Instructional Technology Essay

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Details: Your task for this assignment is to determine the level of utilization of technology to support the instructional program of your school. Specifically, you should collect information relative to the: Use of technology within individual classes; noting the level of ICT (information and communication technologies) literacy (e.g. Beginning, Proficient, Transformative…see ISTE standards rubric); Integration of technology within and across the curriculum, again noting the level of ICT literacy; Impact of technology on instructional pedagogy, again noting ICT literacy; Results of technology integration related to student gains in learning and whether technology makes learning more relevant and engaging; Magnitude of initial and ongoing staff development intended to achieve technological integration and student gains; Use of technology systems to track/report administrative actions (e.g. Cam-pus Management, GradPro, etc) As part of the assignment you will need to gather artifacts, such as the school or district’s technology plan (if one has been developed). Consider interviewing the principal, technology coordinator, or other knowledgeable employee. Ask probing questions, such as how is the use of technology encouraged, supported, and monitored? What types of data, if any, are utilized to report the impact of technology in/on student gains? What types of initial and ongoing staff development and technological support are provided to teachers as they incorporate technology in the classroom (curriculum and instruction)? What types of ongoing support can be forecasted? Who will provide this type of assistance? How will this type of assistance be funded? Your final review should be in the form of a 10-12 page paper summarizing your findings. You do not need to provide a critical analysis of the program, only an objective summary. Supplement your review with an overview of the artifacts you used to collect your information, such as district or school technology plan(s), Internet fair use policies, names of interviewees, etc. (e.g., a list of references). Instructional Technology Review Grading Rubric Rubric Category Pts. Paper discusses the level of use of technology in classes 12.5 Paper discusses the integration of technology within the curriculum 12.5 Paper describes the impact of technology on instructional pedagogy 12.5 Paper describes the impact of technology on students\’ gains 12.5 Paper describes magnitude of staff development 12.5 Paper describes use of technology for administrative actions 12.5 Paper is submitted in APA format and includes a title and reference page 12.5 Paper is submitted on time and is free of spelling/grammatical errors 12.5 Course Objective: 2, 3, 4, 5; (WVPTS: 1, 2, 3, 4, 5); (NETS*T 1, 2, 3, 4, 5); (NCATE: 1, 2, 3, 4)

Here’s a snippet of the paper.

 

As the advantages of instruction technology (IT) continue to loom, the main question has always been, will it ever be integrated into public school? Other questions that linger in the minds of education stakeholders in public schools have been: What is the meaning of ‘instructional technology?’ what is the current status of IT in classrooms in public schools? Is the current use of IT relevant to instructional pedagogy? What ways can be used to improve the current state of IT in public schools? These among other questions have formed the root cause of the current survey. In this regard, this paper delves into the major themes around the status of instructional technology integration in Broward County Florida. From Broward County review further narrows its scope to Pompano Beach Middle School, where specific questions were directed to both staff and faculty members. Despite the narrow perspective, the review considers some of the standards established by state and federal IT organizations such as the National School Board Association (NSBA), International Society for Technology in Education (ISTE), and the School Board of Broward County (SBBC).

Use of technology within individual classes

            With regard to this question, the survey used findings from both primary data sources and secondary data. As regards the secondary data, findings from the NSBA survey on how technology in the classroom was improving student achievement in Broward County. The survey focused on the findings on Pompano Beach Middle School. The review that was conducted using superintendents, teachers, parents, and school board members established how different hardware, software, and integrated operating systems functioned within the district. The survey also focuses on the projects meant to empower students, teachers, and administrators by maximizing the utility of the web-based literacy resources as well as meeting the “No Child Left Behind” technological literacy requirements. In Pompano Beach Middle School, some of the uses of technology included use of PowerPoint presentations in classes. The investigators also discovered that the school used broadcast arts magnets. In the school, there was integrated use of technology such as video production and multimedia, desktop publishing, and graphic arts and design. The school also had a pilot school for Geometry through distance learning. The students in the school have also integrated palm technology for accessing student databases, taking notes, beaming of homework and assignments, and usage for calendars. The students would also use other technological devices such as Photoshop and page maker for multimedia contents in the curriculum project integration. The teachers also use LCD projectors and smart boards for presentation and instruction (Robert, 2004).

The accelerated reader is another form of technology used in classes in the school. The technology utilizes the students’ literature as a strategy of motivating students to reader a certain selection and then computerized tests are administered to students regarding the selected reading. The program has a management system that allows the teacher to score as well as record student progress. The technology has been used by media centers as an incentive for students to engage in reading. Accelerated reading is also used to increase reading comprehension (Robert, 2004).

Electronic Periodical Databases are also used to provide abstracts and full text articles for books, journals, newspapers, and other academic resources. These resources are available to students either in CD-ROM or over the internet. The technology is used in information retrieval and research for various content areas. The database is also used for group work and class assignments (Researcher, 2014).

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