Teaching Technological Literacy in Middle School Exclusive of Technological Literate Educators

Teaching Technological Literacy in Middle School Exclusive of Technological Literate Educators

Section One: Project Introduction In a world that has only one constant factor, which is change, it is imperative as educators to provide an education for students that will provide them with a successful foundation for their future endeavors. In order to provide accurate material to students, we, as an educational community, need to gain an understanding for where the world and society is today, as well as the projected developments of the future. Whether the middle school students sitting in the classroom are college bound, or eager to enter the workforce upon high school graduation, all students are in need of technology education. Today, the projected job market is dominated by technology oriented positions and professional growth. An article from the U.S. News reports “As technology seemingly advances its way into every nook and cranny of our society, the job market for individuals with vat knowledge of it is ever expanding” (U.S. News, 2012). However, technology education cannot be efficiently reached if the educators are not given the resources to teach technology. By providing teachers with the knowledge to infuse their lessons with technology, students will be given a competitive edge when entering college, or a technological driven society. One main achievement issue for the students at a middle school in the county I teach is the availability of technology resources when learning and interacting at school. Technology resources in school are limited in comparison to the technology being used in the world today. This resource hurdle gives way to urgent action to improve the resources given to students as a learning tool for tomorrow’s society. However the difficulty is presented when educators are not educated on how to effectively use technology in their classroom, much less is provided with the resources to effectively infuse technology and their content area lesson. The data gained throughout this project will aide administration and county officials in gaining a clearer understanding to the necessity of technology resources for teachers and students in middle school.
Purpose
As a certified online specialist, current member of the National Education Association, and Middle School Curriculum Leader, I have not only used technology resources but also created technological resources that companies use to train their employees, and teachers can use to educate their students. These same companies will be the future employers of the students being educated in the classroom today. A majority of the requirements for prospective employees is to have some type of experience, or educational training with technology that is applicable to the company’s future development. As a result of new workforce, and even collegiate requirements, a number of states are looking to adopt “Common Core State Standards” (CCSS) to bridge an achievement gap in the youth of today (CCSS, 2010). The State of Florida has recognized the necessity of technology in today’s education for tomorrow’s success and has included “Six [essential] Shifts” for the way students are taught in key curriculum areas: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (CCSS, 2010). The committee involved, with the changes to be implemented in middle schools across the county in 2014, included standards that are said to only be supported by the “best available evidence [which] indicated that its mastery was essential for college and career readiness in a twenty-first-century, globally competitive society (CCSS, 2010, 46).” Due to the changes taking place in future educational requirements, it is important to make sure the teachers are educated in these “Shifts” that are essential to student growth, and success. One key “Shift” in education and society is the constant competitive creation of technology, and technological driven careers. As a result, the purpose of this paper is to aide the understanding of policymakers in the importance to provide the best preparation for middle school students today, which is to retain teachers that are not only well educated in their content area, but also educated on how to use technological resources that would help their students shift in their learning process.
Exploratory Questions
In order to develop, analysis of the teachers’ technology needs is essential for progression. I will survey 50 educators at one middle school campus to gain a greater understanding for the needs of the teachers to effectively teach for tomorrow’s technological jobs. For a copy of the survey, please see Appendix A. My first step would be to compile the data that reflects the current status of technology implementation at one school. However, in an educational community true implementation and school culture cannot be impacted without the teachers’ understanding and support. Therefore, I will also ask teachers to provide their current perception of technology, personally and professionally, in order to meet the needs of the teachers for effective implementation. Specific question(s) addressed:
What is the current status of technology implementation at 1 MS?
What are the teachers’ perceptions about technology?

Conclusion In conclusion, I will ask teachers at a selected middle school to provide evidence that will provide information to the current resources being used, the number of lessons being taught using technological resources, as well as number of technological teachers being trained, or that are trained. This knowledge will allow a means to know where students and educators are today, in order to provide necessary resources to get where society will be in the near future.