Month: July 2020

There is no denying that technology and its innovations have completely taken our world by storm. With outlets such as Twitter, Facebook, Instagram and LinkedIn we are able to read, learn, educate, explore and entertain right at our fingertips. Globally, we are connected more than ever before and have the immediate opportunity to network with individuals across the globe. Not only has technology infiltrated our ability to share information, but it was stimulated the educational experience of our modern students. With applications such as Google Classroom, Google Docs, and Seesaw, we as teachers are able to differentiate and create innovative instruction that captivates learners of all types. It is crucial that technology is integrated in our classrooms so students are given the opportunity to expand on their technological skills and be best prepared to enter our technologically advanced world.

Technology should be incorporated into the classroom to increase student achievement. Two key components of student achievement are personalized learning and a simulated classroom experience. (Getting Smart) Through the implementation of technology based instruction, students are able to receive a highly differentiated lesson. For example, the Reading A to Z digital program coincides with students’ independent reading levels and provides activities, books and learning opportunities for them to grow at their own, individualized rate. (Reading A to Z) This program also gives teachers the opportunity to playback student voice recordings, obtain running records and hold individual conferences through a low prep, high yield strategy. Students love technology programs such as Reading A to Z because they are interactive and empower students to reach their own personal goals. During the time allocated to this technology based instruction, students are only focused on their progress. Reading A to Z also gives students the chance to listen to text which encourages many to read above their level and expand their vocabularies. Administrators, teachers and staff should look to technology to boost and enhance instruction in the classroom. By incorporating a technology small group center that utilizes computers, tablets or interactive boards, students are given the opportunity to expand their skills and immersion with technology for an allocated period of time that captivates their attention, but ends before they become distracted or misuse resources. Without these resources, not only would students fail to learn technology vocabulary and skills, but their everyday classroom instruction would not be as inviting or unique as possible. It is certainly nice for both teachers and students to have a quick break from listening to one another and pursue individual goals. 

A simulated classroom experience is another great reason why technology must be integrated in the classroom. Often, there are several activities that we as teachers want to accomplish, incorporate or create; however, due to a lack of resources or potential danger per given grade level, we fail to make them happen. Technology and its incorporation in the classroom gives teachers and students plentiful opportunities to engage in simulations. Lawrence Berkeley’s National Laboratory’s Virtual Frog Dissection Kit gives students the exciting ability to dissect a frog through the internet. This is helpful for schools who cannot supply each classroom with ample resources but also for encouraging students who would otherwise be disinterested in real life dissection. (Edutopia, 2007) Another way to incorporate technology to create classroom simulations are through virtual field trips. During the quarantine age we are living in, it is important to continue to enrich students with field trip opportunities. Yellowstone National Park, Zoo Atlanta and Discovery Education are all organizations with virtual field trips available via technology. (We are Teachers, 2020) These can be used to coincide with lesson plans on geography, topography, history, etc. Student achievement will soar as the students are excited to explore these new places. Administration, teachers and staff should pre-watch, plan and find appropriate simulations that enhance student learning and incorporate educational activities. 

Technology provides teachers and students with an abundance of ways to make the learning experience more exciting. Between personalized instruction and real life simulations, students are guaranteed to benefit from the integration of technology. Not only will exposure to technology increase their skills on computers, tablets and navigating the web, but as a result, they will grow their brains, engage, explore and elaborate on previous knowledge. 

Works Cited:

Author, G., & Here, P. (2017, March 14). 7 Critical Components to Empower Student Success. Retrieved July 08, 2020, from https://www.gettingsmart.com/2017/03/7-critical-components-to-empower-student-success/

O’Neal, C. (2007, January 12). How Online Simulations Work in the Classroom. Retrieved July 08, 2020, from https://www.edutopia.org/online-simulations-classroom

Reading A. (n.d.). Retrieved July 08, 2020, from https://www.readinga-z.com/

The Best Virtual Field Trips to Take During Spring 2020. (2020, June 08). Retrieved July 08, 2020, from https://www.weareteachers.com/best-virtual-field-trips/

Author: Jakiera Gosa

We’ve heard it before! That old quote by Heraclitus says, “The only thing that is constant is change.” Change is the most critical variable to embrace when planning to create and maintain a dynamic school.  Dynamic, used as an adjective, is marked by usually continuous and productive activity or change (Merriam-Webster, 2020). A dynamic school embraces the reality and necessity of evolution as a means to foster student success. Embracing change and productive activity must be a part of a school’s culture; that ideology is necessary for every member of the school community to embrace. Often, teachers are proven to be the heartbeat of a school’s culture and make or break the conditions essential for a growth mindset. Among the many responsibilities laid at the feet of teachers is the willingness and desire to continue to improve and evolve one’s practice to fit the needs of the environment in which educators serve.

One significant component of dynamic schools is computer technology integration. Computer technology is an ever-evolving tool that has great promise for schools when used deliberately and effectively. Technology integration is widening the scope of what schools can do and how they can do it. Therefore, teachers have more power to reach students and parents both far and wide based on need and purpose. This article will focus on a few essential elements and best practices to aid teachers in successfully integrating technology.

The first element necessary for successful technology integration is a teacher’s willingness to try. Don’t be afraid! Everyone had started something before they became good at it- the same goes for technology integration. The benefits of learning best practices and trying them far outweigh the consequences of keeping a stagnant classroom. If you are educating students to learn, educators must also practice being life-long learning. Learn the tools that will help you become more confident in your practice and use of technology. Attend free online workshops and seminars. Create teacher circles, so you have a support team to discuss experiences. Request professional development at your school. Go on YouTube and research “How-To” videos and try them! You will be amazed at how much you will learn about technology integration if you decide that it is an essential skill to acquire and continue to build on. 

Learn what technology resources your school/district already has. Many teachers spend an immense amount of time looking for technology resources for their classes. However, many schools/districts have already made relationships with and are paying a lot of money for researched-based technology platforms that assist teachers, students, and parents. It would be a disservice to you as an educator not to know what those resources are. For example, many teachers know that they have an online grading system that communicates grades in real-time. Did you know that some of those grading platforms can send emails, descriptive teacher feedback, video messages, certificates, reminders, and so much more? Did you know that some of those grading platforms will even allow you to schedule automated feedback and emails based on grading percentages, assignment completion, and many others? Teachers, this is how you get technology to work for you, your students, and the parents. Learning the capabilities of your existing platforms and making a plan to use them is how you work smarter and are more productive with your time.

Many educators find multiple technology platforms that each does one thing, or teachers only learn to use it for one purpose. While learning many tools can eventually become beneficial for a teacher looking to expand his or her capabilities in technology integration, it is recommended that educators with novice knowledge in technology integration get an in-depth understanding of the tools already available.

Too much is sometimes too much. Imagine a cluttered room. It is much available. Unfortunately, many will choose to avoid that room altogether because of the delivery and the lack of ease of access. This intimidation and reservation are what you do not want to happen with technology. We don’t want the students and parents to be so overwhelmed by all the tools available to them that they don’t use it because they don’t know how to use it. As a teacher, it is your job to show your students and parents how they will be successful with the technology you present in the classroom. At the beginning of your tech integration journey, choose one to three technology platforms that you want to introduce and master this year. Learn the ins and outs of those tools. The more confidence you have in those tools, the more you will use them. The more you use them, the more effective they will be in your practice.

While there is an exhaustive list of tools, resources, and best practices for computer technology integration, a list is never more potent than a plan. A plan is useless without the desire—a lack of knowledge limits willingness. So, in starting where we began. Let’s embrace the ageless truth; change is inevitable. There will not be a dynamic school without dynamic educators. We must all be ready to start this ever-evolving journey to increase our capacity to reach our school community in this dynamic world.

References

Merriam-Webster. (2020). Dynamic. Retrieved July 21, 2020, from https://www.merriam-webster.com/dictionary/dynamic

If you have not been paying attention to life the past 5 months during this pandemic, you are behind the times. For all educators across the world, technology afforded teachers opportunities worldwide to continue teaching via distance learning on several internet platforms and apps. When the word integration comes to mind, immediately the country wide lockdown pops up. This was a major shift for educators, regarding the use of technology.

With everything education changing course to more of a technological style or educating and learning, school districts and administrators in general, have to begin to understand the nature of what changes are being made to education now, and also accommodate those changes for teachers in the classroom and or distance learning. This is a vital aspect of student learning in the education of our students. One of the benefits of the distance learning with technology, is that most students ranging from the age of 8 to 18 years of age, already know or are familiar with how to operate mobile phones, devices, tablets, personal computers and the like.

As a Teacher, you would not have much teaching about the “how to” of technology, but rather the “how we” are going to use technology. This is a major advantage for the education of students now and soon to come. Teachers have had the responsibility of educating people of decades. Now, we have a new means of learning and educating for both the student and the teacher. Teachers understanding of new and improved technology would be a major benefit to the learning environment of the classroom.

It is possible that a season more experienced educator, may have difficulties securing the foreknowledge of such vibrant tech these days. However, the importance of technology is now a means of which you reach students where they are at. Most students today have a techno device and they are very good at the utilization of such devices. In fact, it is possible that they may be more advanced in the scope of using devices that we ever cared to think about. It is vital to implement technology in most of what you produce in the classroom learning environment.

Parents get the “at home” version of students, that in some ways differs from what a teacher sees in the classroom. Student learning is essential to their child’s success in education. Technology is everywhere. It continues to advance, upgrade and challenge the status quo and limits of where we can take technology. Although this is vitally important to our student learning, we also need to understand the natural effects it has on the brain of a child.

To much of anything is not always a good thing. This is apart of the importance of learning and being educated on technology in education. There is a time for education and a time for them to take a mental break and clear their mind. Not only are students operating tech, they are also operating their brains to accommodate what they are instructed to understand and what they are expected to learn. Having the correct information to assist in educating students using tech, would be a great asset and posture for success in educating while using technology.

Integration of technology is a vital part of the new normal in education. We as Administrators, Educators and Parents have to find a means to get directly on board with what is taking place in our world. Education is changing, learning is changing, platforms are changing and the way we do things are changing.

Citations:

https://www.edutopia.org/technology-integration-guide-importance

One of the questions that I come across as an educator is what is integration of technology? Integration of technology is the using of computers effectively and efficiently in the general content areas to allow students to learn how to apply computer skills in meaningful ways. Integration of technology in education simply refers to the use of technology to enhance the student learning experience (How to Integrate Technology in the Classroom, n.d.). In most recent events, technology has become a necessity in moving forward with everyday teaching. In fact, teachers who normally feared the use of technology were force to use it and had to learn rather quickly in order to get their jobs done. Although technology is not new, for some (teachers and students) took it rather well, others were indifferent, and some didn’t adjust well. It could have been due to the change of their everyday routine and missing out on some kind of normal routine. I personally have to say that the transition from a traditional learning environment to a virtual learning environment was fairly smooth for myself. I can say that I truly appreciated all the trainings and practices that I had with my students before the transition as it took away some of the stress of creating new lessons with the use of technology that for some was new to but not for myself.  

            The next question is why the integration of technology at all? This is a question that current educators in our nation should answer, especially now as we are set to begin a new school year. Teachers often find success when they present the opportunity to use technology in the classroom. There are various benefits and effects when technology is used for educational instruction and some may argue that not all of the effects are positive (How to Integrate Technology in the Classroom, n.d.). However, although we knew opinions among both the public and other educators are leaning toward the fact that students need to be proficient computer users, here are a few important reasons for the integration of technology that we have come to understand in our efforts to integrate technology: 1) fear of another world wide pandemic according, 2) more depth into the content-area curriculum is possible 3) engages students and creates active learners, 4) encourages individual learning and growth, 5) facilitates peer collaboration, and 6) prepares students for the real world (5 Reasons to Incorporate Technology into Your Classroom, n.d.).

Fear of another World Wide Pandemic According

            As we live in very uncertain times and with the fact that COVID-19 has not been eliminated, we should fear of another world wide pandemic according and we should be ready for it and not be caught by surprise. Many school districts across the country had to scramble for a plan of virtual learning. Some school districts had some technology available to use while others didn’t have much. Teachers as well as students should have some kind of technology exposure throughout the school year. In fact, I found out that my students didn’t struggle with the transition of virtual learning because they had been exposed to the use of technology from almost all their teachers that they were the ones helping some of their siblings. I believe the most difficult part of virtual learning was having to share the use of technology between other siblings needing to do school work and parents having to work from home. However, it still showed us that with the use of technology, school work can still be accessed and done at home.

More Depth into the Content-Area Curriculum is Possible

While working in more depth with the content, students are able to move beyond knowledge and comprehension to application and analysis of information.

Engages Students and Creates Active Learners

Active engagement is a key part of any lesson plan. Whether students are working independently or collaboratively, technology engages students because it is interactive (How to Integrate Technology in the Classroom, n.d.). Students are motivated by technology, thus increasing academic engagement time. I would recommend that there would be more engaging platforms for all content areas and for all different ages. Teaching math I found it that students dislike math. Part has to do with the fact that teachers don’t make more interactive or engaging. Providing them with an online platform that would provide students with a more interactive and engaging form of math could only have more students that would enjoy math and be more successful in it.

Encourages Individual Learning and Growth

Students have different ways of learning and it would be a disservice to the learning process if they didn’t have access to technology. Technology provides access to different learning styles and provides an opportunity for growth. 

Facilitates Peer Collaboration

In a research project conducted by the U.S. Department of Education, many educators reported that technology facilitated peer collaboration (5 Reasons to Incorporate Technology into Your Classroom, n.d.). After using Google Suite for Education, I became familiar with Google Docs, Sheets, Slides and Forms. These apps, allowed me as an educator to allow my students to work collaboratively. I found that my students really enjoyed working in groups and being able to work together on a presentations remotely, without ever leaving the house.  

Prepares Students for the Real World

Technology is an integral part of how we work and live, every day. Teaching students how to use technology to learn, research, collaborate, and solve problems from an early age will better prepare them for their careers (5 Reasons to Incorporate Technology into Your Classroom, n.d.).

References

5 Reasons to Incorporate Technology into Your Classroom. (n.d.). Retrieved July 07, 2020, from https://www.capella.edu/blogs/cublog/benefits-of-technology-in-the-classroom/

How to Integrate Technology in the Classroom. (n.d.). Retrieved July 07, 2020, from https://drexel.edu/soe/resources/student-teaching/student-teaching/how-to-use-technology-in-the-classroom/

In the recent events of the pandemic, technology has become a necessity in moving forward in normal lifestyles.  I work for District of Columbia Public Schools at Janney Elementary School with a Pre-K 4. Some of the students that I work with took to it like a fish in water, others were indifferent, and some didn’t adjust well. That could’ve been due to the change of their everyday routine and missing some kind of normal routine. I have to say that the transition from in person learning to virtual learning was fairly smooth for myself. I can say it was truly appreciated because it took some of the stress off of the unknown. I also knew that there would be some kind of pushback and difficulties along the line of this transition. Students had direct access to just about anyone that they came in contact with before the shift. Working with younger children where the social and emotional development and consistency is important to learning it was a little difficult to navigate daily routine. We were still able to have our morning meetings, small groups and turn in journal entries. We were able to keep a sense of community within our class. I think the most difficult part of virtual learning was having to split that time between siblings and parents having to work from home. But it showed that with technology school work can still be accessed and done. That’s one of the biggest take away as to how technology is useful in education.  I would suggest that there would be more engaging platforms for the different ages. But I know and understand that takes a lot of planning. 

Working in a PK classroom technology was a plus to have in our daily routines. It is a tool used to support social and emotional development through play. For example, on rainy days we used the platform Go Noodle to facilitate indoor recess. This was a time for students to work together, develop their gross motor skills and those relationships between each other. Technology provides the visuals and music for the different things that we did.  Children have different ways of learning it would be a disservice to the learning process if they didn’t have access to technology. Technology provides access to different learning styles, new information and provides an opportunity for new skills.  Students who have access to technology can then take those skills and information and pass it along to someone who may be technology literate.  

Technology has so many positive effects on education and it is always changing so not only do students gain from it but so do adults who are also in education.  I think that there should be easier access to technology. When students have access to technology then the possibilities are limitless.  But what about those who don’t have access to it. They may depend on their school, other family members, local libraries, or any place that might provide free internet access.  How does this support these student’s growth and development by not having access to these resources?  It doesn’t, school systems across the country need to work out plans so that students at least have access to these resources. Fortunately, a good majority of the students at the school have access to the resources need to support virtual learning during these times. There were some who didn’t have access and they had to find other means for getting work done. I could only think about the students don’t have access to these resources how delayed might they become in the learning gap, socially and emotionally.  

Cortney Roberts, ED.D

Response to Intervention (RTI) is identified as a multi-tiered approach to support students with academic and behavior needs (National Center on Learning Disabilities, 2020). This approach commonly begins with universal screening and high-level instructional practices for all students in general education. Learners that demonstrate a substantial gap in foundational skills are provided with interventions at increasing levels known as “tiers” to aid in addressing gaps in learning. However, educators are now faced with effectively addressing students’ needs in a completely online environment.

Though educators employ many technology applications to assist with instruction, it may be tricky to determine tools that best support providing interventions to students that demonstrate a need. Educators always need to put in time and effort to implement RTI. The use of technology reduces the barriers to educators and school leaders and reduces the resources necessary to support the process (Knestrick, 2013). Let us explore some popular tools and discuss how they can support the RTI process:

Microsoft Excel:

Microsoft Excel is a spreadsheet system developed by Microsoft.   Excel showcases features such as graphing tools, tables, and calculations that make it easier for a student’s intervention data to be recorded, analyzed, and graphed. This allows educators to quickly have access to and display data so that intervention outcomes can be determined, and problem-solving can continue. Excel is commonly available on many desktop and laptop computers, including mobile devices, which increases its usability.

Video Conferring:

Video conferencing is the ability to communicate visually and verbally via an electronic device and software applications such as Zoom and Teams. This tool allows for the opportunity for educators to provide specialized instruction or interventions for students that have demonstrated a need for academic or behavioral support. Educators may meet with students one-to-one or in small groups as designated by the intervention plan. Students and teachers have the flexibility with schedules and curriculum to implement.

Educational Software/ Online Learning Programs:

Educational Software and Online learning programs are automated academic programs that provide academic or behavior support by requiring them to participate in a sequence of lessons designed explicitly by the owner of the software or electronic platform. Depending on the program, students may receive instruction or intervention in a targeted area commonly identified by an electronic pretest or screener. These platforms are helpful to the RTI process because they allow the student to participate in lessons that target a specific skill deficient. Educators may see student participation and outcomes in real-time. Educators may monitor the intervention of many students and assigned targeted lessons to one or more students. The learning programs often can collect and analyze data for multiple students simultaneously, which leads to quick results and efficiency.

Computer-based Assessments:

Computer-based assessment is the ability to provide tests and quizzes to students in an online environment by way of a mobile device or computer instead of pencil and paper. This is helpful to the RTI process because it allows for educators to gather intervention data quickly at various times. Students may participate in assessments at the best available times with prompt feedback and results. Educators can use this data to identify the problem and design appropriate intervention plans. These assessments may also be used to monitor student progress as they participate in interventions. 

The tools identified above are just the start of the long list of technology that may be integrated into the work of RTI. For RTI implementation to work well, it must be implemented with fidelity, and rigorously, the integration of technology helps to make this statement a reality.

References

National Center for Learning Disabilities. (2020). Retrieved from http://www.rtinetwork.org

Knestrick, J. (2013). The benefits of leveraging technology to implement RTI. Retrieved from https://www.nwea.org/blog/2013/the-benefits-of-leveraging-technology-to-implement-rti/

“Technology is one of the most important components in the future of online learning. Various technologies can be incorporated into the online classroom to enhance the course and meet student needs by offering differentiated instruction and activating various learning styles.” (Dyer, Larson, Steele, Holbeck, 2015) Student engagement is often a major challenge for teachers, but in the age of digital technology, integrating technology into learning is one of the best ways to increase student engagement. To satisfy learning targets and instructional goals, it is essential for students to be engaged in their learning. “Gallup’s 2013 State of America’s Schools reported that 55% of US K-12 students are “engaged” in the learning process, while 28% are “not engaged,” and 17% are “actively disengaged.” (Wardlaw, 2016) Technology allows each student to interact with content in many different ways, catering to many multiple intelligences at once. Technology tools such as Kahoot, YouTube, and Padlet among many others allow teachers to present content in a way that is interesting and relevant to students. “Technology can convey the concepts of the lesson in an interesting format that appeals to the student while playing to the various learning styles. The intention is that technology will increase the course delivery options, which will lead to improved student outcomes, motivation, and engagement.” (Dyer, Larson, Steele, & Holbeck, 2015) Through technology students can create, which is the highest level of Bloom’s Taxonomy, resulting in a deeper understanding of the content. “Active learning is associated with improved student academic performance (Hake, 1998; Knight & Wood, 2005; Michael, 2006; Freeman, et al., 2007; Chaplin, 2009), and increased student engagement, critical thinking, and better attitudes toward learning (O’Dowd & Aguilar-Roca, 2009).” (Wardlaw, 2016) . E-learning has provided a perfect opportunity for teachers to use technology to engage students in learning and to deepen their understanding of concepts. Research, by Dyer, Larson, Steele, & Holbeck, suggests that when teachers targeted areas with the lowest achievement with the integration of technology, achievement improved substantially.
Many teachers struggle with the notion of integrating technology into their instruction and creating a culture of student-centeredness as oppose to it being teacher-centered because they have limited knowledge of technology and they don’t trust students to manage with their own learning. But, the fact is creating this culture of student-centered instruction with the use of technology has proven to work and increase academic success. Teachers have to evolve with the times and integrate technology into instruction in any way that they can. The purpose of professional development is to gain knowledge in the areas that professionals are weaker in, therefore it would be of great benefit for administrators and the district’s professional development department to offer technology integration trainings to foster the use of technology in every content area and on every academic level. Teachers have to be unafraid to try new technology and to have their students help them with the technology if they have issues. We have all been told that as professionals were are and should be the experts in our classrooms. However, showing your students that you have weaknesses and allowing them to help you navigate your way through not only humanizes you as a teacher, but it also helps build a more positive relationship with your students and it empowers them.
My recommendation would be to start with one new form of technology with the content from the students’ lowest achievement area and once you have found a way to successfully integrate that into your instruction, add another, and another. Most teachers will find that the integration of technology saves them time, making many aspects of the job easier, and forces students to do most of the work and they actually enjoy it. Technology allows teachers to fool their students into thinking they are just playing a game, while they earn virtual rewards and compete against their classmates or watching a video. But the entire time they are learning, providing data for teachers, and/or practicing and reviewing a concept that has been taught. Integrating technology into instruction changes the role of teachers, they become facilitators as instruction is more student-centered, and students are empowered.

References:
Bouslog, M. (2019, December 27). How Technology Can Increase Student Engagement. Retrieved July 05, 2020, from https://www.graduateprogram.org/2019/08/how-technology-can-increase-student-engagement/

Dyer, T., Larson, E., Steele, J., & Holbeck, R. (2015). Integrating Technology into the Online Classroom Through Collaboration to Increase Student Motivation. Journal of Instructional Research, 4(2015), 126-133. doi:10.9743/jir.2015.16

Schuler, J. (2020, March 06). How Powerful Use of Technology Can Increase Student Engagement. Retrieved July 05, 2020, from https://digitalpromise.org/2019/01/15/powerful-use-technology-can-increase-student-engagement/

Wardlow, L. (2017, June 22). How technology can boost student engagement. Retrieved July 05, 2020, from https://www.pearsoned.com/technology-can-boost-student-engagement/

The dream of many parents of a certain level of privilege is the attractive idea to work from home while also being clever enough to time manage home schooling and/or other extracurricular activities for their children. Blogs, social media groups, and even magazine publications target the middle-class family with creative ideas and tips for them to be able to manage an at-home gig, a Youtube channel on a DIY theme, as well as heroically take their children to karate, art classes, and ballet all while everyone is wearing matching outfits. 

Clearly, I am jokingly bringing together the stereotype of the middle to upper class family that have the resources to manage such feats. As an administrator at a private school, many of our families are working class but maintain a level of financial security. That is, they are mostly middle working class family (mom and dad have blue collar jobs but not classified as living in poverty) who were able to manage the transition to homeschooling with some ease, despite the challenges they faced with balancing the challenges of working from home. As a private school that receives recipients of the Florida tax credit scholarship, however, there are some families that we serve who are living in poverty and others whose immigration status/journey makes their children particularly vulnerable to distant learning. In witnessing a sudden transition to distant learning, I witnessed the trend with immigrant families who do not speak English had their children fall behind the last quarter of the 2019-2020 school year. 

The day our school announced school closure due to the coronavirus, the administrators had a tight plan in place. As part of the school closure and transition to online learning, we ensured that families had proper access to reliable technology. We assisted families in signing up for Comcast’s free internet program and loaned out laptops for families who needed them. As learning transitioned, administrators kept track of student attendance as well as students who appeared to have fallen off the grid. Those  families were contacted by phone, and we worked tirelessly to ensure they understood the new mode of learning. As the list of families eventually disappeared, the same names continued on the list. Those students who never had the opportunity to continue their learning online – via student portal, Zoom, and our learning programs- had something in common: immigrant families of non-English speaking households. In fact, all the students who were recommended for summer school due to not completing the final quarter successfully were all from non-English speaking households. As if a round of “failure” during the last quarter wasn’t enough, those same parents were now asked to sign up their children in virtual summer school. These immigrant non-English speaking parents were being asked to return to the same medium of online learning for summer school that failed them in the first place. It is important to note that, “Remote schooling poses a special challenge for families who are not fluent in English. About five million American schoolchildren are classified as English-language learners, meaning they lack fluency, and even more come from homes where their parents speak a different language.” The question remains: in an age where we cannot get physically close to the families we serve, how can we reach non-English speaking families who do not have the linguistic or digital literacy to help their child succeed in distant learning? 

That is not to say that resources for immigrant families do not exist. In fact, there are many organizations working to provide resources that will help families in need. The Immigrant Learning Center, for example, is an organization that is currently providing resources to immigrants, parents, and educators during Covid-19. Informed Immigrant is another organization providing Covid-19 resources to families and ensuring immigrants know their rights during this crisis. The issue remains the same: these resources are offered digitally and require computer literacy and a navigational understanding of the English language. 

My experience as an administrator during school closure and coronavirus crisis has shown me – anecdotally at the very least – that children from immigrant households where the adults do not speak English will suffer most. This topic continues to be a work-in-progress. There are many methods that have been tried, such as reaching out to parents by phone and explaining things to them in their own language. This is not always possible, but it has been effective when a reliable translator has been available. We cannot expect teachers to reteach their lessons for every student and family, however, they may prepare physical packages of work and handouts that the students may do at home (rather than the online platforms). Lastly, it is important for schools to have a list of community resources that can assist immigrant parents in communicating with the school as well as explain to them the school work in a way they can understand. In other words, schools need to redirect these families to advocacy organizations for immigrant families that may assist them in computer literacy as well as assist them in helping their child succeed. These are not perfect solutions, however, it is clear that a gap exists with immigrant non-English speaking families with the access they have to distant learning and schools need to be ready to meet those needs as well.

Work Cited

Rani, Rikha Sharma. “Imagine Online School in a Language You Don’t Understand.” New York Times.  https://www.nytimes.com/2020/04/22/us/coronavirus-immigrants-school.html

“Resources for Immigrants, Parents, and Educators for Covid-19 Crisis.” https://www.ilctr.org/covid-help/ 

Technology integration within schools has allowed for a whole new world to appear! The use of technology has transformed the way in which our daily lives function, communication, teaching, learning, and so much more. “Technology has revolutionized the way we think, work, and play. Technology, when integrated into the curriculum, revolutionizes the learning process. More and more studies show that technology integration into the curriculum improves students’ learning processes and outcomes.” (EduTopia, 2007) Technology has created a revolution within the education world, and has transformed the learning process in order to aid in improving student achievement. In order to best gage the true benefits of technology integration, we must first understand the meaning of same. According to Debi Christensen, technology integration is the well-coordinated use of digital devices and cloud computing as tools for problem-solving, deeper learning, and understanding. Christensen also expresses, that technology facilitates assess to curriculum but is not the curriculum itself as teachers guide technology as a tool for accessing and understanding educational content.

The use of technology integration cannot occur overnight, as there is significant and meaningful planning that must occur prior to. “When technology integration in the classroom is seamless and thoughtful, students not only become more engaged, they begin to take more control over their own learning, too. Effective tech integration changes classroom dynamics, encouraging student-centered project-based learning.” (EduTopia, 2007) The changes in the overall dynamic of the classroom may seem daunting and unsettling, but the positive effects in which technology integration has on student-centered learning may ease some of those concerns. “Technology and interactive multimedia are more conductive to project-based learning. Students are engaged in their learning using these powerful tools, and can become creators and critics instead of just consumers.” (EduTopia, 2007) As an educator, I feel that the ability to allow students to spearhead their own learning creates powerful, independently thinking, and bold younglings who can grow and develop into positive, contributing members of society. “Research conducted in technology rich classroom environments has suggested that students who learn through technology are more engaged and invested in their learning. Technology generates an environment that supports synergy, collaboration, and dynamic, hands on learning. Compared to classrooms where traditional instructional methods were used, technology rich classrooms supported student sharing and developed an awareness of self-motivated learning.” (Wieking. 2016, p.5)

There is more to technology integration than just what occurs within the classroom. This self-motivating, hands on, collaborative and dynamic approach allows for students to experience new and developing technology used to enhance their overall education. “Technology assumes a larger role in student learning as more and more K-12 institutions identify technology integration as a school initiative to prepare students to be globally engaged, civically responsible, and an active learner in the 21^st century.” (Wieking. 2016, p.3) The new world in which we live in truly revolves around technology. With the unfortunate events brought on by the COVID-19 pandemic, the use and integration of technology has increased tremendously. We have seen, first hand, the positive effects that technology can have on the community, the nation, and the world. Without technology, where would we have been throughout the horrific and trying times of COVID-19? How could we communicate? How would we know about the pandemic? How would we have continued educating? Technology has been able to accommodate almost every aspect relating to work and school. Without it, this pandemic would have looked completely different.

Overall, technology integration is the future of education. “Authentic and meaningful technology integration is a relationship between the teacher, the student, and the curriculum. Technology is the vehicle that makes it happen.” (Christensen, 2019)

References

(2007, November 5). EduTopia. Why Do We Need Technology Integration? Retrieved from https://www.edutopia.org/technology-integration-guide-importance

Christensen, D. (2019, May 15). Classcraft. What Does “Technology Integration” Mean? Retrieved from https://www.classcraft.com/blog/features/definition-of-technology-integration-in-education/

Wieking, B. (2016, December). Northwestern College. Technology Integration and Student Learning Motivation. Retrieved from https://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?article=1014&context=education_masters