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 Scott T. Cella April 19, 2011 EDUC-610 __Technology: Too Much, Too Soon __   Hollywood knows what this world would be like if technology continued to progress at this rapid rate. Hit movies, such as IRobot  and Walle,  are fictional films which criticize the recent movement where civilization relies too much on computers instead of human handiwork. This is not to say that technology is evil or that it has no part in today’s society, but one needs to be careful on technology’s role in our lives. The computer wave has heavily impacted public education over the past decade. Twenty-first century students have been overwhelmed with gimmicks and gadgets, and now this trend has spilled into the school system. What is the goal in inserting all of this equipment into educational institutions, and has it paid dividends for our students? Although the vast majority of people agree that more technology is needed in our schools, teachers see what really happens with these gadgets. It may be useful in many circumstances, but technology has been tremendously abused in recent years and is ultimately harming school districts.  Before indulging in the negative impacts of technology, it is important for the reader to realize that many assistive tools are extremely beneficial to student development. There are several good reasons for it’s implementation, beginning with the notion that computers help prepare kids for life after public schooling. It is no secret that the vast majority of employment opportunities require the applicant to be savvy in computer basics. Being a successful teacher or writing a respectable college paper requires the user to understand technology; therefore, students need to be trained in certain programs (such as Microsoft Office).  Technology can also play a necessary role during class lessons. Certain programs can motivate students and engage them in interactive activities, whether it be streamlining videos or creating review games via Microsoft Powerpoint. Obviously, an engaged student is active in his/her learning which will ultimately result in more individual knowledge. Technology has also opened the door for more research opportunities with online databases. Instead of going to the local library, checking out books, and scanning the sources to find supporting data, students can access materials at home almost instantly. Hours of time can be preserved and more information can be obtained due to the increase of computers and the internet (U.S. Department of Education, 2010).  Lastly, technological advances have helped educators in creating lessons, organizing their ideas, and communicating with parents and staff. Instead of writing all of the notes on the board, teachers can use programs (such as SMART Tools) to post assignments and key information instantly. This data can be posted online for students to download at their own convenience. Teachers also have the capacity to update students’ grades so parents can stay up-to-speed with their children’s academic progress. If necessary, parents can e-mail teachers and have direct communication instead of scheduling a conference to achieve the same task. Special education has also been revamped by the rise of new assistance tools to aid kids with disabilities. Although expensive, these contraptions prove that every student is capable of learning and deserves the right for a free, appropriate education. Technology has changed the way we live, and it will certainly change how businesses run by the time the current youth generation becomes the working class.  The above examples are positive effects on how technology has benefited education over recent years. However, schools were not content with the basic uses of computers. A plethora of unnecessary devised have crept their way into schools and have produced little results in student knowledge. Below are a few examples of these devises: <span style="margin: 0in 0in 0pt 49pt; mso-list: l0 level2 lfo1; tab-stops: list 49.0pt; text-indent: -13pt;"><span style="font-family: 'Times New Roman','serif';">1) Class sets of video cameras for students to interview classmates and post online.  <span style="font-family: 'Times New Roman','serif';">  <span style="margin: 0in 0in 0pt 49pt; mso-list: l0 level2 lfo1; tab-stops: list 49.0pt; text-indent: -13pt;"><span style="font-family: 'Times New Roman','serif';">2) Response clickers for students to answer Microsoft Powerpoint multiple choice questions. These gadgets are used to prepare students for standardized testing. <span style="font-family: 'Times New Roman','serif';"> <span style="margin: 0in 0in 0pt 49pt; mso-list: l0 level2 lfo1; tab-stops: list 49.0pt; text-indent: -13pt;"><span style="font-family: 'Times New Roman','serif';">3) <span style="font-family: 'Times New Roman Italic','serif';">Scratch <span style="font-family: 'Times New Roman','serif';"> which is an online program to show students the basics of gaming construction. The idea of this tool is for students to make educational video games by programing sprites to move around a map.  <span style="font-family: 'Times New Roman','serif';">  <span style="margin: 0in 0in 0pt 49pt; mso-list: l0 level2 lfo1; tab-stops: list 49.0pt; text-indent: -13pt;"><span style="font-family: 'Times New Roman','serif';">4) <span style="font-family: 'Times New Roman','serif';">Robotics programs are an advanced version of childhood <span style="font-family: 'Times New Roman Italic','serif';">Erector <span style="font-family: 'Times New Roman','serif';">sets. Students make robots which do basic functions (such as walk and grab items). <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';">This is not to say that no students can learn through these tools, but the amount of time and money poured into these programs is ridiculous in comparison to their benefits. However, since they are labeled as ‘technology’, school boards and the public accept them as new-aged innovation. Realistically, the video cameras and clickers sit in classroom closets and <span style="font-family: 'Times New Roman Italic','serif';">Scratch <span style="font-family: 'Times New Roman','serif';"> is abandoned because it has no curricular impact. These are the kinds of technologies which need to be forgotten in order for technology to be efficient again. <span style="font-family: 'Times New Roman','serif';"> One of the biggest concerns with technology in education is the high costs which are required in order for successful implementation. The following synopsis is an example of how districts rollout a new technology program. First, the district obviously needs to buy the program in order to have access to it’s capabilities. Before showing the students the new project, the teachers need to be trained so that they can assist the kids if they have questions or need guidance. Since teacher training is needed, administrators need to squander a professional development day and hire an expert in the system. More money and time are spent just for the teachers to understand the program, yet the vast majority of educators will never implement the system. Finally, the students are then trained in the system to see if they actually learn from the new technology. In many cases the students reject the new gimmick and the program falls to the wayside; otherwise, the program is adopted for further use. However, it won’t take long before an update is needed, which demands another purchase from the company to provide the materials. Millions of dollars are pulled from curricular activities and poured into sustaining a mediocre technology system. <span style="font-family: 'Times New Roman','serif';"> Many schools have shown that technology is an upmost priority for school development. In fact, technology has become part of the school curriculum where students are required to enroll in media technology, computers, robotics, and graphic design classes. Meanwhile, physical education and art funds are shrinking to make room for new-age courses. When talking to the students about these lessons, most of them have sarcastic remarks about how the classes are “pointless” and “stupid”. It seems clear that outsiders from the school environment have a different idea of technology education than what the students experience. Especially in a time of economic recession and budget cuts, schools need to look close at what programs are truly working and which ones are draining the budget (O'Kane, 2010). <span style="font-family: 'Times New Roman','serif';"> A glaring issue with technology education is that there is little proof that technology produces better prepared students for college and the working force. An explanation of this may be because many administrative decisions are based on the context of theory, not reality. Modern day schools experience severe sociological dilemmas, so a heavy emphasis is placed on fairness, equal opportunity, and theoretical solutions. The fact is, theoretical ideas never seem to hold the answer. Decisions should be made based on realistic affairs because this world is too complex for simple, utopian solutions. Theoretically, technology education should revolutionize how students learn and how to best understand concepts; realistically, teachers find that direct instruction and sound teaching practices produce better results than webquests and gimmicks (Orfield, 2004). <span style="font-family: 'Times New Roman','serif';"> It is important for the reader to understand that what should happen inside a classroom and what actually happens is far different from one another. For example, a teacher may give the class an essay assignment which requires the students to use a class-set of computer netbooks to research the topic. The teacher intends to walk around the room and assist his/her students with the research, while the other students work on their own to gather data to support their thesis. On the surface, it looks as if technology has opened new doors of opportunity for the students to work in class; however, this is really a license for students to wander from the task. Most learners will take this time to explore the internet, check their e-mail, or conquer a game of minesweeper; very few students would actually do the work. The teacher could threaten the kids with disciplinary actions for this type of behavior, but the students are technologically savvy enough of avoid detection. In this example, thousands of dollars for the netbooks were spent on student luxury and procrastination. Too much technology in schools means that teachers’ knowledge is being drained from the curriculum. Instead of educators using their expertise to pass on vital concepts, students prefer to graze the surface of topics on the internet. This practice limits the teacher’s ability to challenge his/her students and prohibits the kids from gaining an excellent, balanced education. <span style="font-family: 'Times New Roman','serif';"> Another concern with technology in modern education is the exodus of seasoned teachers from the teaching profession. Many expert educations who have been in the field for several years are becoming increasingly frustrated with constant changes and demands stemming from technology that they are searching elsewhere for employment. What was initially supposed to help teachers has become a hindrance. Many educators are expected to maintain course webpages, wikis, blogs, etc. None of these gimmicks are necessary to student knowledge, but schools are demanding them from all of their employees. In response, teachers who grew up without computers are overwhelmed by these demands. In an attempt to make the school better, they indirectly hurt the experienced staff members. <span style="font-family: 'Times New Roman','serif';"> In the synopsis presented earlier, it was mentioned that teachers were trained in new programs before exposing the information to the students. After a brief training session, teachers are expected to be experts in the program so that they can help the kids apply the functions correctly. Ironically, the chances of the kids being more proficient than the teachers is extremely high because they have been indulging in education their entire lives. Consider an older parent trying to understand a new cell phone. In many cases, the parent needs his/her child to run a tutorial in order for the parent to understand. The kid was never trained in the phone, but his/her trained mind in technology figures out how to use the device rather quickly. Likewise in education, the students are the experts while the teachers stand from afar and observe the kids playing with the instruments. <span style="font-family: 'Times New Roman','serif';"> As a professional educator for the past three years, it has been interesting to compare the public perception of a school to what actual occurs inside that school. The general public has been presented with an extravagant picture consisting of all the wonderful tools that our school possesses. Some of these tools consist of two laptop carts (with 30 computers each), an IPad cart, a multimedia center, SMART boards in each classroom, e-book subscriptions, two additional computer labs with new computers, a robotics program, and more. The ability to stay within the budget and still provide all of these resources was quite an accomplishment! Two years later, it seems more like a waste of money than the once tremendous feat we reveled in. The laptops are excruciatingly slow and many of the keys have fallen off, while the IPad cart is rarely used because it has little academic impact. The multimedia center is outdated and used solely for morning announcements (run by the teachers and administration, not the kids). Students’ families complained about the e-books, forcing the teachers to use the original textbooks again, and there is little interest in the robotics club. Although the school looks tech-savvy on paper, the use of technology inside the school is far from what is being presented to the taxpayers. <span style="font-family: 'Times New Roman','serif';"> With the rise of technology in the youth culture, society has seen an unhealthy shift in our youth’s social lives. For one, kids find recreation through computers, cell phones, Ipods, and other contraptions in place of exercising. Instead of hanging out with one another, children would rather ‘talk’ online or play video games with internet-linking connections. Contrary, kids from prior generations found enjoyment in playing outside and meeting friends in person. They played sports together which helped them stay active instead of sitting around the house constantly and looking at a computer or television screen. Let’s face it: kids are addicted to technology. Parents use to be thankful that school kept kids in check by having them read books and solve problems; however, they cannot rely on this anymore. Now that schools are promoting technology in all aspects of education, students are being sent the message that technology is their lives. Schools are helping feed this addiction to our nation’s youth (Smart, 2008). <span style="font-family: 'Times New Roman','serif';"> Another humongous issue is that many adolescence are unmonitored in their computer usage, giving them unrestricted access to cyberspace. The growing amount of online predators are becoming an ongoing concern, and much of the information on the internet is inappropriate for younger audiences. Some teenagers have posted images of themselves doing immoral activities online for everyone to see, including colleges and future employers. As a hobby, some children have the audacity to engage in conversations with people in ways they wouldn’t dare to attempt live. An example would be a teenage girl leading on a socially outcasted boy that she is attracted to him, only to laugh at him for believing her. The girl would never have verbally spoken this to him at school, but the access to online speech has given her the opportunity to partake in cyberbullying. This topic of cyberbullying has spilled into schools because of the implications that it has on the student body. Parents are always shocked that their child is a victim or bully, but these actions occur on an everyday basis. Social networks (ex: Facebook, MySpace, Xanga) have created a negative cyber-world which young kids should never have access; however, even the teachers indulge in the networks. It is not that these websites are evil, but trusting youth with free reign of the internet usually results in a negative ending. <span style="font-family: 'Times New Roman','serif';"> Technology is an exceedingly powerful tool which is found everywhere: at home, at work, and at schools. Due to this overwhelming movement, schools need to be prepared to train their students in technological devises so that they are prepared for life after graduation. However, technology needs to be limited to only the essential programs that improve student knowledge in the existing curriculum. If a program does not help a child learn a core subject, then it should be abandoned completely. Too many non-essential devises are adopted and renewed, wasting district money and students’/teachers’ time. Technology can, and should, be a main piece of public education, but there needs to be awareness as to what we are doing with our students to maximize their education. <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> <span style="font-family: 'Times New Roman','serif';"> __ Bibliography __<span style="font-family: 'Times New Roman','serif';"> O'Kane, Eileen Vollert (2010). College Readiness of Urban High School Students in the United States: The Role of Technology in Preparing All Students for College. Retrieved April 13, 2011, from []. Orfield, G., Losen, D., Wald, J., & Swanson, C. (2004). <span style="font-family: 'Times New Roman Italic','serif'; font-size: 12pt;">Losing our future: How minority youth are being left behind by the graduation rate crisis. Cambridge, MA: The Civil Rights Project at Harvard University. Contributors: Advocates for Children of New York, The Civil Society Institute. Retrieved April 14, 2011 from [] Smart, M. P. (2008). <span style="font-family: 'Times New Roman Italic','serif'; font-size: 12pt;">At home with HomeLink: Free internet access connects families and schools. Retrieved April 13, 2011, from []. U.S. Department of Education (2010). <span style="font-family: 'Times New Roman Italic','serif'; font-size: 12pt;">Transforming American Education: Learning Powered by Technology. National Education Technology Plan. Retrieved April 13, 2011, from [|http://www.edpubs.gov]. <span style="color: #1b5cc0; font-family: 'Tahoma','sans-serif'; font-size: 12pt;">

<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Scott T. Cella <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">EDUC-610 <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Chapter 13 Reaction Paper

<span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">Technology is a new ‘buzz word’ in public education. Practically every new teacher has been questioned about his/her technological capabilities during a school interview because districts want faculty members who can enhance their classrooms and engage their students. However, schools must be careful in their selection of classroom technology. The current generation has been immersed in an abundance of resources, but some programs can be deceptive when it comes to enhancing student knowledge (Nelson, p. 329). <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">Many school districts have initiated a technology department. These educators dabble in computer programming, audio/visual courses, general computers, robotics, etc. Although many of these lessons are intriguing, very few of them have social applications outside of the school’s confines. Technology for technology’s sake is not how schools should be investing their budgets. Students experience shallow understandings instead of thinking critically and analyzing situations. In fact, most students see technological tools as a social gimmick instead of an instructional tool. Instead of exercising outside, kids spent their entire free time on the computer. Parents view computers at home as a negative gadget, but computers in school are encouraged (Mahaney interview). If a teacher is not paying close attention, chances are that the students are playing games instead of participating in the lesson. <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">One of a teacher’s main goals is to get his/her students to think critically. Teachers strive to motivate students to argue their reasonings with facts and research. These select few students are rare in the classroom, partially because technology has watered down their desire to work hard and think at a high level. Ironically enough, technology can help here. Programs (such as Geometer’s Sketchpad) can enable students to analyze certain situations and make comparisons to other circumstances. Graphing calculators are excellent tools to analyze data and visualize results of an experiment. The technology necessary to exercise a dissection or lab is immensely important in one’s scientific knowledge. These tools ares highly encouraged and school be implemented in the classroom, but virtual field trips and computer-based labs ruin the experience for the learner. When applied appropriately, technology can be a tremendous asset in the classroom; otherwise, it is a hindrance to a child’s academic development. <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">The final argument against too much technology in schools is that teachers’ knowledge is being drained from the curriculum. Instead of educators using their expertise to pass on vital concepts, students prefer to graze the surface of topics on the internet. This practice limits the teacher’s ability to challenge his/her students and prohibits the kids from gaining an excellent, balanced education. If administrators decide to ride the technological wave, schools will suffer a severe setback. Only when appropriate technology is implemented will students be able to think critically and learn from their teachers to maximize their education. <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Scott T. Cella <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">EDUC-610 <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Chapter 14 Reaction Paper

<span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">About two decades ago, the notion of standardized testing was rarely used in public education. The SAT was widely implemented for undergraduate programs, but state tests and national standards were scarce. Fast forward to modern times and one will observe a system dictated by the results of an annual exam. Can one really claim that our current students are better off than those of twenty years past? Standardized tests may be accepted in our society, but they are not the answer for school reform and they are not helping our students become more successful. <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">The first reason against high stakes testing is that the vast majority of posed questions are in multiple choice form. These are usually low-level questions which require basic skills and observational awareness. Also, there is only one ‘acceptable’ answer for each of these problems. Despite a student’s thought process which led him/her to that answer, the response is ‘right or wrong’ without reasoning allowed (Nelson, p. 336). <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">The second rebuttal against testing is that curriculums are being revamped to match the state’s demands. Although this may be beneficials to struggling districts, others are watering-down their expectations and stunting their students’ academic growth. For instance, a local school district requires all eighth grades to enroll in an algebra I course. This class is designed to explore the concepts of algebra only; however, the students are responsible for four other concepts of math (geometry, data analysis, etc.). The algebra curriculum loses its strength and is supplemented with irrelevant material for that course (D’Angleo interview). <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">The third issue with standardized testing is that the government identified the three most ‘vital classes’: science, mathematics, and language arts. Schools are now focusing their full attention on three courses; meanwhile, social studies and world language and the arts are often abandoned. Students who are interested in the humanities are having an inservice done to them as their classes of interest are abolished since they aren’t testable (Sireki, 2005). <span style="font-family: 'Times New Roman','serif';">The final problem being discussed here is the nature of assessment. Formative and summative assessments are used to help improve student learning. They are a valuable piece to education if used in their proper context; pitting students against one another in comparison is not the intent of solid assessment. If the government wants to keep schools accountable, then other forms of assessment are necessary. Portfolios, papers, projects, and music rehearsals are prime examples of possible tools which can be analyzed to check if teachers are truly doing their jobs. Unfortunately, this idea will never become a reality because of the costs and subjectivity involved. The government is using standardized tests because they are time and cost effective; however, they are not improving our students’ educations and are not true indications of success (Nelson, p. 343).

<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Scott T. Cella <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">EDUC-610 <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Chapter 15 Reaction Paper

<span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">When parents reflect on their experiences from school, they always chuckle at the stories which resulted in corporal punishment. Physical discipline was an effective system in the past, but districts have taken a step back from these practices with the rise of excessive punishments and lawsuits (Allen, 2009). In this new era, students are aware that teachers are not allowed to touch them; the fear factor is no longer present. The next best procedures are zero-tolerance policies to ensure that students remain in compliance with the rules. <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">The theory behind zero-tolerance is simple: avoid disruptive behavior and school violence by scaring the students in advance. Before a child completes an assignment, teachers provide a rubric of his/her expectations. Zero-tolerance is a rubric of what disciplinary measures will be invoked given a misdemeanor. Everyone in the building is aware of the policy; these are the rules, abide by them (Nelson, p. 368). It is also a time efficient process where administrators can make a decision and move on to other orders of business. <span style="font-family: 'Times New Roman','serif';">Critics of zero-tolerance procedures argue with ridiculous punishments of the past. All examples which are mentioned stem from bad policies in the first place; they do not disagree with zero-tolerance, the disagree with <span style="font-family: 'Times New Roman Italic','serif';">certain systems <span style="font-family: 'Times New Roman','serif';"> of zero-tolerance. A good disciplinary system helps maintain order in the school <span style="font-family: 'Times New Roman Italic','serif';">and <span style="font-family: 'Times New Roman','serif';"> offers assistance to the student being punished. If a crime was committed, then the culprit must pay the time; however, professionals can offer services that help guide the individual to the correct path. Poorly implemented policies can result in radical decisions and unnecessary measures, but this is not a case against the notion of true zero-tolerance. <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">Another point which critics call attention to is the high percentage of racial and disabled individuals being effected by zero-tolerance. Even if there is prejudice in the system, this argument against zero-tolerance is still invalid because bias would be present in a regular system, also. Two cases emerge when a professional administrator has to discipline a child for a wrongdoing. First, the zero-tolerance policy comes into effect and the repercussions are predetermined. Secondly, the administrator acts in his/her judgement. In either scenario, the fact that the individual is being disciplined is the bias, not the policy itself. The truth is that society has become tougher. Expectations are higher in response to discipline. We need to send a clear message to our nation’s youth for them to be model citizens. If a person commits a significant error outside of school, then the police determine the punishment. Schools need to train these students on what life will be like after graduation instead of protecting children for twelve years. <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Scott T. Cella <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">EDUC-610 <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Chapters 13-15 Reflection

<span style="font-family: 'Times New Roman','serif';">The concepts of zero tolerance, increase in standardized testing, and the rise of technology have completely changed the realm of education in modern times. Zero tolerance has been implemented to help control the student population as more influences effect their development. Violence and drugs have had a tremendous impact in contemporary education; therefore, zero tolerance (in theory) will prevent such behaviors. There wasn’t a need for these actions in the past because the administration and teachers were able to control the kids; however, the limitations of the staff caused schools to reach this point. The advancement of standardized testing has been initiated by politicians striving to improve the public school system. Historically, except for a couple national exams, standardized tests were used sparingly. With the abundance of tests, assessment has been thwarted by a modern initiative. Lastly, technology has changed the way that educators teach and students learn. Schools require their staff to stay technologically savvy to keep up with the students’ curiosities. As of two decades ago, technology was limited to one classroom computer which performed basic functions. The youthful generation is growing up in a society in which issues have changed and education is constantly evolving. Conversely, in twenty more years, things will probably be completely different again. As a professional educator, teachers must be flexible and up-to-date in order to ensure success for their students.

<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Scott T. Cella <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">EDUC-610 <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Chapter 10 Reaction Paper

<span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">As a teacher who has taught in both urban and suburban schools, there is a clear differentiation between a predominantly African America/Latino facility and a majority Caucasian one. In the past, the achievement gap of the two schools was drawing closer; however, this advancement has stalled in recent times. The old methods are no longer effective (Nelson, p. 254). Communities and administrations had relied on government action to reform schools, but more direct motions may be more beneficial in this day and age. <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">In current education, school districts are being guided by the NCLB Act. Some researchers find this as an improvement for the achievement gap, but any teacher who has witnessed this mayhem will attest differently. The mandate may sound appealing, but its practical application is ineffective (if not damaging). Schools need to realize that any government motive cannot change the culture inside the school building. Educators teach and students learn; law enforcers have no effect on what happens in the course of a school day. The first change which must occur is the movement towards highly qualified teachers. In the past, educators could be ‘PRAXISed-in’ to teach content outside of their specialties. This process must end. Each educator should have a degree in his/her content area and a certification to teach in that state. Teach For America and Fellows are not acceptable in today’s classrooms; professional teachers are in demand (Nelson, p. 259). Highly qualified teachers are to maintain high expectations and provide a sound education for each students. To often, African American students are assigned to mediocre educators which stunt their growth. Requiring an intellectual staff is a must for a school district if we want to narrow the achievement gap. <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">The other aspect which would help in solving this dilemma is the need for parental support. This process needs a change in both parties at hand. Schools must be willing to view parents as partners, not hinderers. Many families want to support their children, but guidance from the teachers (who invest more time into these kids than most parents) is a necessity. Concerning parents, it is their job to keep their kids accountable in school. If mothers and fathers are serious about their child’s academic progression, then the learner will take the school day seriously too. The modern day ideology is that it’s parents versus teachers; what a change it would be if the two sides joined forces to better the children’s educations! If these two recommendations are heeded, there is a good chance that our education system would improve and the academic achievement gap would tighten. Scott T. Cella <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">EDUC-610 <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Chapter 11 Reaction Paper

<span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">Politics play a humongous role in public education, and many have questioned whose values are best suited for school-aged children. Traditional families take an authoritarian approach where students accept what adults preach without question. Contrary, liberal parents prefer an authoritative style where teachers explain their rational for student understanding. Realistically, both parties desire the same outcome: law-abiding citizens who are morally grounded with a sound education (Nelson, p. 265). <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">There is no definite answer for this dilemma, but both viewpoints can be applied throughout a child’s educational process. Younger students should be immersed in classrooms where the teacher’s word is fact. At this stage, kids are too immature to reason with logical progression, so values cannot be taught with understanding. However, older elementary and secondary students should transition into an authoritative environment. After all, modern education has stemmed away from a behavioristic approach; kids should learn to analyze situations and understand both sides of an argument. In doing this, students learn values and become moral citizens because they have an inner desire to do what is right. <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">As a secondary school educator, it is important for students to realize why their actions are or are not appropriate. In the near future, these learners are going to graduate and be on their own. It is important that they make good choices because they recognize the repercussions, not because they were told what to do in the past. A school’s top priority is the education of its students in all aspects of life. Kids need to think and be challenged. Schools do not produce machines which enter the workforce; kids need to think for themselves and not have other think for them. At what point in society did this become a school’s responsibility? There are three primary parenting styles; schools cannot taylor a curriculum to fit all family backgrounds. Schools reflect the current culture, not vice versa. A teacher’s job is to have each student reach his/her highest potential in that content area. A parent’s role is to raise his/her child to be moral citizens of the community. If a school’s approach contradicts a family’s lifestyle, then it is the household’s responsibility to teach their values to their children (Nelson, p. 275). At the end of the day, parental viewpoints supersede the school’s beliefs. In reference to what values a student should be taught, that responsibility belongs to the parent <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Scott T. Cella <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">EDUC-610 <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Chapter 12 Reaction Paper

<span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">Multiculturalism is a current trend which is transitioning into a lifestyle in America. Immigration has boomed and more cultures are entering the country on a daily basis. In response, schools need to recognize the change in student personnel and prepare for the repercussions. To begin, a clear definition of ‘multiculturalism’ is needed. It seems that the core debate of the subject stems from a misunderstanding of the term, not the idea itself. <span style="font-family: 'Times New Roman','serif';">Multiculturalists point to the fact that America has seen an advancement in different races and cultures over the past few decades. If these trends remain constant, then the Caucasian population will dip below 50% by the year 2050 (Nelson, p. 290). In response, a traditional curriculum centered around Anglo-Saxon white folk will be ineffective in the future. Multiculturalists believe that the curriculum should reflect the population, so a fair share of academic time should be given to all races. According to this philosophy, schools do not need to revamp their lessons, but tweak them to reflect the cultures in the classroom (Nelson, p.294). One positive outcome of this is that students would be able to see different sides of an argument. Learners can analyze what slave traders <span style="font-family: 'Times New Roman Italic','serif';">and <span style="font-family: 'Times New Roman','serif';"> slaves were experiencing during that time period instead of solely focusing on one group. In looking at different viewpoints, a stronger, more applicable education can be achieved. <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">Critics of multiculturalism argue that different cultures hinder the promotion of current American culture. This point is now valid, but the change in the country’s population will bring about a change in culture. The customs of today will not be the customs of tomorrow, so America does need to prepare for the future. The other case against multiculturalism is that many modern immigrants have little or no knowledge of democracy. As a rebuttal, multiculturalists are in full support of teaching democracy and capitalism in schools. Their goal is not to revamp the current school system, but to celebrate the cultures in the building and having representation in the curriculum. This does not involve denouncing democracy or promoting a different government style. <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">Critics of multiculturalism have one fear: the rise of particularism. They worry that people of different ethnicities in the same community will bring racial conflict and strife. As a result, different communities will form with African Americans living together, Latinos living together, etc. Each district will have different curricula because of the students they will be serving (Nelson, p. 301). The country will become segregated once again and we would have taken a step back in our social development. These critics have an extreme view of American culture and little faith in the American people. In fifty years, our schools should reflect the students in the classroom. American culture is changing, and it is the schools’ responsibility to change as well for the benefit of the students.

<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Scott T. Cella <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">EDUC-610 <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Chapter 7 Reaction Paper

<span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">Everyone who is associated with public education will admit that there are currently severe, sociological issues, but the transformation of privatizing schooling is a dangerous and deceptive practice. First, schooling was originally installed to promote justice, equality, citizenship, and freedom. Teachers train students to think critically in order to survive in a competitive and complex society. These values have been coveted in education since public schooling was first formed, and straying from these notions today is a betrayal of our past. <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">Secondly, what evidence is there to prove that the business model has been run more efficiently than schooling? In fact, U.S. businesses’ and manufacturers’ profits have recently declined, so who are they to tell educators how to do their jobs? If teachers began publicizing their views on how businesses should be run, the opposition would find it comical; educators should react the same way in this circumstance. Businesses do not have proven answers for the problems in our schools, but they do have proficient public-relations skills. If individuals can see through the smokescreen, they would discover a failing model which is inappropriate for a schools. <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">The framework of a typical business begins with a powerful CEO who makes all major decisions for the company. Employees working for the CEO have no authority to challenge the current regime. Therefore, the success of each school depends on the credibility of its leader. In many cases, this can result in a dictatorship-like approach which is ineffective and costly for the students. Employees also would receive lower wages because a CEO is trained to maximize his/her own profit, not the overall well-being of others. Business personal may feel entitled to be elitists in all fields, but analysis shows that the business model and the education model should be kept independent from each other.

<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Scott T. Cella <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">EDUC-610 <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Chapter 8 Reaction Paper

<span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">Researchers, educators, and some federal legislators have aired concerns about the practice of companies advertising in schools. These professionals argue that corporate involvement is invasive, distracting, or even damaging to young children trying to learn (Nelson, 195). In fact, the allowance of this activity is contradictory to the purpose of school itself. Schools were first instated to promote justice, equality, citizenship, and freedom. Corporations have only one goal: to maximize their profit. Educational facilities are concerned with the well-being of their students, where as companies focus on how to benefit themselves. In this light, the involvement of corporations in schools should be banned. <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">Another area of concern with this topic is the possible influence of the curriculum. Many argue that a student's education should not be complicated by corporate messages. Students attend classes primarily to learn, not to be pounded with corporate advertising. Companies have a plethora of ways to advertise their products outside of school; do students really need to be impacted during academic hours? Children are taught to be thinkers in class. When students receive their diplomas during commencements, they have been trained to analyze and to make decisions for themselves. A company’s attempt to advertise is meant to persuade the kids to be believers, not thinkers. For this reason, schools need to take a stand against company involvement in school. <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">Another argument against advertising is the conflicting messages being sent to the kids. For instance, a soft drink company had previously offered to finance the construction of a new soccer field in a New Jersey school district. In doing this, the school had to agree to sell their products exclusively while advertising these beverages in the school cafeteria. Meanwhile, the health/physical education department was irate because they challenge their students to avoid sugary drinks altogether (Hurdes interview). The message from the district was contradicting the teaching of one of their departments. Students received mixed messages which could have been avoided if companies were banned in the first place. In short, schools have an obligation to teach students, not to throw advertisements at them. Community taxpayers finance the buildings, staff, and supplies, and no corporation should have the right to infiltrate this part of a community. <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Scott T. Cella <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">EDUC-610 <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Chapter 9 Reaction Paper

<span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">Immigration is a current hot topic being fought by the federal government, and local schools are seeing a noticeable shift in student body personnel. According to the law, every student (including legal and illegal immigrants) is entitled to a free, appropriate education as long as he/she is in the U.S. This places teachers, taxpayers, and native students in a predicament because their resources are being spread thin. One argument for the acceptance of foreign students is that this country was founded by immigrants and, at one point, our ancestors were immigrants. It is because of this past that teachers support the educating of legal immigrants because they migrated to America in the compliance of the correct terms. However, illegal immigrants entered this country by breaking the law; therefore, those students have no business in the American public school system. <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">A humongous reason for the banning of illegal immigration education is the cost footed by the taxpayers. Not only does each foreign student receive the same services as a typical learner, but additional staff is needed to effectively maintain a required ELL program. Given the present stance of our economy, politicians should be discovering how to lower local taxes, not raise them in a response to illegal activity. Along with this, districts are responsible for the academic growth of these students according to NCLB. Part of the law requires a certain achievement percentage for minority groups, and illegal immigrants help form these subgroups. These individuals reflect negatively on school districts and are rewarded for breaking the law. <span style="font-family: 'Times New Roman','serif'; line-height: 200%; margin: 0in 0in 0pt;">Lastly, illegal immigrants are usually uneducated people. Statistically, one of every twelve illegal immigrants have a criminal background prior to crossing the border (Nelson, 223). The lack of parental achievement translates to a lack of support which results in poor study skills for their youth. Many immigrants drop out of school before their high school graduation. This lifestyle begins a cycle of poor education and high poverty which creates more problems for the nation. In short, the government needs to gain control of the immigration dilemma and schools should not be held responsible for these actions.

<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Scott T. Cella <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">EDUC-610 <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Chapter 5 Reaction Paper

<span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt;">The No Child Left Behind Act (NCLB) was passed to fix an educational system which was deemed ‘failing’ due to the publication “A Nation at Risk” (Nelson, 125). As a young teacher, I have experiences as a student before NCLB was passed, as a student after NCLB was enforced, and a teacher dealing with NCLB in the public schools. In all three accounts, it is abundantly clear that this law has been a tremendous disappointment and has negatively affected the educational system. <span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt;">The idea of national standards is very controversial because federal officials have no business in education reform. The power to create an education system falls to the states; therefore, national government mandates are frowned upon by teachers’ unions (White, 2010). In order to have a say in education, the federal government supplemented school districts with excess finances; however, schools needed to abide by the government’s ideas in order to accept the gift. Because of a bribe, federal officials were allowed to input their say in education decisions. The most influential act was NCLB: a law which has crippled true education by watering down deep knowledge and eliminating the effectiveness of professional teachers. <span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt;">As a eighth grade math teacher, my students are inflicted with four weeks of standardized testing annually. In addition, there a other weeks spent on test-taking strategies and preparing for the PSSA. Imagine the amount of algebra which could be covered with that additional time spent on curriculum related topics! Instead of creating in-depth lessons which exercise analysis, synthesis, and evaluation, students do not have the opportunity to demonstrate true knowledge. PSSA tests only require low level thinking, so teachers tailor their lessons to basic understanding, not true mastery (White, 2010). Teachers are required to be highly-qualified, but their true ability has been limited because standards dictate the educators pathway. Teachers cannot spend time on enrichment and showing their true expertise, disallowing for educational opportunities inside the classroom. <span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt;">Some educational gurus believe that there is an alternate motive behind the NCLB Act. Part of NCLB says that if a child in involved in a ‘failing school’, then he/she can be transfered to a more successful public, charter, or church related school. As that child leaves his/her school, so does the finances attached to that kid; ultimately, the ‘failing school’ gets hurt even more. The good schools benefit while the poorer schools get poorer. NCLB is pushing people away from the public school system and into a privatization movement. The federal government’s idea of an educational reform is by leaving the funded schools altogether (Nelson, 129). The government can say that they are improving education, but until they observe what really happens inside the classroom, their theories are meaningless. That business-like attitude is not effective in education. Instead of politicians making education decisions, maybe educational experts should dictate what is best for our public school systems.

<span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Scott T. Cella <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">EDUC-610 <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Chapter 6 Reaction Paper

<span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt;">Religion is one of the most delicate topics in modern education. Traditionally, schools have two major breaks throughout the school year: winter break and spring break. Everyone is aware that the two school hiatuses fall around Christmas and Easter, but those two words have been practically eliminated from student vocabulary in school. If someone is caught saying “Merry Christmas”, other students join in by saying “and Happy Hanukah and Happy Quanza”. Our nation’s youth are being raised in a ridiculous, politically correct era which eliminates the joy that religious holidays should bring. So where do districts draw the line? <span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt;">Religion is the single most important aspect of a person’s social life. The people who share the same faith have a natural bond in the agreeing of their beliefs. Students live their lives in compliance with their faith-based system and the schools have the responsibility to adjust to each student’s lifestyle (Nelson, 142). If that means to provide prayer time throughout the day, then schools should create an area where that can occur. If a football player scores and bends a sincere knee, then that should be allowed. Even written assignments where religious experiences are appropriate should be approved. People have become hypersensitive over others practicing their religion that the notion of religion itself is frowned upon in modern day society. As long as students are genuine in their ways, schools need to acknowledge that religion is a part of that child’s life. <span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt;">The problem with so many various religions in a school is that a child’s beliefs may contradict another student’s. For example, some Christians are required to share their faith with others; however, schools don’t allow for this type of witnessing. Consequently, the school is preventing someone from practicing their religion. However, if the students was warranted to speak about faith, then the other child may be offended and complain. There is a fine line between practicing religion and passing one’s beliefs upon another; it is here where schools need to take a stand (Nelson, 149). <span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt;">The most interesting debate regarding religion is the dispute against creationism versus evolution. Realistically, both topics require a lot of faith because, obviously, no one was physically present during ancient history. Scientific theory requires that the experiment be testable; however, regenerating the beginnings of our planet is not testable. There had to of been a beginning somewhere. Both theories require a person to believe based on the facts surrounding us. It is not a teachers job to promote one religion over another, but it is an educator’s obligation to have students defend their work. If a student comes across a creationist, then he/she should be able to argue against that theory. If a creationist talks to a evolutionist, then the debate should be intelligent with valid arguments. Just teaching one topic and telling the learners to accept it is not education. Teachers should be able to present both topics (and any more theories which exist) and teach them both as theory, then let the students decide for themselves. After all, there are many disciplines which would thrive with this debate. History classes can indulge in this topic, science lessons can run experiments, and english courses can have students write about their findings. Kids are going to come across this argument eventually, why should schools pretend like this is a unique debate? It may have some religion attached to it, but it is not promoting that religion. In fact, students can defend their arguments using their own faith and experimentation with added motivation. In the end, schools have a great educational opportunity available and would be foolish to overlook such a popular debate (Nelson 146-154). <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Scott T. Cella <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">EDUC-610 <span style="font-family: 'Times New Roman','serif'; margin: 0in 0in 0pt;">Chapter 4 Reaction Paper

<span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt;">Over the past few decades, America has become extremely sensitive towards equality among all citizens. Racial issues come to the forefront of debate, but gender has always been closely behind. The rise in feminism has left women feeling discriminated upon, but the academic world is one place where women do have a level playing field. As the first author documented, women have made significant advancements in earning college degrees and advancing their education level over the past thirty years (Nelson, 101). So where is the problem? The vast majority of high schools do not segregate classes by gender, universities’ admission policies do not discriminate based on sex, companies desire diversity in gender, and laws support equality among sex. This debate is battled by a tiny percent of people who still feel the need to argue over an issue which has come such a long way in recent history. <span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt;">One of most popular arguments mentioned in sex discriminations debates is the inequality of practice time/facilities and athletic funding. First, I believe that the point regarding time and facilities is invalid. Then data collected from ten years ago will show bias, but this dilemma has been resolved in every school which I’ve been involved. Boys’ and girls’ teams evenly share athletic facilities by swapping practice times, and all competitions are held at the best location available. The men’s varsity team no longer receives all of the benefits like they did ten years ago; schools have made advancements in promoting gender equality. Secondly, the argument about athletic funding is legitimate, but the rationale that it is due to gender bias is incorrect. Men’s sports and women’s sports are unequal due to one athletic program: the football team. The budget to maintain a football team is extremely high due to the amount of equipment and the number of coaches needed to keep the program at a safe and competitive level. In order to make funding even, other mens’ sports would have to be cut, which is unfair to those running cross-country or swimming for the school. If football was eliminated as an athletic program, then the budgets for men and women would be extremely similar. Therefore, it is better to look at athletic equality as the number of sport offered per gender, not the price that it costs to run those teams (McCormack, 2010). <span style="font-family: 'Times New Roman','serif'; line-height: 150%; margin: 0in 0in 0pt;">Concerning the college level, it is clear that there is a unequal dispersion in athletic funding because universities have an alternative motive: big business. Each big university shells out millions of dollars into their football program because those teams earn the school more money in return. Being realistic, the women’s field hockey team doesn’t draw a crowd of 100,000 people per game, so funding that program evenly would lose the college a lot of money. The motive behind the decision-making isn’t to slight women; it is a business opportunity to help run the school efficiently. If equal funding was enforced, then opportunities for all students would be limited due to cutting academic programs and raising tuition prices. Instead of looking on the surface, digging into what the colleges are really thinking will show that the unequal funding is business related, not discriminatory (McCormack, 2010). <span style="font-family: 'Times New Roman','serif';">Lastly, there are a few individuals who believe that classrooms should be segregated by gender to increase learning opportunity. In response to that rationale, segregating classrooms is one of the worst ideas ever mentioned in education. It is the responsibility of each district to educate every student academically, physically, and <span style="font-family: 'Times New Roman Italic','serif';">socially <span style="font-family: 'Times New Roman','serif';">. How can schools assist in the latter aspect of learning if we paint an unrealistic picture of what the world is like? What happens when a man and women need to work together at a job sight? Segregating classes will create two, non-unified sexes who think that they are better than the other. In doing so, our culture will take a step back from what we really aspire: equality among all citizens (Nelson, 99). Too many people look at equality in terms of money only, but it is important to realize that equality is a social characteristic, not a financial one.