EDLD+5362

=Information Systems Management=

Week 1 - Veteran Teacher Interview Internet in the Classroom Kristin Bryan Lamar University School has always been the place to go to gain knowledge but who would have imagined all the changes that our classroom could see in the past 40 years. Surveys by Hitlin and Rainie (2005) reported that 87% of all youth between the ages of 12 and 17 were using the internet and 78% of those were online at school. I would have to guess that now, in 2012, the numbers are even higher. Schools have changed so much and are changing everyday thanks to technology. Is it changing for the better? In an interview with Mrs. Nancy Smith, a 41 year veteran to the teaching profession, the answer is, “yes.” (personal communication, April 13, 2012) Smith is a graduate of Purdue University in W. Lafayette, Indiana. She taught high school English Literature for the first 31 years and has taught 8th grade English/Language Arts for the past 10 years. She has seen many changes in the teaching profession and in the students that she has taught. She noted that with the introduction of the internet into the classroom came a spectacular amount of resources available for students to use in research. She recalls the days of requesting library time and countless hours spent going back and forth to the library for her students to get book and find resources which may or may not have been current. Smith says that the internet allows the students to find more current information for their research than a library book. Levin and Arafeh (2002), agree saying, “; their papers and projects are more likely to draw upon up-to-date sources” (p. ii). Graziano, Lenhart and Simon (2001) report that there is also a downside to the internet in schools, saying, “The simplicity of finding out things on the Web also makes it easy for students to cheat. Cutting and pasting text from a Web site and into a paper is effortless” (p. 5). Smith said that she doesn’t see a lot of cheating in her class and contributes that to experience and a keen eye. She said the ones who do cheat do it out of challenge to see if they can out smart their teachers and not out of necessity for the grade. Smith talked about several different programs that are available for teachers to use to check for plagiarism such as “turn it in” a program that scans the paper and matches it with anything that is available on the web. Smith also understands that being a digital native is what makes her students who they are. She discussed that fact that many of her students would rather read from the internet than from a book, create a project using computer based software that make a poster. “It’s just who they are. They are smart and computer savvy,” (N. Smith, personal communication, April 13, 2012). With the computer comes a whole new set of skills to master. Greenhow, Robella and Hughes, (2009) agree, “As learners engage in more Web 2.0 technology use that naturally leads to identity exploration and development, many have come to recognize the value of simultaneously developing digital citizenship skills” (p. 251). The internet has brought more to our schools than any teacher could have ever imagined. It is our job as teacher of digital natives to embrace the changes and teach children in the way that comes natural to them.

Graziano, M., Lenhart, A., & Simon, M. (2001, September 1) The internet and education: Findings of the pew internet and American life project. //Pew Internet and American Life Project//. Retrieved on March 31, 2012, 2012, from [].

Greenhow, C., Robella, B., & Hughes, J. (2009). Learning, teaching and scholarship in a digital age. Educational Researcher, 41 (3), 246-259.

Hitlin, P., & Rainie, L. (2005). The internet at school. Pew Internet and American Life Project. Retrieved on March 31, 2012, from [].

Levin, D., & Arafeh, S. (2002). The digital disconnect. The widening gap between internet-savvy students and their schools. //Pew Internet and American Life Project//. Retrieved on March 31, 2012, from [].



Model Classroom of the Future: Advancing Technology in Klein ISD Kristin S. Bryan Lamar University Public education faces more challenges today than ever before but with the advancement in technology we have many new ways to meet those challenges. With the integration of computers into the classroom we are better able to facilitate learning that meets that needs of various learning styles and accommodate numerous special needs. Technology in education can prepare students of today for the world that they will work and live in tomorrow. Our classrooms must change to exemplify the advancements in technology and empower our kids to meet the demands of their future. This five year goal for Klein ISD stems from the long range goal put into place by the district’s Technology Baseline Standard Initiative (TBSL) of 2004. (Klein ISD, 2004)The TBSL placed Starboard interactive whiteboards, eInstruction student response systems (SRS), document cameras, projectors, and four student networked computers in every elementary classes and secondary core curriculum classes by 2008. The initiative also implemented a one-to-one student to computer program beginning with Vistas High School and Krimmel Intermediate School. The model classroom for the future will include multiple interactive whiteboards for group activities, collaborations and interactions. The whiteboards as well as the furniture will be on wheels so that it can be easily moved and regroups for different projects and activities. The whiteboards will also be use in conjunction with the eInstruction SRS. In regards to the SRS, University of Minnesota (nd) claims, “The benefit for students is an increase in interactivity and class participation.” Comfortable seating and moveable tables are important for flexibility in the classroom enabling students to work in various groups and settings. Students will all be assigned their own tablet computer to use in and out of school for educational purposes. The computers will be touch screen capable and have video camera built in for producing innovative projects. The tablet will come with a stylus and will be have handwriting converters to turn script into typewritten works. WiFi will be available at all campuses to provide continuous internet access for cloud computing. Li, Lau, Shish and Li (2008) say, “Distributed learning and collaborative learning apply computer and communication technologies to allow students and instructors to participate in learning activities anytime and anywhere.” Software such as an open source learning management system will give the students easy access to their personal calendar that includes all of their classes to view assignments, retrieve and turn in assignments, and check their grades. Internet access will also allow students research topics and to create new, original works to publish. Game based learning will be incorporated to appropriately engage students in topics of interest. Stimulating and innovative software such as Gizmos for science and math will give students the opportunity to actively use simulations to gain knowledge about many topics. Other equipment found in the model classroom will include a projector, and documents camera that can be use to view not only documents but also specimens in science and other samples to share with the class. The classroom will be equipped with a sound system that connects to the teacher’s media station for optimal sound throughout the room. The media station will also be mobile to accommodate various arrangements for working on different projects. Maximum flexibility is vital for optimizing course work and content. Video equipment will be set up in the classroom to facilitate distant learning and videoconferencing in addition to the traditional face-to-face classroom setting. Anderson, (2008) says, “it allows teachers and students to engage in the types of classroom teaching and learning activities to which they are accustomed” (p.112). Most importantly the model classroom will have the infrastructure, technical support, administrative support, network manager support, and professional development training to utilize all of the technology that is available in the classroom.

References Anderson, T. (2008). Is videoconferencing the killer app for K-12 distance education? Journal of Distance Education, 22(2), 109 – 123. Klein ISD. (2004) Technology Bond. Retrieved from []. Li, Q, Lau, R., Shih, T., & Li, F. (2008, February). Technology supports for distributed and collaborative learning over the internet. ACM Trans, International Tech., 8(2), p. 2. University of Minnesota. (nd). Student response systems. //The University of Minnesota Office// //of Information Technology//. retrieved from [|http://www.classroom.umn.edu/support/ support- srs.html].

Week 5 - Multimedia Technology Plan
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