MALET Issues

"The purpose of this publication is to provide guidance, direction, and resources to help programs meet their moral, ethical, and legal obligations to best ensure all students have access to the educational opportunities provided for them in online and digital learning. "

From the abstract: " This qualitative research study will select four exemplary teachers to discuss ways of improving technology in classrooms. Situations where introducing technology in mathematics classrooms will be discusses to see their relevance and whether they are helpful and fair or not. "

From the opening remarks: "Looking only at the positives of new educational methods can mask perpetuating challenges, which makes the open aspect of OER a misnomer."

From the concluding remarks: "As with all ed tech challenges, equity is more a human issue than a technological one. Education technology can raise the floor of student achievement, but only if both the technological and human infrastructures to support that transformation are in place. This is not a problem that will be "solved" in the near future, but we must begin by making every effort to connect our current students, and continue by laying out a roadmap toward equity."

This is an early post for module 2 equity and access. This 72 page pdf contains the results of surveys of public school educators in the US and their views on the access and equity in digital learning environments. It was published by the NEA (National Education Association) It include major findings and recommendations to improve on these issues.

The internet and cell phones have infiltrated every cranny of American workplaces, and digital technology has transformed vast numbers of American jobs.

This article in USA Today this morning http://www.usatoday.com/story/news/2016/02/03/low-moderate-income-families-under-connected/79724512/ led me to finding this study about access to high speed internet and current technology resources for lower income families. It was also interesting to me to read the comments on USA Today (usually something I actively avoid on most news sites) to see general public perceptions and reactions which were mainly negative in regards to what the report had to say about access and distribution.

Where I work i probably see this issues the most. Parents scramble to make sure their kids can have the use of technology for education purposes now and while Mobile Phones help, not all sites are Mobile friendly. Resources need to be available using more than one access point (computer, tablet, phone, laptop) for families to be successful in this Technology age.

I thought this was a very good article. A couple of my courses we have talked a lot about collaborative learning and how important it is to work together so I found this really interesting. I really liked the tools that was shared in the article and the ones that I have not used or accessed before I did save the links to explore later.

Collaborative learning can be beneficial in so many ways for teachers and learners. My own children (middle school and high school) work on group projects for school while at home using google docs all the time. I have encouraged my own students to use google docs so they can never use the excuse "it's on my computer at home."

Love this article, because it applies to the workforce too. My Digital tools class went over a few of these resources that many do know exist for us to use. I will be using this articles to explore other tools to use!

Historically, the role of technology in the organisation has largely been about driving efficiency, but it is now evolving beyond that towards enhancing the capabilities of the workforce by becoming a collaborative partner. Among the technologies behind this important development are more natural human interfaces, wearable devices and smart machines.

Although it's based out of Taiwan, this study used performance standards created by the International Society for Technology in Education and looks at six subscales for technology integration in the classroom with one of them being an ethical piece. The established scale examines the existing concerns for technology, pedagogy and professional development at once with a new addition of ethical and safety issues, which demand growing attention in teachers of future generation.

Although it's a few years older, I think this article could be a good starting point for reviewing the various uses of technologies in the K-12 setting.

First Person A little over two years ago, my current principal, Danny Swersky, emailed me about his vision for math instruction at KIPP: Washington Heights Middle School, a charter school that would soon be opening in New York City. Specifically, he told me that he wanted to personalize students' learning with the help of technology.

Sherry J. Jones Professor Department of Business Glenville State College Glenville, WV 26351 USA sherry.jones@glenville.edu Vena M. Long Professor Emerita of Mathematics Education Department of Theory and Practice in Teacher Education The University of Tennessee at Knoxville Knoxville, TN 37998 USA vlong@utk.edu Introduction The phenomenal growth of technology is having a significant impact on the ways teachers teach and students learn mathematics.

A study into how iPads were perceived by teachers and implemented in a school. This link might be better. Not sure. http://www.worldcat.org.library.esc.edu/title/an-analysis-of-teachers-processes-of-technology-appropriation-in-classroom/oclc/5882295313&referer=brief_results

Interesting article and so relevant to what I, and so many others, face in the classroom every day. I feel that the initial implementation of iPad distribution (or any technology) should not be rushed just to get it out there. Teachers need to be properly educated and be comfortable using that technology. In addition, any technology should contain all necessary software or applications ready to use before distribution. One other issue that often goes over looked is the wifi in the building. If the wifi in the building is not strong or cannot support a high number of users simultaneously, how can it be used effectively in the classroom?

Using iPads in the classroom has been helpful reading Hamlet. Shakespeare is difficult to understand, but students can get help accessing No Fear Shakespeare on their iPads.

I have the same problems Khader in trying to integrate Chromebooks as much as possible. I constantly feel that it is a struggle to get their attention and maintain it especially if they are convinced they should be allowed to "multitask" between the assignment and a game, but in the end the resources I am able to integrate in is well worth those struggles.

I agree with the problem of technology in the hands of students can often be distracting. The temptation to play games, search google, and social media is huge. It is so difficult to find a balance in a less than ideal world. My hope is that the earlier we introduce technology in the classroom, the novelty will wear off by the higher grades. Even with controls on wifi and devices, students are so tech savvy, they find ways around it.

The 87% of respondents in this sample who say they had heard at least a little about the government's surveillance programs were asked a series of questions about whether they had changed some of the ways they use technology. This section of the report covers their answers.

I have this idea that maybe the digital age is a new thing and that it will evolve in some way naturally. Maybe this is an example? It's sort of dialectic: People say anything online, government watches, people curtail this. I think it's probably good that people curtail this!

This paper discusses ethics and student assessment, as applicable to the growing field of distance education. Since we are all taking online courses I thought this would be a good share.

Great points made in this article about how difficult it is to know who is really completing the work in an online course or exam. So much to consider when the exams really matter in terms of professional advancement. I think of all the exams I had to sit for in Albany for New York State teacher licensing five years ago and there they fingerprint you when you take the exam to ensure that someone else is not taking it for you.

This is a great practical guide. I'm teaching my first online high school course this semester -- it's an experiment my superintendent is indulging -- and it's the kind of useful info I can use.

Illustrates the importance of teaching students about rights and responsibilities involved in online communications

Eventhough, this article is from 1998 it still presents ethical issues that are relevant. I wish schools start teaching classes on Internet ethics, copyright and online bullying early on. These question are going to be very critical to education and the future of citizenship. I think about how information is shared on Twitter in the current presidential election cycle and how the general public seem to not be bothered with checking facts. We have to work even harder to teach critical thinking and how to sort opinion for verifiable facts.

Great point about teaching critical thinking and the idea that taking away access to the internet is not an effective way to teach them to recognize the consequences of their actions. Often, I know in my classroom it is much easier to just take away the electronic devices than taking the time to stress the importance of ethical behavior online or offline.

EducationWorld is pleased to present this article by Christopher McGilvery, a lecturer at Angelo State University . The article originally appeared in TechEdge, a quarterly magazine published by Naylor LLC for Texas Computer Education Association members. To join or for more information, visit www.tcea.org.

Great ideas. I wonder if they are effective? Will student change behavior because they are told you should not bully?

I really like the idea of treating the lessons as ways to make them "lifelong learners" so that these tools and skills go beyond the scope of the school year or K-12 setting.

Excellent paper, long(119 pages) but very rich.