We wanted to list from TABLE OF CONTENTS education public policy issues currently being covered under RACE TO TOP COMMONER CORE and privatizing all US public school PRE-K-UNIVERSITY into the hands of GLOBAL CORPORATIONS/GLOBAL BANKING 1% . Global banking has never had our US K-UNIVERSITY in their hands until CLINTON/BUSH/OBAMA.
Our US 99% WE THE PEOPLE black, white, and brown---right wing and left wing DO NOT WANT THIS.
HELPING STUDENTS HONE KEY COMMUNICATIONS SKILLS
Are we really developing COMMUNICATIONS skills in students if they are attending CORPORATE JOURNALISM SCHOOLS teaching them NOT to HOLD CORPORATIONS AND WEALTH ACCOUNTABLE?
OPEN SOCIETY IS GLOBAL BANKING 1%---THEY ARE THE ONES FORCING PEOPLE TO GROUP SPEAK AND CHATTER----DISCUSSING ONLY GLOBAL BANKING TALKING POINTS----CLINTON/BUSH/OBAMA.
This would not be INDEPENDENT JOURNALISM. They work for the same global 1% as WALL STREET JOURNAL---NEW YORK TIMES-----GLOBAL COMMENTARY.
'Program on Independent Journalism - Open Society Foundations
www.opensocietyfoundations.org/who-we-are/...
The Open Society Program on Independent Journalism supports journalism that verifies, exposes, and explains reality while inspiring the kind of self-reflection and critical thinking that open society requires. We support efforts to build a free and safe environment for journalism'.
NO-----THE REAL NEWS is not independent or populist----it is owned by a global banking BILLIONAIRE to create FAKE NEWS just as OPEN SOCIETY.
'The Real Newstherealnews.com The Real News Network produces independent, verifiable, fact-based journalism that engages ordinary people in solving the critical problems of our times'.
So, how do we teach our US school children REAL INDEPENDENT journalism? We start by removing all corporate structures from our US PUBLIC K-UNIVERSITY as existed when the US had the strongest in world history FREE PRESS---FREE SPEECH----BROAD POLITICAL DEBATE.
Looking at any JOURNAL covering EDUCATION public policy --these are the topics:
COMBINING PEOPLE, PROCESSES, AND TECHNOLOGIES FOR SCHOOL SAFETY
LETS RETIRE THE 'GIFTED AND TALENTED' LABEL
DATA ACCOUNTABILITY CREDITED FOR CPS SUCCESSES
LEVERAGING PBL TO IMPROVE CAREER READINESS.
THE FULL MEASURE OF A TEACHER
TEACHING ESL LEARNERS ENGLISH
HOW THE ARTS TRANSFORM LEARNING
FROM A NATION AT RISK TO A NATION OF HOPE
SIX THINGS THAT HELP STUDENTS LOVE TO DO RESEARCH
WHAT MAKES SOCIAL-EMOTIONAL LEARNING SO IMPORTANT?
THE SCHOOL TO DEPORTATION PIPELINE
HAS INCLUSION GONE TO FAR?
MAKING STUDENTS' ASSETS OUR #1 PRIORITY
MAKING NAME PRONUNCIATION A PRIORITY
WHEN MEASLES BREAKS OUT, UNVACCINATED KIDS SEND SCHOOLS SCRAMBLING
SPEAKING UP WITHOUT TEARING DOWN
LESSONS I'VE LEARNED FROM MY TIME IN EDUCATION
WHAT WE'VE LEARNED ABOUT IMPLEMENTING SEL
HELPING STUDENTS HONE KEY COMMUNICATIONS SKILLS
We want to use these topics as discussion this week on EDUCATION public policy. Getting students off the internet is of course how we accomplish this.
Helping Students Hone Key Communication Skills
by Curtis Chandler · Published 10/14/2018
A MiddleWeb Blog
Whether it’s speaking, listening, mathematical reasoning, reading comprehension or anything else worth learning, we help our students hone their skills by providing them with clear expectations, modeling, practice, and feedback. Helping kids become better communicators is a prime example.
Students Who Can Text But Struggle to Talk
I worry about the number of students I encounter who struggle with sustained and/or face-to-face conversations. Many seem uncomfortable with pairing and sharing, giving short presentations, and a variety of other classroom tasks that require them to speak and make eye contact with others.
Paul Barnwell, an education writer for The Atlantic, said it this way:
It might sound like a funny question, but we need to ask ourselves: Is there any 21st-century skill more important than being able to sustain confident, coherent conversation? …
Kids spend hours each day engaging with ideas and one another through screens—but rarely do they have an opportunity to truly hone their interpersonal communication skills.
When students apply for colleges and jobs, they won’t conduct interviews through their smartphones. When they negotiate pay raises and discuss projects with employers, they should exude a thoughtful presence and demonstrate the ability to think on their feet (or at least without Google). When they face significant life decisions, they must be able to think things through and converse with their partners.
If the majority of their conversations are based on fragments pin-balled back and forth through a screen, how will they develop the ability to truly communicate in person?
Personally, I absolutely love talking to people, whether it’s my students, colleagues, family, friends, or new people I meet in line in the grocery store. But I also admit that I love the time I save by texting and messaging when it comes to managing the minutiae of life — like trying to figure out whose turn it is to take the kids to soccer practice.
Accomplishing the same thing via a phone conversation easily takes ten times longer. Not to mention the number of people who have their phones on silent and/or don’t answer, so I end up having to text them anyway.
But messaging and texting skills are not sufficient when it comes to meaningful conversations, social interaction, and the nuances that accompany each. Albert Mehrabian, a UCLA professor, found that 58 percent of communication is through body language, 35 percent through vocal tone, pitch, and emphasis, and a mere seven percent through content of the message (Mehrabian, 2008).
In other words, a student whose social skill set is limited to the use of their phone has roughly seven percent of what they need to be an effective communicator.
Fostering Communication Skills
If we are not careful, we can fall into the trap of growing annoyed and contemptuous when students struggle with interpersonal communication. I have heard teachers who blame society’s ever-increasing reliance on technology. Others are convinced that students are to blame for spending endless hours on social media and/or video games. However, there are plenty of students who struggle with social communication that are NOT inundated by technology.
As educators, we will be much more effective if we try to bridge the communication gap the same way we approach other underdeveloped abilities.
A student’s ability to attentively listen to others, formulate and share a thoughtful response, engage in extended conversation, make eye contact…each of these skills results from experience and an environment that fosters interpersonal communication. So instead of playing the ‘blame game,’ educators should work to develop a student-oriented approach that encourages kids to prepare for, engage in, and reflect on a variety of interactions with each other and adults (Burden & Byrd, 2016).
Some skill-building activities might include:
Technology for Practicing Interpersonal Skills
Technology can be an engaging and effective tool for helping students practice, develop, and refine their communication skills.
Practice Now for Future Extended Conversations
The real world requires each of us to interact with other individuals, most of whom possess opinions, views, and ideas much different than our own. Though many of our students struggle with interpersonal communication, we can provide an environment and experiences that help them develop the ability to listen, speak, discuss, and participate in meaningful, extended conversations.
As teachers, we should continually explore activities and technologies that encourage kids to listen, interact, share, and explain their views. With a bit of patience and a lot of practice, we can help each one of them gain confidence as they communicate and converse with others.
___________________________________________
As we read EDUCATION JOURNALS discussing the value of teaching communication skills to students---we want to remember the 5Ws to why our US public schools have FAILED in doing this.....again, CLINTON ERA EDUCATION reform called by teachers back in 1990s THE DUMBING DOWN OF AMERICAN STUDENTS.
This article discusses the goal of DEBATE-------DEBATING this issue of what we knew was MOVING FORWARD CORPORATIZATION of public schools. Bringing in TECHNOLOGY/COMPUTERS everyone knew would lead to ONLINE TECHNOLOGY LESSONS and control of INFORMATION.
Below we see just that result----EDUCATION WORLD is that online education corporations writing lessons and telling us what we need to do to learn to COMMUNICATE with HUMANS.
About Education World
'Education World is a complete online resource that teachers, administrators and school staff can visit each day to find high-quality and in-depth original content.
We update the site daily, offering:
For more information about Education World, or to offer suggestions, use our User Feedback form.
Education World corporate headquarters are located at:
75 Mill St.
Colchester, CT 06415'
OBAMA super-sized this -------all under guise of EDUCATION JUSTICE----we are HARD-WIRING global banking corporations into our US public schools FOR JUSTICE.
So, these few decades of CLINTON/BUSH/OBAMA have led to our US 99% of WE THE STUDENTS having to be TAUGHT how to COMMUNICATE with other HUMANS.
Technology in the Schools: It Does Make a Difference!
Brought to you by: TechnicalSchool.org
Education World 2006
This year, the Clinton administration earmarked an additional $25 million over last year's budget to help schools integrate technology into the curriculum and for technology training for teachers. Will spending all that money really help kids learn? This week, Education World examines both sides of the Is technology worth it? debate. This story focuses on some of the research that makes a strong case in favor of technology in the schools. Included: Resources to help make the case for technology.
Editor's Note: To learn what others are saying, you might read this week's counterpoint story, Technology in Schools: Some Say It Doesn't Compute.
Even though school roofs leak and textbooks are sadly out-of-date, school systems as well as the government are spending enormous sums of money wiring schools, purchasing and maintaining technology and software, and training teachers. Does this current emphasis on technology really make a difference in how much and how quickly students learn? A good deal of recent research suggests that it does! A study commissioned by the Milken Exchange on Education Technology and recently released by Columbia University discovered that West Virginia's use of educational technology led directly to significant gains in K-6 students' reading, math, and language skills.
HMMMM, MILKEN IS A FORMER WALL STREET INVESTMENT CEO AND COLUMBIA IS THE NYC IVY LEAGUE SCHOOL-----DON'T TRUST DATA FROM HERE.
(See West Virginia Study Finds Direct Link Between Effective Use of Learning Technology and Higher Academic Achievement.) School officials in West Virginia selected software carefully and then integrated it into the curriculum. They provided students an adequate number of computers, and they thoroughly trained teachers in how to use the software to improve student learning. As a result, student scores on both state tests and the National Assessment of Educational Progress (NAEP) improved. Intriguingly, the study also found that West Virginia's program was more cost-effective than hiring more teachers or reducing class sizes!
A study of high-poverty, low-performing schools conducted by Fordham University showed similar positive results, as have studies in Westminster, Colorado, and Wichita, Kansas.
ADDITIONAL RESEARCH
"Children who don't do anything in class will work if it's on the computer," Darla Waldrop, a junior-high computer lab coordinator in Louisiana, told Education World. "It takes that 'I'm not working for an authority figure' element out of it. They're working at their own pace, and they love the multimedia effect."
Many studies published in recent years also document the benefits of technology. Without regard to potential biases, those studies include the following:
WHAT MAKES SOME PROGRAMS MORE SUCCESSFUL THAN OTHERS?
Most of the successful programs described in studies had three factors in common:
The cost of including technology in our school curriculum is high. There is no doubt there. Many people wonder, however, what the long-term cost of not including technology in the curriculum might be. Technology exposes students to experiences not available to them before. "Open Your Eyes: The Evidence is There," (Technology and Learning, September 1997), poses this question: How can anyone dismiss tools that allow students to manipulate 3-D mathematical objects, access primary sources at the Library of Congress on-line, gather and compare environmental data with students around the world, and publish their writing on the Internet, not just on the refrigerator?
To adequately prepare students for the future, educators say, they must be able to use 21st-century methods of teaching in the classrooms of the 21st century. If technology isn't available, students will have no chance of competing in the job market that they will enter -- a market in which a huge number of the jobs will require the use of technology.
Technology in our schools is still very new, and most educators will agree that it is not a magic bullet. More must be done to determine exactly what students of the 21st century will need to learn. Then different approaches to teaching those skills need to be tested, studied, refined, and improved.
TECHNOLOGY IN THE SCHOOLS: PRO RESOURCES
08/02/1999
_______________
Nothing represented that AMERICAN INDEPENDENCE and and CONFIDENCE IN SPEECH -----then our DENNIS. At the same time this TV series brought about the POLITICAL CORRECTNESS----not left but far-right wing global banking 1% FAD-----of an adult not able to COMMUNICATE against bad behavior because the child needs to have that independence NURTURED. This SPARE THE ROD SPOIL THE CHILD was not a left social progressive school/student policy----we built classrooms tied to discipline and rigor.
WHY CANNOT US 99% OF WE THE PEOPLE COMMUNICATE WITH OTHER HUMANS? WELL, FIRST THERE IS THAT OBSESSION WITH TECHNOLOGY---THEN THERE IS THAT ONLINE LESSON STRUCTURE 'INDIVIDUALIZED' LESSONS-----THEN THERE IS NOSY NEIGHBORS AND THE GANG being paid by political machines to HIT -----HIT HARD-----MAKE THEM STAY IN THE HOUSE THE BE SILENT------global banking 1% GROUP SPEAK AND CHATTER----no individualized thinking may apply.
Below we see where DENNIS THE MENACE as COMMUNICATIONS has gone:
Monday, May 1, 2017
Dennis The Menace Returns To Michigan After Controversial Stint In The Virgin Islands
By Brandon Hall
(Email him at WestMiPolitics@Gmail.com)
Dennis Lennox is returning to Michigan.
According to MIRS:
"Dennis LENNOX will be returning to Michigan to do strategic communications and public affairs consulting after a year as state party executive director in the Virgin Islands, he announced today.
His accomplishments in the Virgin Islands included managing a $2.1 million budget and overseeing a “big fundraiser” with Interior Secretary Ryan ZINKE, “which was believed to be the first political event with a Trump administration cabinet secretary,” he said.
He will also return to tweeting at @dennislennox."
Not making the article was the fact Lennox also testified at a hearing and walked away to a safe space after being confronted by Virgin Island Senators...
"Senators in the Virgin Islands had a "date" with Dennis Lennox recently at a hearing regarding proposed legislation, and they definitely swiped left...
Lennox has inserted himself in ongoing election drama there involving fellow Michigander John Yob's successful bid for a delegate spot in Cleveland a few months ago.
One Senator even quoted a WMP article while tearing into the controversial Michigan political operative. Lennox eventually bailed on the hearing before it was completed..."
Our US 99% WE THE PEOPLE black, white, and brown---right wing and left wing DO NOT WANT THIS.
HELPING STUDENTS HONE KEY COMMUNICATIONS SKILLS
Are we really developing COMMUNICATIONS skills in students if they are attending CORPORATE JOURNALISM SCHOOLS teaching them NOT to HOLD CORPORATIONS AND WEALTH ACCOUNTABLE?
OPEN SOCIETY IS GLOBAL BANKING 1%---THEY ARE THE ONES FORCING PEOPLE TO GROUP SPEAK AND CHATTER----DISCUSSING ONLY GLOBAL BANKING TALKING POINTS----CLINTON/BUSH/OBAMA.
This would not be INDEPENDENT JOURNALISM. They work for the same global 1% as WALL STREET JOURNAL---NEW YORK TIMES-----GLOBAL COMMENTARY.
'Program on Independent Journalism - Open Society Foundations
www.opensocietyfoundations.org/who-we-are/...
The Open Society Program on Independent Journalism supports journalism that verifies, exposes, and explains reality while inspiring the kind of self-reflection and critical thinking that open society requires. We support efforts to build a free and safe environment for journalism'.
NO-----THE REAL NEWS is not independent or populist----it is owned by a global banking BILLIONAIRE to create FAKE NEWS just as OPEN SOCIETY.
'The Real Newstherealnews.com The Real News Network produces independent, verifiable, fact-based journalism that engages ordinary people in solving the critical problems of our times'.
So, how do we teach our US school children REAL INDEPENDENT journalism? We start by removing all corporate structures from our US PUBLIC K-UNIVERSITY as existed when the US had the strongest in world history FREE PRESS---FREE SPEECH----BROAD POLITICAL DEBATE.
Looking at any JOURNAL covering EDUCATION public policy --these are the topics:
COMBINING PEOPLE, PROCESSES, AND TECHNOLOGIES FOR SCHOOL SAFETY
LETS RETIRE THE 'GIFTED AND TALENTED' LABEL
DATA ACCOUNTABILITY CREDITED FOR CPS SUCCESSES
LEVERAGING PBL TO IMPROVE CAREER READINESS.
THE FULL MEASURE OF A TEACHER
TEACHING ESL LEARNERS ENGLISH
HOW THE ARTS TRANSFORM LEARNING
FROM A NATION AT RISK TO A NATION OF HOPE
SIX THINGS THAT HELP STUDENTS LOVE TO DO RESEARCH
WHAT MAKES SOCIAL-EMOTIONAL LEARNING SO IMPORTANT?
THE SCHOOL TO DEPORTATION PIPELINE
HAS INCLUSION GONE TO FAR?
MAKING STUDENTS' ASSETS OUR #1 PRIORITY
MAKING NAME PRONUNCIATION A PRIORITY
WHEN MEASLES BREAKS OUT, UNVACCINATED KIDS SEND SCHOOLS SCRAMBLING
SPEAKING UP WITHOUT TEARING DOWN
LESSONS I'VE LEARNED FROM MY TIME IN EDUCATION
WHAT WE'VE LEARNED ABOUT IMPLEMENTING SEL
HELPING STUDENTS HONE KEY COMMUNICATIONS SKILLS
We want to use these topics as discussion this week on EDUCATION public policy. Getting students off the internet is of course how we accomplish this.
Helping Students Hone Key Communication Skills
by Curtis Chandler · Published 10/14/2018
A MiddleWeb Blog
Whether it’s speaking, listening, mathematical reasoning, reading comprehension or anything else worth learning, we help our students hone their skills by providing them with clear expectations, modeling, practice, and feedback. Helping kids become better communicators is a prime example.
Students Who Can Text But Struggle to Talk
I worry about the number of students I encounter who struggle with sustained and/or face-to-face conversations. Many seem uncomfortable with pairing and sharing, giving short presentations, and a variety of other classroom tasks that require them to speak and make eye contact with others.
Paul Barnwell, an education writer for The Atlantic, said it this way:
It might sound like a funny question, but we need to ask ourselves: Is there any 21st-century skill more important than being able to sustain confident, coherent conversation? …
Kids spend hours each day engaging with ideas and one another through screens—but rarely do they have an opportunity to truly hone their interpersonal communication skills.
When students apply for colleges and jobs, they won’t conduct interviews through their smartphones. When they negotiate pay raises and discuss projects with employers, they should exude a thoughtful presence and demonstrate the ability to think on their feet (or at least without Google). When they face significant life decisions, they must be able to think things through and converse with their partners.
If the majority of their conversations are based on fragments pin-balled back and forth through a screen, how will they develop the ability to truly communicate in person?
Personally, I absolutely love talking to people, whether it’s my students, colleagues, family, friends, or new people I meet in line in the grocery store. But I also admit that I love the time I save by texting and messaging when it comes to managing the minutiae of life — like trying to figure out whose turn it is to take the kids to soccer practice.
Accomplishing the same thing via a phone conversation easily takes ten times longer. Not to mention the number of people who have their phones on silent and/or don’t answer, so I end up having to text them anyway.
But messaging and texting skills are not sufficient when it comes to meaningful conversations, social interaction, and the nuances that accompany each. Albert Mehrabian, a UCLA professor, found that 58 percent of communication is through body language, 35 percent through vocal tone, pitch, and emphasis, and a mere seven percent through content of the message (Mehrabian, 2008).
In other words, a student whose social skill set is limited to the use of their phone has roughly seven percent of what they need to be an effective communicator.
Fostering Communication Skills
If we are not careful, we can fall into the trap of growing annoyed and contemptuous when students struggle with interpersonal communication. I have heard teachers who blame society’s ever-increasing reliance on technology. Others are convinced that students are to blame for spending endless hours on social media and/or video games. However, there are plenty of students who struggle with social communication that are NOT inundated by technology.
As educators, we will be much more effective if we try to bridge the communication gap the same way we approach other underdeveloped abilities.
A student’s ability to attentively listen to others, formulate and share a thoughtful response, engage in extended conversation, make eye contact…each of these skills results from experience and an environment that fosters interpersonal communication. So instead of playing the ‘blame game,’ educators should work to develop a student-oriented approach that encourages kids to prepare for, engage in, and reflect on a variety of interactions with each other and adults (Burden & Byrd, 2016).
Some skill-building activities might include:
- Virtual or face-to-face visits with ‘interesting adults,’ or professionals/experts in a variety of fields. These visits should require students to prepare, ask, and respond to questions as they interact with the guest speaker.
- Working with students to develop expectations, criteria, and rubrics for what effective communication entails. This might include participation, poise, hand gestures, eye contact, formulating questions/responses, etc.
- Whole class discussions led by the teacher that provide practice in listening and responding to the ideas of others.
- Whole class discussion, such as Socratic seminars, led by students (and monitored by the teacher) to develop autonomous listening and speaking.
- Short, partner discussions that allow students to prepare, pair, share, and revise their ideas with their peers.
- Structured small group discussions for students to review, role play, and engage in debate.
- Cooperative learning or mixed-ability groups where students provide aid and support each other during “eye learning” tasks.
- Base groups – student groups that stay together for extended periods during the year – to help provide student-to-student support.
Technology for Practicing Interpersonal Skills
Technology can be an engaging and effective tool for helping students practice, develop, and refine their communication skills.
- Ted Talks by Teens has several speeches delivered by kids that teachers and their students can watch, analyze, and evaluate. Two of my favorites for students to examine are Richard Turere’s presentation on his solar-powered solution to reduce lion attacks on his Maasai village and Mason Denmark’s speech on his efforts to reduce shark finning in commercial fishing waters. In my classes, students use a simple rubric that we co-develop to identify what each speaker does well as well as suggestions for improvement.
- Google Hangouts, Facetime, and Skype all make it a cinch to bring a guest speaker into your classroom for a virtual visit. Skype, for example, has a wonderful resource for helping teachers find interesting adults from around the world on a wide variety of topics that will pique students’ interests. The keys to success are to have students prepare comments and questions to discuss with their virtual visitor and to require students to respond to questions posed by the speaker.
- FlipGrid (for grades 6-12), Recap (for grades 2-12), and the video upload feature of Padlet (for K-12) all allow students and teachers to record short video responses, presentations, and conversations. Each tool has features that allow for teacher moderation and the option for students and teachers to comment on or reply to the postings of their classmates. Teachers can pose questions for students to answer or use recordings as a way for students to practice eye contact, posture, and encourage them to plan their responses and speak thoughtfully.
Practice Now for Future Extended Conversations
The real world requires each of us to interact with other individuals, most of whom possess opinions, views, and ideas much different than our own. Though many of our students struggle with interpersonal communication, we can provide an environment and experiences that help them develop the ability to listen, speak, discuss, and participate in meaningful, extended conversations.
As teachers, we should continually explore activities and technologies that encourage kids to listen, interact, share, and explain their views. With a bit of patience and a lot of practice, we can help each one of them gain confidence as they communicate and converse with others.
___________________________________________
As we read EDUCATION JOURNALS discussing the value of teaching communication skills to students---we want to remember the 5Ws to why our US public schools have FAILED in doing this.....again, CLINTON ERA EDUCATION reform called by teachers back in 1990s THE DUMBING DOWN OF AMERICAN STUDENTS.
This article discusses the goal of DEBATE-------DEBATING this issue of what we knew was MOVING FORWARD CORPORATIZATION of public schools. Bringing in TECHNOLOGY/COMPUTERS everyone knew would lead to ONLINE TECHNOLOGY LESSONS and control of INFORMATION.
Below we see just that result----EDUCATION WORLD is that online education corporations writing lessons and telling us what we need to do to learn to COMMUNICATE with HUMANS.
About Education World
'Education World is a complete online resource that teachers, administrators and school staff can visit each day to find high-quality and in-depth original content.
We update the site daily, offering:
- Carefully curated news briefs on topics that matter to educators;
- Lesson plans, printables, worksheets and thousands of other classroom-ready resources;
- EdTech tips and ideas as well as reviews of apps, websites and tech products; and
- A huge library of professional development articles and columns.
For more information about Education World, or to offer suggestions, use our User Feedback form.
Education World corporate headquarters are located at:
75 Mill St.
Colchester, CT 06415'
OBAMA super-sized this -------all under guise of EDUCATION JUSTICE----we are HARD-WIRING global banking corporations into our US public schools FOR JUSTICE.
So, these few decades of CLINTON/BUSH/OBAMA have led to our US 99% of WE THE STUDENTS having to be TAUGHT how to COMMUNICATE with other HUMANS.
Technology in the Schools: It Does Make a Difference!
Brought to you by: TechnicalSchool.org
Education World 2006
This year, the Clinton administration earmarked an additional $25 million over last year's budget to help schools integrate technology into the curriculum and for technology training for teachers. Will spending all that money really help kids learn? This week, Education World examines both sides of the Is technology worth it? debate. This story focuses on some of the research that makes a strong case in favor of technology in the schools. Included: Resources to help make the case for technology.
Editor's Note: To learn what others are saying, you might read this week's counterpoint story, Technology in Schools: Some Say It Doesn't Compute.
Even though school roofs leak and textbooks are sadly out-of-date, school systems as well as the government are spending enormous sums of money wiring schools, purchasing and maintaining technology and software, and training teachers. Does this current emphasis on technology really make a difference in how much and how quickly students learn? A good deal of recent research suggests that it does! A study commissioned by the Milken Exchange on Education Technology and recently released by Columbia University discovered that West Virginia's use of educational technology led directly to significant gains in K-6 students' reading, math, and language skills.
HMMMM, MILKEN IS A FORMER WALL STREET INVESTMENT CEO AND COLUMBIA IS THE NYC IVY LEAGUE SCHOOL-----DON'T TRUST DATA FROM HERE.
(See West Virginia Study Finds Direct Link Between Effective Use of Learning Technology and Higher Academic Achievement.) School officials in West Virginia selected software carefully and then integrated it into the curriculum. They provided students an adequate number of computers, and they thoroughly trained teachers in how to use the software to improve student learning. As a result, student scores on both state tests and the National Assessment of Educational Progress (NAEP) improved. Intriguingly, the study also found that West Virginia's program was more cost-effective than hiring more teachers or reducing class sizes!
A study of high-poverty, low-performing schools conducted by Fordham University showed similar positive results, as have studies in Westminster, Colorado, and Wichita, Kansas.
ADDITIONAL RESEARCH
"Children who don't do anything in class will work if it's on the computer," Darla Waldrop, a junior-high computer lab coordinator in Louisiana, told Education World. "It takes that 'I'm not working for an authority figure' element out of it. They're working at their own pace, and they love the multimedia effect."
Many studies published in recent years also document the benefits of technology. Without regard to potential biases, those studies include the following:
- A "Report on the Effectiveness of Technology in Education, 1990-1997," conducted by the Software Publishers Association, cites the results of a Vanderbilt University research group's study of at-risk, inner-city kindergartners. The researchers found that students studying language arts in a multimedia environment gained more auditory, language, decoding-in-context, and story-composition skills than did students in a control group who did not use computers. (See "Open your Eyes: The Evidence is There," Technology and Learning, September 1997.)
- Another group of Vanderbilt University researchers reported that students in the fifth grade and up who used a specific computer software product learned to solve multistep word problems more quickly than students in a control group did. (See a CNN report, Computers Boost Kids' Test Scores.)
- A study conducted at Stephens Institute of Technology found that high-school students retained math skills longer after using commercially available mathematics software than did students in a control group receiving traditional classroom instruction. (Technology and Learning, September 1997)
- A study of elementary-aged students learning math found that students who used multimedia computer software showed less math anxiety and more frequently perceived the subject as relevant to everyday life than students in a control group did. (Technology and Learning, September 1997)
- An Educational Testing Service study discovered that math teachers who used computers could significantly boost fourth and eighth graders' standardized math scores, and a study of 53 elementary, middle, and high schools found that providing cutting-edge technology improves teachers' morale. That ETS study also found that students' attitudes, motivation, and behaviors improved very quickly when they used computers in school. (See a USA Today story, Do Classroom PCs Help Kids Learn?)
- In a New York Times editorial, Ethan Bronner cited a study of college and high-school students that found that those who learned algebra with computers did better on a series of tests than those who learned it through more traditional methods. Bronner also quoted a study that found technology improves students' communication skills and the quality of their presentations and makes it easier for them to complete writing and editing assignments. (See "Rethinking Computers: More Than A Toy?," 11//30/97.)
- Two Israeli researchers, analyzing how technology affects the study of science, discovered that adding computerized lab analysis tools and simulations to high-school biology curricula led to significantly better content knowledge and science process skills. (See Technology and Learning, September 1997.)
WHAT MAKES SOME PROGRAMS MORE SUCCESSFUL THAN OTHERS?
Most of the successful programs described in studies had three factors in common:
- The software used was carefully selected as an educational supplement integrated into a well thought-out program of classroom instruction. Technology was one important tool among many; teachers taught concepts and then used technology to reinforce, enhance, and elaborate on that instruction.
- Teachers received ample training and support in using the software.
- Students had ready access to up-dated software and well-functioning computers.
The cost of including technology in our school curriculum is high. There is no doubt there. Many people wonder, however, what the long-term cost of not including technology in the curriculum might be. Technology exposes students to experiences not available to them before. "Open Your Eyes: The Evidence is There," (Technology and Learning, September 1997), poses this question: How can anyone dismiss tools that allow students to manipulate 3-D mathematical objects, access primary sources at the Library of Congress on-line, gather and compare environmental data with students around the world, and publish their writing on the Internet, not just on the refrigerator?
To adequately prepare students for the future, educators say, they must be able to use 21st-century methods of teaching in the classrooms of the 21st century. If technology isn't available, students will have no chance of competing in the job market that they will enter -- a market in which a huge number of the jobs will require the use of technology.
Technology in our schools is still very new, and most educators will agree that it is not a magic bullet. More must be done to determine exactly what students of the 21st century will need to learn. Then different approaches to teaching those skills need to be tested, studied, refined, and improved.
TECHNOLOGY IN THE SCHOOLS: PRO RESOURCES
- West Virginia Study Finds Direct Link Between Effective Use of Learning Technology and Higher Academic Achievement This article discusses a study conducted by the Milken Exchange on Education Technology. Chock full of data, it describes West Virginia's very successful technology program, one that's been in effect for ten years.
- Computers Boost Kids' Test Scores This CNN Online article describes a Vanderbilt University study of the effects of Jasper computer software on students in the fifth grade and higher. It also discusses an Educational Testing Service study that discovered that math teachers who used computers could significantly boost fourth graders and eighth graders' scores on standardized math tests.
- Does it Compute? The Relationship Between Educational Technology and Student Achievement in Mathematics Describing an Educational Testing Service study, this article includes positive and negative effects of using technology to teach math. It states that much of the current research consists of small-scale studies with serious methodological problems. The study also concluded that using technology to teach math is more effective with junior-high school students than with elementary students.
- Do Classroom PCs Help Kids Learn? This USA Today article discusses a study of 53 elementary, middle, and high schools that found using technology can boost students' attitudes, motivation, and behaviors.
- Clinton's 2000 Budget Pours Millions into Civic Technology This February 9, 1999, CNN Online article describes how the fiscal 2000 budget increases spending on educational technology by $1.2 billion over 1999 levels and for which areas of educational technology the money is earmarked.
- Educational Technology Improves Student Performance This Web page offers a compilation of studies in which technology use realized excellent results. The eight studies mentioned in this article were conducted between 1979 and 1995 (only one was conducted before 1990).
- New Research About the Impact of Technology on Math Scores Sparks Debate Eleven people involved in education discuss the results of the Technology Counts '98 study commissioned by the Milken Exchange and released through Education Week.
- A Tool For Learning A 1/13/99 Education Week story by Debra Viadero about the value of technology in education includes an evaluation of current research on the use of technology in schools. The writer discusses how well teachers are trained to use technology; whether administrators take advantage of technology's capabilities; how different the relationship between schools and the public is now; and how state and federal policies affect the use of technology in schools.
08/02/1999
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Nothing represented that AMERICAN INDEPENDENCE and and CONFIDENCE IN SPEECH -----then our DENNIS. At the same time this TV series brought about the POLITICAL CORRECTNESS----not left but far-right wing global banking 1% FAD-----of an adult not able to COMMUNICATE against bad behavior because the child needs to have that independence NURTURED. This SPARE THE ROD SPOIL THE CHILD was not a left social progressive school/student policy----we built classrooms tied to discipline and rigor.
WHY CANNOT US 99% OF WE THE PEOPLE COMMUNICATE WITH OTHER HUMANS? WELL, FIRST THERE IS THAT OBSESSION WITH TECHNOLOGY---THEN THERE IS THAT ONLINE LESSON STRUCTURE 'INDIVIDUALIZED' LESSONS-----THEN THERE IS NOSY NEIGHBORS AND THE GANG being paid by political machines to HIT -----HIT HARD-----MAKE THEM STAY IN THE HOUSE THE BE SILENT------global banking 1% GROUP SPEAK AND CHATTER----no individualized thinking may apply.
Below we see where DENNIS THE MENACE as COMMUNICATIONS has gone:
Monday, May 1, 2017
Dennis The Menace Returns To Michigan After Controversial Stint In The Virgin Islands
By Brandon Hall
(Email him at WestMiPolitics@Gmail.com)
Dennis Lennox is returning to Michigan.
According to MIRS:
"Dennis LENNOX will be returning to Michigan to do strategic communications and public affairs consulting after a year as state party executive director in the Virgin Islands, he announced today.
His accomplishments in the Virgin Islands included managing a $2.1 million budget and overseeing a “big fundraiser” with Interior Secretary Ryan ZINKE, “which was believed to be the first political event with a Trump administration cabinet secretary,” he said.
He will also return to tweeting at @dennislennox."
Not making the article was the fact Lennox also testified at a hearing and walked away to a safe space after being confronted by Virgin Island Senators...
"Senators in the Virgin Islands had a "date" with Dennis Lennox recently at a hearing regarding proposed legislation, and they definitely swiped left...
Lennox has inserted himself in ongoing election drama there involving fellow Michigander John Yob's successful bid for a delegate spot in Cleveland a few months ago.
One Senator even quoted a WMP article while tearing into the controversial Michigan political operative. Lennox eventually bailed on the hearing before it was completed..."
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