%3A-young-children-use-digital-media-frequently