EDU 6215 Journal Article Review #2

Citation:

Watters, Audrey (2014).  How will the ed-tech industry shape student reading? Knowledge Quest. Vol. 14 Issue 1, pages 16-21. Retrieved from Library Literature & Information Science database.  DOI:  97937358.

Review of How Will the Ed-Tech Industry Shape Student Reading?

Summary:

This article discusses two main ideas.  First, the author argues that thanks to pushes for Common Core by schools across the country, the ed-tech industry is booming.  The author states, “Focused on math and literacy standards, adoption of the CCSS will require schools to purchase newly and properly aligned materials.  The need for new materials is a huge boon to the ed-tech industry” (Watters, 2014).  That point is elaborated upon by explaining that the focus of using educational technology in school has shifted from preparing students for the workplace and improving school efficiency to preparing students to take standardized assessments that are now online or computer-based (Watters, 2014).  Because of this, Watters declares Common Core as a “big win” for the ed-tech industry (2014).   As she points out, “68 percent of school districts say they plan to purchase new instructional materials as they implement the new standards”, according to a recent survey (Watters, 2014).  This all means big money for technology businesses.   

Second, the author points out that a shift by schools to use Lexile rankings to measure the difficulty of texts is creating opportunities for ed-tech companies to make even more money (Watters, 2014).  The author argues that as more and more schools adopt the Lexile Framework, which is based on a computer-generated algorithm, more and more companies will create tech tools for schools that incorporate Lexile data, thus creating new, money-making opportunities for those companies (Watters, 2014).  Furthermore, schools are shifting away from fictional texts to more nonfiction, and they are starting to seek out digital, Lexiled texts over traditional print versions (Watters, 2014).  The reason for this is one of common sense; being digitized, computer programs aligned to the Lexile Framework can perform text-leveling work for teachers.

Recommendations:

The article is not really one that lends itself to blatantly recommending anything.  But, a takeaway of the article is that it would behoove districts to begin a transition to incorporate more educational technology, especially that which is directly related to Common Core and Lexile Framework, if they want to remain effective and competitive.  It seems as though the prevailing trend is one that is beginning to strongly favor the tech-savvy school.  This should have enough of an influence on students’ education to, hopefully, help them become more successful in this modern realm of education. 

Reflection/Applications:

This article does a good job of explaining how the ed-tech industry will benefit from Common Core and Lexile initiatives.  It also describes how technology will affect student reading.  Many of the curricular programs we use in my school are based upon Common Core standards, and many of these are web-based.  Also, I regulary use the Lexile Framework to find leveled historical nonfiction texts online that students can read and analyze.  Without such a thing, it would be much more difficult and time consuming for me to find leveled reading texts for students. 

In the school at which I work, I have seen a dramatic shift towards educational technology over the last decade.  When I first started teaching, each teacher had one desktop computer, a TV with VCR/DVD combo player, and an overhead projector.  The school had one computer lab that was shared by the entire school as needed.  Grades were done using software, but other than that we were not really provided with any other form of technology.  In contrast, today we rely heavily on ed-tech.  Each teacher has a laptop for planning purposes as well as at least one additional desktop computer for student use.  We now have three computer labs and another three rolling (laptop) labs.  Students are assessed using online assessments such as PARCC and MAP.  Teachers collect and analyze data with web-based programs like PowerSchool, Mastery Manager, and AIMSweb.  Even communication has changed, going from phone calls to emails and Skyping.  All of this begs the question:  what will education look like ten, twenty, or even thirty years from now?

EDU 6215 Journal Article Review #1

Citation

Rico, R., Sanchez, P., & Pillares-Weissling, A. (2012).  A snapshot of latina/o bilingual teacher candidates and their use of ipads in an after-school technology program.  Journal of Bilingual Education Research & Instruction. Vol. 14 Issue 1, pages 95-115.  Retrieved online from <https://ate.utsa.edu/sites/default/files/pdf/Snapshot%20of%20Bilingual%20Teacher%20Candidates%20and%20their%20Use%20of%20iPads.pdf>.

Review of A Snapshot of Latina/o Bilingual Teacher Candidates and their Use of IPads  in an After-School Technology Program

Summary

This study examined the effectiveness of using educational technology when teaching bilingual students.  The 2011 study was performed by surveying both bilingual teacher candidates and the students with whom they worked during an after-school program throughout one semester (Rico, Sanchez, & Pallares-Weissling, 2012).  During the study, candidates utilized IPads to teach literacy skills to bilingual students of varying proficiency levels (Rico, Sanchez, & Pallares-Weissling, 2012).  Students were assessed on their literacy levels prior to and following the study, and teacher candidates were surveyed regarding factors they believed impacted student achievement gains (Rico, Sanchez, & Pallares-Weissling, 2012).  Results showed that students improved literacy rates dramatically, going from 23% advanced to 55% advanced, and results were attributed to a combination of best practice-based teaching and the use of IPads and other technology within the curriculum (Rico, Sanchez, & Pallares-Weissling, 2012).  Student responses widely supported such a program; in fact, Rico, Sanchez, and Pallares-Weissling quote an anonymous student as saying, “Learning how to type and use the computer at age 14 was my most memorable technology experience”, (2012).  Based on this study and its results, it is evident that implementation of a technology-based intervention program can be effective.  One thing, however, that the authors are quick to point out is that using technology in a classroom is only effective if the teacher using it is properly trained on it and allows students to use it regularly; for instance, by using 1-to-1 devices as opposed to just using a projector (Rico, Sanchez, and Pallares-Weissling, 2012).

Reflection/Application

This study proves that programs that incorporate interactive technology to teach can be very effective.  Using educational technology allows students to interact with content in an engaging manner as opposed to what is done in many traditional classrooms.  It also opens students up to a vast wealth of online resources to supplement what they are learning about within a classroom.  I feel that the best approach to utilizing such a program would be to both use something like an IPad in conjunction with a traditional approach.  Teaching in such a manner would allow educators to introduce concepts from their curricula and then reinforce them or provide practice opportunities using the technology resources they have.  Many educators in my building are already using this approach and are wildly successful doing so.  These teachers have presented data that has shown significant growth in the areas of reading and mathematics, results that strongly correlate with those of this study. 

If I were lucky enough to have 1-to-1 devices for my classroom, I would use them to reinforce students’ literacy skills just as the teaching candidates did in the after school program in which they participated.  Reading and writing form the base of what we do within my content area, so I am all for any way that I can improve students’ abilities or help them become more successful readers and writers.  I know that there are many apps and online programs out there that can be used to assist in this, so I would seek out these items and incorporate them throughout the curriculum in order to reinforce strategies introduced during traditional class time.  All in all, incorporating educational technology in the classroom can prove to be highly effective and beneficial.