DOC700 University of Phoenix Technology in the Teaching Process Paper

DOC700 University of Phoenix Technology in the Teaching Process Paper

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Running Head: INTEGRATING SCHOLARSHIP Integrating Scholarship David Johnson 1 INTEGRATING SCHOLARSHIP 2 Executive Summary As educators in technology, the most significant issue we are facing is that our students are not appropriately educated on how social media affects and can ruin students lives through negative posting and circumstances at hand. This issue goes hand-in-hand with educational technology. Teaching students what is proper to post on Internet sites is an essential skill that must be learned at a young age. Seventh graders are the biggest victims and corporate of publishing negative information about their classmates and other students. Over the last two years, I had an opportunity to teach students what was appropriate to post on social media sites. Identified Problem A significant problem we face as educators in technology is that constant change is inevitable in our society of technology. Therefore, the skills that we need to continue to teach students can fail to effectively position them to maximize the benefits of technology as we are also reluctant to adopt new technologies based on ethical concerns. This issue relates to educational technology since teaching students the most recent skills will enhance their learning experience. Majority of the students have a smartphone and have access to the internet and yet spend most of their time in social media without utilizing unique values of such gadgets. I have come across unique discoveries such as learning assistants, yet I don’t see such new interventions being included in the curriculum or emphasized in class. Introduction As identified in the week one assignment, the most significant problem is that technology keeps on evolving day in day out and educators are reluctant to adopt some of this new technology because of some ethical concerns and other issues (Bulman & Fairlie, 2016). INTEGRATING SCHOLARSHIP 3 Teaching students their new skills in new technology will enhance their learning capabilities and will make learning more fun. Body Most of the students own smartphones and they know how to operate them; they as well spend a lot of their time online mostly watching or reading materials that are not adding value to them (Collins & Halverson, 2018). These smartphones should be utilized well through the help of a tutor who should teach the students unique and exciting ways they can use their gadgets to acquire useful information. This paper seeks to explain the background of this problem and clearly explain that the problem surely exists. The background problem analysis The background of this problem is that teachers lack professional development. In order to keep up with the modern advancement of the new technology, teachers need to be professionally trained on how to efficiently make use of the new technology (Collins & Halverson, 2018). This training is not done; thus, the teachers relying on their understanding, and others are not technologically oriented. Another background problem might be, not every teacher and student is exposed to new technology at home. Internet access and is not sufficient for everyone (Henriksen & Fisser, 2016). This makes it difficult for teachers to use technology to enhance education because students come from different backgrounds. Those who come from a family of the low social economy might have difficulties getting internet connections and even gadgets. INTEGRATING SCHOLARSHIP Regardless of how much we as educators, we want digital education to be enhanced in schools, we need to put into consideration the matter of affordability and income. In as much we are assuming that every student has access to a smartphone, as well we are ruling out the fact that we all come from different background and we cannot have equal privileges (Collins & Halverson, 2018). Those from a higher social, economic background will have good access to the internet compared to the one from a lower social, economic background. The ethical issue is another factor that comes in when it comes to digital learning. Teachers are reluctant to venture into teaching the students on new skills in technology not only because of the gradually evolving of technology but also of the disruption, disturbances and disciplinary cases it might bring up in schools. In the current generation, students are labeled as Cyber wanderers or digital rebels. The teachers are concerned with the fact that if the digital training is carried out the class sessions will be challenging to handle and so far so right there are means that have been invented to regulate a digital class (Henriksen & Fisser, 2016). With technology being much cheaper nowadays, there is a new trend that has come up in education it is commonly known as bring your device which is initiated as BYOD. This is technology education that is disrupting class, and that is why the teachers are reluctant in teaching technology due to such ethical issues. In conclusion, therefore, there are so many background problems that inhibit technology education in schools today. Some of these problems are inevitable and need much attention before technology education can be incorporated into the curriculum (Bulman & Fairlie, 2016). Some trends and understanding will need to be put into consideration incorporation with issues on equity. As noted in the above discussion, all these factors need to be looked into and 4 INTEGRATING SCHOLARSHIP considered before embarking into digital learning and before incorporating technology education in the curriculum. \ 5 INTEGRATING SCHOLARSHIP 6 References Bulman, G., & Fairlie, R. W. (2016). Technology and education: Computers, software, and the Internet. In Handbook of the Economics of Education (Vol. 5, pp. 239-280). Elsevier. Collins, A., & Halverson, R. (2018). Rethinking education in the age of technology: The digital Revolution and schooling in America. Teachers College Press. Henriksen, D., Mishra, P., & Fisser, P. (2016). Infusing Creativity and Technology in 21st Century Education: A Systemic View for Change. Journal of Educational Technology & Society, 19(3). INTEGRATING SCHOLARSHIP 7 APPENDIX A Below is an analytical framework that can be used to identify clearly the background problem in the sector of technology in education and maybe come up with appropriate solutions to these problems. Topic – Bring your own device Problem Solution – – (BYOD) Causes disturbances and disruptions in class thus making learning Putting in place regulation measures. – sessions difficult to Providing standardized facilities for learning. coordinate. – Social economic – backgrounds Students and teachers – Acquire ways to bring are from a different equality in digital social economic education by making it background thus accessible to everyone. limiting some of them access to the internet. – The difference in matters of interest – Some students and – Making the technology teachers might not be in education to be technologically optional. oriented thus reducing their interest in digital education. INTEGRATING SCHOLARSHIP 8 Paragraphing with the MEAL Plan M- Main Idea Every paragraph should have one main idea. If you find that your paragraphs have more than one main idea, separate your paragraphs so that each has only one main point. The idea behind a paragraph is to introduce an idea and expand upon it. If you veer off into a new topic, begin a new paragraph. E – Evidence or Examples Your main idea needs support, either in the form of evidence that buttresses your argument or examples that explain your idea. If you don’t have any evidence or examples to support your main idea, your idea may not be strong enough to warrant a complete paragraph. In this case, reevaluate your idea and see whether you need even to keep it in the paper. A – Analysis Analysis is the heart of academic writing. While your readers want to see evidence or examples of your idea, the real “meat” of your idea is your interpretation of your evidence or examples: how you break them apart, compare them to other ideas, use them to build a persuasive case, demonstrate their strengths or weaknesses, and so on. Analysis is especially important if your evidence (E) is a quote from another author. Always follow a quote with your analysis of the quote, demonstrating how that quote helps you to make your case. If you let a quote stand on its own, then the author of that quote will have a stronger voice in your paragraph (and maybe even your paper) than you will. L – Link Links help your reader to see how your paragraphs fit together. When you end a paragraph, try to link it to something else in your paper, such as your thesis or argument, the previous paragraph or main idea, or the following paragraph. Creating links will help your reader understand the logic and organization of your paper, as well as the logic and organization of your argument or main points. Reference Duke University (2006). Paragraphing: The MEAL plan. Retrieved from https://twp.duke.edu/uploads/assets/meal_plan.pdf DOC/700 – Week 3 Rubric Practitioner Analyze and Evaluate CONTENT CRITERIA Follows directions Provided 1-2 pages Executive Summary template utilized Practitioner Three peer reviewed journal articles from your professional field and published within the last 5 years were used to substantiate the discussion Analytical Framework completed and provided as an appendix Analyze and Evaluate Provided differing perspectives from authors Provided supporting evidence Revisions from weeks 1 and 2 incorporated APA FORMATTING Doctoral Level Title Page Times New Roman 12 pt Double Spaced and Indented Paragraphs Citations formatted to APA standards Reference Page formatted to APA standards Reference entries formatted to APA standards APA STYLE Proper Grammar & Punctuation Conciseness and clarity Total Points Comments: POSSIBLE POINTS 15 30 10 35 20 5 5 5 5 5 5 5 5 150 POINTS EARNED
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