The chart was very comprehensive and really made me aware of SOME deficiencies of our school district. After interviewing some of my son’s teachers I realized that some of them still have some misconceptions revolving around fear of embracing technology, and they face a new challenge, however, as they try to find a way to safely incorporate this technology in the classroom. I believe there must be some professional development to keep teachers up to speed with this type of thing. In our school district teachers and administrators using social media to connect and collaborate with students, in this information age students efficiently collaborate and participate in online social networks (Facebook, Edmodo) , on top of it all educators have to …show more content…
There are also many software and web-based computer programs aligned to standards that have assessments embedded into them while offering real-time results and feedback so teachers can easily measure learning. For example, in my son’s school (Fulton county school district) they are using “Study Island, Khan Academy, IXL, and Raz kids” all of those sites provide immediately feedback and measure the development for students based on the standards, which is helping them to diagnose and modify the level of knowledge and determine what the student have learned. Also they encourage students to do online research and to produce written work on their computers, and social networking have been integrated into mainstream classroom teaching. They have a computer classroom where the students go to access the internet for specific assignments and also to be instructed in how to use a computer. Three of the suggested ideas for development that I felt particularly drawn to are the …show more content…
Here again, in order for students to be able to liaise with a farmer in China or an airplane manufacturer in Germany, technology is necessary. Handheld devices such as I-Pads must become as basic for each and every student in a classroom as a desk and writing utensil. Without these devices being incorporated into everyday learning scenarios, teachers and students are severely limited to what kind of knowledge they can access in real time and are cut off from so many opportunities as to be considered backward and deprived in today’s world. Teachers also can use technology to deliver instruction and form groups of study as well as monitoring and assessing student work, liaising with their students, parents, colleagues and administrators and utilizing many other wonderful, exciting applications. The possibilities seem