Research

Introduction

Code.org was introduced in 2013. The website familiarizes and teaches kids the basics of computer programing through drag and drop techniques. In the article "A new way of teaching programming skills to K-12 students: code.org," the author, Filiz Kaleliog˘lu, analyzes the impact of code.org on reflective thinking skills towards problem solving and other developmental areas, through both a quantitative and qualitative study on a group of thirty-two 4th grade primary school students. The author also looks at these results in a gender specific way comparing the outcomes of male and female participants. The article seeks to understand the impact of the introduction of code.org and cites other recent literature looking at the use and impact of computer programming in the curriculum through other educational platforms. The author's motivation for conducting this study was the lack of general information on the impact of the use of code.org in the classroom as it is a relatively new resource.

Statement of the Problem

There have been no studies that have addressed students’ reflective thinking skills towards problem-solving. Moreover, none address the experiences of students with code.org, a drag and drop visual programming platform launched in 2013. Currently, the effects of teaching programming with the code.org site still remain unclear in the literature. It is therefore necessary to explore how the code.org site influences students’ learning experiences and their reflective thinking skills towards problem solving. (Kaleliog˘lu, 2015)

Significance of the Problem

Currently, the effects of teaching programming with the code.org site still remain unclear in the literature. It is therefore necessary to explore how the code.org site influences students’ learning experiences and their reflective thinking skills towards problem solving. This would provide a better understanding regarding how to apply blocky coding to promote students’ reflective thinking skill towards problem solving, and as such, such a study would contribute to the literature. (Kaleliog˘lu, 2015)

Conceptual Framework

The research for this study was framed within the concept of the importance of reflective thinking skills towards problem solving as a fundamental part of critical thinking process. The steps involved in coding such as the programs found at the code.org website are an example of reflective thinking skills in action. Also, the research was guided by an understanding from other research that there is currently a gender difference between males and females in regards to proficiency in computer programming skills with males currently being more proficient at computer programming at the higher education level. This gender difference has been linked to a lack of engagement by girls in coding activities throughout their schooling and is not a reflection of ability. (Kaleliog˘lu, 2015)

Research questions

The following research questions were examined by Kaleliog˘lu for this study and analysis:

1) What is the effect of teaching programming on reflective thinking skills towards problem solving of primary school students?

2) Is there a gender difference on reflective thinking skill towards problem solving of primary school students?

3) What is the performance of the students on code-org site?

4) What do they think about programming and the code-org site?

5) What were the reflections of the IT teacher on teaching programming to the students? (Kaleliog˘lu, 2015)

Methodological approach

The study for this research was carried out on 32, 10 year old fourth grade students. 17 of the students were female and 15 of them were male. The students were studied over a 5 week code.org based computer class that was one hour a week in an elementary school in Turkey. This study was carried out in triangulation design. In the triangulation design, researchers use the quantitative and qualitative approaches during the same timeframe with equal weight. (Kaleliog˘lu, 2015) The quantitative results were measured through the administration of a pre and post test.

In this study, multiple data collection tools were used in order to answer the research questions. For research questions one and two, an instrument was used; for research question three, students’ performance was analysed from the code.org site, for research question four and its related sub-questions, a focus group interview process was conducted; and for the last question, a reflection paper from the IT teacher was analysed. (Kaleliog˘lu, 2015) Interviews were also conducted with a sampling of the participants.

Findings

The main finding from this study with the 32 student participants in this limited one hour a week course based on the code.org site, was that there was not a significant increase in reflective thinking skills towards problem solving based on the outcomes on the pre and post test that was administered. There was a slight increase among the female students who tested higher than the males on both tests and showed a small measurable increase from one test to the other. Another finding was that all the students had a positive experience with the website and felt like it benefited them by teaching them programming and helping them in other subject areas, especially math. The IT instructor also had a very positive experience through the course and gave a positive review of the user friendliness and pedagogical qualities of the code.org website. (Kaleliog˘lu, 2015)

Conclusions and Implications

The conclusions of the author based on the findings of the study are that code.org is a very useful and beneficial website both from the perspective of the students and the teacher. While there was no significant increase in reflective thinking skills towards problem solving based on the outcomes, this was a short course of only 5 hours over 5 weeks and a small sample size. The results also show that using these types of coding activities helps students across their curriculum, especially with math and general self-confidence. Due to the small population size for the study and small amount of time dedicated to the course itself, there is still much room for further research on the overall impact computer programming platforms have on reflective thinking skills towards problem solving.(Kaleliog˘lu, 2015)

References

Kalelioglu, F. (n.d). A new way of teaching programming skills to K-12 students: Code.org. Computers In Human Behavior, 52, 200-210.

         

   

Gamification

Gamification is the use of games to enhance the atmosphere in a classroom or learning environment by bringing in elements of games to engage and motivate learners. Gamification is the integration of gaming elements, mechanics, and frameworks into non-game situations and scenarios for training and motivational purposes. (New Media Consortium Horizon Report, 2014) Gamification is being used to motivate students to engage in subjects in an emotionally stimulating way and to improve specific pedagogical skills like math and design, pattern recognition and even basic computer programming skills through games like Mine Craft. (NMC Horizon Report, 2014)

The main advantages to gamification are what the creative director of MIT's Creative Arcade, Scott Osterweil, calls the "four freedoms of play". (Gamifaction and the Future of Education, 2016) These freedoms are: the freedom to fail, the freedom to experiment, the freedom to assume different identities and the freedom of effort. (Gamifaction and the Future of Education, 2016) Through the gaming environment students feel more comfortable with failure than they would in their regular school environment which leads them to feel more free to take risks and engage with subjects in a more intimate way. Gamified learning environments also lead to a more personalized environment where students take more responsibility for the pace and preferences of their learning. (Gamifaction and the Future of Education, 2016)

Two drawbacks to gamification are that it can create social tension within the classroom and make the outcomes of learning more focused on extrinsic rewards like points and badges as opposed to the intrinsic value of gaining knowledge for the sake of learning. Social tensions could be created in group activities where not all students take an equal role in participating towards a specific outcome. (Gamifaction and the Future of Education, 2016)

There are both mechanical and personal elements that can enhance the learning environment through gamification. Two mechanical elements that are beneficial to students are the use of incremental progression systems: goals, challenges, quests; and instant feedback. Incremental progression systems progress in difficulty as students master one area or skill at a time advancing in difficulty as they would advance in difficulty in a game. (Gamifaction and the Future of Education, 2016) One math website that my daughter uses is called Zearn https://www.zearn.org/, and it works exactly with this in mind. She receives rewards as she advances in concepts that tend to build on one another and is engaged and having fun at the same time. 

Instant Feedback provides students with timely feedback so that they can gauge their progress continuously and in without delay instead of having to wait for a paper to be graded or for a grade to show up on a report card. (Gamifaction and the Future of Education, 2016) The class dojo https://www.classdojo.com/ provides a way for teachers to provide immediate feedback on kid's behavior issues and class participation through a system of rewards. The dojo is becoming more and more common as a tool that children respond well to if and when it is used consistently. 

A personal element of gamification that kids enjoy and respond well to is the creation of a visible status: avatar. The benefits of this form of gamification are primarily social. (Gamifaction and the Future of Education, 2016) Part of the appeal of games is that they allow players to adopt new identities or roles, and make meaningful decisions in-game from an unfamiliar vantage point. Avatars are an extension of this. In the context of education, gamification of this type may allow students to project a profile of themselves, complete with relevant scholarly achievements, to other students and the outside world. (Gamifaction and the Future of Education, 2016) Through Class Craft https://www.classcraft.com/, students can create their own personal avatar and then earn rewards and powers from classroom activities. Class Craft seems to work particularly well with middle school students and is very engaging for them if used consistently. 

Two factors that can hinder gamification are misaligning objectives and applying gamification inappropriately. Just applying visible features of gamification in the classroom while failing to meet concrete objectives will lead to a negative connotation with gamification strategies.  (Gamifaction and the Future of Education, 2016)  It is important that the underlying objectives are the fundamental principles guiding the gamified experience. Gamificaton is not a strategy that is suited for all content areas and should be used only when it can be done in a way that is effectively aligned with objectives.

The class dojo https://www.classdojo.com/  is the classroom gamification platform that I am most familiar with. It is primarily used for classroom management and encouraging a growth mindset within students, to empower them to succeed and take control over their behaviors and learning strategies. My daughters teachers use the class dojo at her school so I am familiar with it as a parent and have benefited from the regular communications with her teachers on anything from upcoming events, homework announcements, to -- most importantly -- constant feedback on both the positive and any negative behaviors that she is exhibiting.  I also use the class dojo as a teacher at Hope Learning Academy and have benefited from the ability to communicate with parents and see how this system allows students to take responsibility for their actions by giving them a broad range of behavior consequences. The dojo works on a system of rewarding and taking points that provide students with varying incentives for positive choices. These rewards can range from anything to free time at the end of the day, lunch with the teacher or participation in class parties at the end of the quarter. Dojo, in essence, gamifies the entire school setting and makes students actively engaged in their own behavioral development.

References

NMC Horizon Report: 2014 K-12 Edition, p 38, 39. 

Report: Gamification and the Future of Education, World Government Summit, Oxford Analytica, 2016. 

Computational Thinking

Computational Thinking (CT) is a problem solving process that includes a number of characteristics and dispositions. CT is essential to the development of computer applications, but it can also be used to support problem solving across all disciplines, including the humanities, math, and science. (Google, Computational Thinking for Educators, 2015) https://computationalthinkingcourse.withgoogle.com/course The four main characteristics of CT are: Decomposition -- breaking something down to see what all the parts are and how to divide up a task; Pattern Recognition -- finding similarities and differences between parts in order to make predictions; Abstraction -- finding the general principles that generate these patterns; and Algorithm Design -- developing step by step instructions that solve similar problems. (Google video, what is Computational Thinking) https://computationalthinkingcourse.withgoogle.com/unit?lesson=8&unit=1

One skill where computational thinking is necessary is coding. Experts foresee a major shortage of computer coders in the future, so a program called the Hour of Code was developed to help inspire an interest in coding with elementary and middle school students https://hourofcode.com/us. Young people are generally less intimidated than older and middle aged people when it comes to anything to do with computer technology including coding.

Computer programming is a skill where computational thinking skills are essential. Through a page called Blocky Games https://blockly-games.appspot.com/ kids can begin to learn the basics of computer programming through fun games. Blockly Games is a series of educational games that teach programming. It is designed for children who have not had prior experience with computer programming. By the end of these games, players are ready to use conventional text-based languages. (Blocky Games)

Like most kids my daughter is obsessed with APPs. The MIT APP inventor provides activities for kids that teaches them basic APP making skills and gives them the fundamentals necessary to make their own apps. http://appinventor.mit.edu/explore/

Robotics is another wave of the future where computational thinking is a necessary part of creating robots and programming them to solve problems or function. The virtual robotics tool kit provides kids with a basic understanding of robotics through a variety of multimedia activities. https://www.virtualroboticstoolkit.com/

The scratch website provides kids with opportunities to think creatively to design web based interactive stories, games, and animations — and share your creations with others in the online community. (https://scratch.mit.edu/)

The fact that there will be such a demand for web savvy and high skilled technology experts in the economy of the future, and that the future is actually now, are strong rationales for teaching Computational Thinking in today's the classrooms.

Code Studio drawing was too much fun!! I found this to be therapeutic, wish i had more time to lose myself in code. The website was very user friendly with helpful prompts and very clear explanations. By following through the steps and directions, making an image was made easy. The Code Studio artist activity was built mainly on patter recognition. After comprehending the patterns and how they made the images, I was able to use the patterns to create an algorithm design. Here is my image from the artist activity: https://studio.code.org/c/358565989

Using Trinket was definitely more complicated than Code Studio and more tedious. I got hung up on filling in the color for the tree and trunk with the begin_fill command and had to reach out for help from professor Lambert. I could lose myself for days in this stuff as it is like a puzzle and can be very rewarding once it is finally all figured out. Again, this activity was based on pattern recognition, abstraction, to understand the general principles that generate these patterns and finally, creating an algorithm based on these patterns.

By clicking play on the Trinket below, you will see the image I created for the Christmas Tree challenge:                                                                                                                                                                                                                                                                                                                                             

Augmented Reality

My User name for Aurasma is michaelgaia 

This is my Aurasma aura:


Augmented reality (AR) is the use of technology to superimpose a digital or computer generated image on a user's view of the real world, thus providing a composite view. (google definition) Augmented reality is sometimes referred to as blended reality as it is blends together the technologically created, together with the real world around us. (NMC/CoSN Horizon Report, 2016) Augmented reality differs from virtual reality in that it is an enhancement of a users actual reality with layers of information, as opposed to the creation of an artificial immersive reality where the user is no longer engaging with their actual surroundings. While it may seem like something out of the world of science fiction, AR has actually existed since the sixties. With recent and rapid advancements in technology, augmented reality is becoming more applicable, attainable and affordable by the broader public.

In the area of education, special education students can greatly benefit from AR technology. Students with disabilities could often benefit from having their realities enhanced. Deaf students, for example, could benefit from the use of AR looking glasses. These glasses can use voice recognition technologies to create speech bubbles that will allow students to visually recognize what is being said in real time, sometimes replacing the need of sign language interpreter. (2016) Similarly, technologies and apps have been created that can translate the visual world into audio, thus allowing blind people to have audio interpretations about what is happening in the world around them. AR technology can definitely enhance the educational environment for students with disabilities by allowing them to access information through a variety of different ways. (2016)

Augmented Reality: speech bubble technology at a train station in Vienna

Museums are often using Augmented Reality technology to provide layers of digitally created information for exhibits for their general collections. This enhances patrons', often students', experience by providing a variety of history, scientific and geographic information about particular works of art or installations. 

Augmented Reality Demo for American Museum of Natural History

The ability to transfer learning from one context to another is a significant skill, one that AR can facilitate in its overt use of context and layering. (NMC/CoSN, Horizon Report 2012)

The area of medical education seems to be where AR is having its most significant impact so far. The Augmentarium at the University of Maryland develops innovative deployments for surgery training; physicians can utilize AR technology to “see through” patients’ bodies before beginning operations. (2016)

Companies and labs have been developing a variety of technologies for AR. Google developed google glass but took it off the market in 2015. They are working on a new version to be released soon. This is a stand alone AR headset. In 2009, the MIT Media Lab’s Fluid Interfaces Group presented SixthSense, a device that combined the use of a camera, small projector, smartphone and mirror. The device hangs from the user’s chest in a lanyard fashion from the neck. (Emspak, 2016)

Smart phones and tablets are proving to be the most effective way that augmented reality gets into people's lives. Vito Technology's Star Walk app, for instance, allows a user to point the camera in their tablet or phone at the sky and see the names of stars and planets superimposed on the image. Another app called Layar uses the smartphone’s GPS and its camera to collect information about the user’s surroundings. It then displays information about nearby restaurants, stores and points of interest. (2016)

One criticism of the increased use of augmented reality is that with all of these layers of information being provided to us we have the possibility of being overloaded with too much information that can confuse us or hinder our inherent understanding of a subject matter. In his article, 7 Ways Augmented Reality Will Change Your Brain, Author Thomas K. Carpenter warns that we must be careful and selective as we enter the world of AR so that we aren't overwhelmed by too much information and made incoherent by this cognitive overload. (Carpenter, 2012) Information can enhance and inspire a more profound understanding of reality but too much information at inappropriate times may muddle our understanding just the same. 

paragraph on my Aurasma aura:

I currently work as a health and life skills teacher at Hope Learning Academy in Toledo. One of the major components of my health curriculum is dental hygiene. This week we had a visiting dental hygienist come to visit so dental health is fresh in my mind. I created an Aura with a short video that explains how kids should care for their teeth. I am planning to test this out with my kids next week and see how they like it. Just having a phone and app activated seems to get children more engaged. This AR technology is so much fun that I think the kids will enjoy the novelty of it as much as I have. With a little more advanced technology, I envisioned an aura, or series of auras, of a mouth with multiple videos that explained the different kinds of teeth and parts of the mouth -- gums, tongue, etc.. I have found these weeks on virtual and augmented reality to be very enriching for me. Before this class I was practically a novice at even downloading an app! This segment on AR really came together without a hitch and is so much fun! 

screenshot of my aura:

References

Google, https://www.google.com/#q=definition+of+augmented+reality

Carpenter, Thomas K, 7 Ways Augmented Reality Will Change Your Brain,  2012. http://thomaskcarpenter.com/2010/02/23/7-ways-augmented-reality-will-change-your-brain/

Emspak, Jesse, What Is Augmented Reality? Live Science, 2016 http://www.livescience.com/34843-augmented-reality.html

NMC/CoSn Horizon Report, 2012 K-12 Edition https://blackboard.utdl.edu/bbcswebdav/pid-5176843-dt-content-rid-18800231_1/courses/XLST.N5.201710/2012-horizon-report-K12.pdf

NMC/CoSN Horizon Report, 2016 K-12 Edition https://blackboard.utdl.edu/bbcswebdav/pid-5169561-dt-content-rid-18672524_1/courses/XLST.N5.201710/2016-nmc-cosn-horizon-report-k12-EN%281%29.pdf

Virtual Reality

https://www.thinglink.com/video/886808453333385217

embed link:

<iframe src="https://www.thinglink.com/mediacard/886808453333385217" width="640" height="400" frameborder="0" allowfullscreen mozallowfullscreen webkitallowfullscreen></iframe>

Virtual Reality, VR, is the computer-generated simulation of a three-dimensional image or environment that can be interacted with in a seemingly real or physical way by a person using special electronic equipment, such as a helmet with a screen inside or gloves fitted with sensors. (Google dictionary) Virtual reality often allows the user to immerse themselves in a computer generated 3D reality that is artificially created. There are several different kinds of virtual reality technology that are becoming better accessible and more utilized in educational environments. Some are fully immersive where the user interacts with the VR environment through movement and the use of a head set. Non immersive VR technology can be used through a desk top computer, a mouse and a keyboard.

There are several ways that Virtual Reality can benefit students and help them learn. Virtual reality delivers immersive, simulated worlds, enabling complete focus on content without distractions. (NMC/CoSN Horizon Report, 2016) Students can engage in new situations and activities in realistic settings, fostering greater knowledge retention than textbook learning. (2016) In the K-12 sector, VR is well-positioned as an educational tool, generating immersive environments for field trips, with simulation and research activities serving as a prime enabler of student-centered, experiential, and collaborative learning. (2016) By providing immersive experiences, VR can also help to compensate for shortcomings with STEM education that is often too theory based and does not always provide students with enough direct hands on experiences.

As an educator and a parent I have yet to see Virtual Reality technology utilized in any classroom setting. According to the article Virtual Reality in the Classroom, the biggest barrier to the use of VR is access to the technology and cost. (Riel, 2016) I think another barrier is the fact that many teachers, especially veteran teachers that have not been exposed, or are unaware or the possibilities available through Virtual Reality and benefits it could have, pedagogically. Students are often more knowledgeable than their teachers about new technologies and this is especially the case with Virtual Reality as they use it in gaming.  As VR becomes more readily available and affordable with advances in technology, this technological awareness gap should close over time.

GoPro VR: The Fourth Phase in 360, uses GoPro camera technology to provide 360 degree angles of activities. This allows the viewer to have a very close to 3D fully immersed VR experience and can be experienced watched on a desktop computer. There is a directional indicator that can be used with a mouse and keyboard to change the perspective of the viewer throughout the video. Using google chrome and headphones for listening is recommended for the "maximum" experience. This is a fun to watch video of snowboarder Travis Rice hitting the slopes. 

Oculus Rift is the Virtual Reality headset that has been created by Facebook. It provides for full immersion experiences in a simulated 3D reality. One of the aspects I like about Oculus Rift, and see could be beneficial in the classroom, is that you can create avatars for people and yourself that can meet and interact in a simulated 3D environment. I would love to be able to do this with my students but it is still too cost prohibitive to do so. This is a simulated 3D guided meditation.

VREducation http://immersivevreducation.com/ allows students to learn about historical events by immersing themselves in historical experiences and having a first hand feel of what the event was like, its historical relevance, etc.. Through VR simulations students are able to land on the moon and experience the sinking of the Titanic. This is a simulated 3D experiential exploration of the Titanic and its shipwreck.


References:

Google, https://www.google.com/#q=virtual+reality+definition , Retrieved on 2/5/2016.

NMC/CoSN Horizon Report, 2016 K-12 Edition Retrieved on 2/5/2016 from https://blackboard.utdl.edu/bbcswebdav/pid-5169561-dt-content-rid-18672524_1/courses/XLST.N5.201710/2016-nmc-cosn-horizon-report-k12-EN%281%29.pdf

Riel, Jeremy, Virtual Reality in the Classroom, September, 2016. University of Illinois, College of Education, Recess Blog. Retrieved on 2/5/2016 from http://education.uic.edu/academics-admissions/student-life/virtual-reality-classroom

Blog Response for Azzia Thompson's Introduction to using Internet in the Classroom.

Azzia did a good job presenting issues related to trends accelerating the use of technology in the classroom. She addressed two trends: Redesigning Learning Spaces and Students as Creators.

Describing the trend on Redesigning Learning spaces she mentioned the concept of improved lighting in the classroom. The article mentioned a correlation between more exposure to natural light and improved academic performance. This is very interesting to me. As a substitute teacher I have been exposed to many sub par learning environments. Many of the charter schools that I have seen are housed in drab old buildings that are often poorly maintained with depressing classrooms. I agree that having better aesthetics and arrangement in the classroom can improve learning. I also agree that having improved access to technology can benefit learners. I think it is key, however, that these technologies are used appropriately. I have often witnessed tablets and i pads used to keep kids occupied as opposed to helping them learn something.

 Students as Creators is another great concept. I agree with Azzia that standardized test constraints often hinder the democratization of the classroom that is possible through this trend. It would be great if students had a role in designing their curriculum and how they learn. This would inspire them to be active participants in the learning process and allow them to find creative ways to use the new technologies that they often no more about and are more comfortable with than their teachers.

The two challenges that impede the adoption of technologies in k-12 classrooms addressed by Azzia are The Achievement Gap and Advancing Digital Equity.  Both these challenges are direct results of the current high levels of economic inequality. Azzia recognizes that the inconsistencies with instruction in lower income schools results in poorer outcomes on standardized tests. In the way our current system is set up this results in these schools being penalized and the students that need the most resources receiving the least. I would add that the inconsistencies and weaknesses in the education standards in low income schools also hinders the effective use of technologies in these classrooms. One positive that could result from this situation is that these low income school often have brand new teachers that may be more adept with technology than their veteran counterparts.

Digital Equity is another major issue. Many lower income students do not have access to high speed internet in their homes or access to computers or tablets. I was fortunate to study for a time with a professor who pioneered research in this field. His name was Abdul Alkalimat and he was the chair of the Africana Studies department at the University of Toledo. He called this lack of digital equity the digital divide. While living in Italy I new of many communities that provided free access to the internet for all of their citizens. This should not be so difficult to accomplish if the will of our political leaders is there. One of the ways that this access to wifi could be dispersed is through routers attached to street lights. Hopefully, the Obama program that was established to address these issues, that Azzia mentions, will remain in place and work effectively.

Closing the digital divide and ending the achievement gap are both necessary conditions for improving educational standards for all of our children regardless of race, class, or gender. It is going to take a concerted effort by citizens to make this happen and not just wishful thinking. Eliminating our regressive testing program that penalizes impoverished districts is a necessary component of making these improvements.

Introduction to Using the Internet in the Classroom

Describe 2 Key trends that accelerate the adoption of Internet-based technologies in K-12 and the implications of these trends.

In my experience as an educator and a parent I have been exposed to a variety of educational settings, both in the United States and abroad, and seen varying levels of innovation and technology in use in classrooms and schools. One Key trend that should be prevalent over the next 5 years is the Rethinking How Schools Work, accelerating the adoption of Internet-based technologies in k-12 classrooms (Adams Becker et. al. 2016). For me it seems that this is a great concept in theory, but that socioeconomic conditions and the constraints of common core standards and standardized testing, are key indicators of what progress is made in regards to rethinking how schools work. Nordic countries whose education systems lead the world in student outcomes and competencies are much less stratified by class than the United States.  The researchers state that:

"Education leaders looking for successful alternative models to adopt can look to Nordic school systems. In addition to fostering more equitable conditions for students, schools in Denmark, Finland, Norway, and Sweden have been pioneers of emerging technology and 1:1 programs.37 With no national curriculum mandated, schools are decidedly more agile and student-centered, creatively leveraging technology to cultivate more engaged and active learning" (Adams Becker et. al. 2016).

I have seen the Nordic model at work in very few settings in the United States and these are usually where the economically elite have access to education and where the schools are not constrained by meeting state mandates on standardized tests. In Toledo, for example, Maumee Valley Country Day School has a middle school where there is a large open room for students to use as a collaborative learning space that allows them to implement state of the art technology to work on project based learning or other creative projects both in school and from remote locations. Testing is only done at the 10th grade level and students begin to learn how to implement technology as a tool for learning and collaborating from elementary school. The school leaders pride themselves on following the Nordic approach and they insure their students are capable of functioning successfully in this environment with almost 100 percent parent collaboration and wide access to new and developing technologies as they hit the market. 

While this should be the rule and standard across the board for education in our society, it unfortunately is not the case.  Most schools that I have experienced may appreciate the language and ideas of the trend -- Rethinking How Schools Work -- however, they struggle against the constraints of meeting state standards, a rigorous testing regimen, and students that often come to school without the benefits of stable home environments and where knowledge acquisition is not encouraged and practiced. Parental involvement in some cases is barely existent and this is not the fault of the parents, who have often been undereducated themselves, and are struggling to make ends meet economically. 

Many of these schools also lack the resources to afford enough of the new technologies as they develop and are limited in providing these resources to their students. Teachers also fall behind on pedagogical trends as soon as they are in the classroom for a couple years and out of the University setting.

Another key trend that I am finding interesting recently is Coding as Literacy. A couple weeks back my 3rd grader came home with a packet of information on the Week of Code that her homeroom teacher had her class participate in.  It seems that there is a major and growing demand for coders throughout the US economy. Coding captivated my daughters attention for a week but she was just exposed to a brief taste of what it is. Again, after that week long introduction and excitement, coding is no longer on the radar as the rigors and demands of preparing to meet state standards takes precedent. 

At a Nordic modeled school like Maumee Valley or West Side Montessori, a student whose interest was peaked by the Week of Code would be encouraged to pursue that interest and provided with the technological and pedagogical support and assistance to develop a much more profound understanding of coding that could lead to all kinds of possibilities. I suggested to my daughter's teacher that she start a coding club and may bring it up at a PTO meeting. Fortunately, Grove Patterson Academy is one of the few Toledo Public Schools rated excellent and there is mandatory and strong parental involvement. I am confident that at most schools in Toledo, that are either failing or performing very poorly, lacking in resources, and lacking in parental involvement; the Week of Code was probably not even mentioned.  

Describe two challenges that impede adoption of technology in K-12 and the implications of these challenges. 

From my perspective, the educational system in the United States is in a major crisis. At the root of this crisis is the fact that we have the highest level of income inequality in our history. Wealth has been concentrated into fewer and fewer hands while the vast majority of Americans struggle for less and less. All of the key challenges that impede the adoption of technology in the classroom are somehow related to this socioeconomic inequality. Two of these challenges are Rethinking the Roles of Teachers and The Achievement Gap.

In every teacher's ideal world they would have the professional support, technological resources, administrative encouragement and facilitation of professional development for implementing the best, up to date practises that effectively enhance the use of technology in the classroom to help their students become more effective learners and successful citizens. When Rethinking the Roles of Teachers, unless it is in a unique almost always private school environment or in another country, these or some of these needed attributes are generally lacking. Part of this is due to the regressive testing and property tax based funding of public schools. Many of our schools just lack the resources to be able to provide most of these resources consistently. 

Another problem that I see is the low teachers salaries in the United States. Teachers cannot be expected to consistently pursue educational opportunities and continuous professional development when the compensation for their work is so dismally low. One solution that I could see for this, is compensating teachers for pursuing continuous professional development. Some school systems do this to some degree but not at the level that I believe is necessary to allow teachers to stay up to date on the latest innovations in technology.

The Achievement Gap speaks directly to the economic inequalities that I have been addressing throughout this blog. It also includes race and gender inequality. America is increasingly becoming a society of haves and have nots with a much more rapid growth on the have not side. The standardized testing regimen is not currently in place to provide help to the poorest children and this is helping to exacerbate the problem of widespread concentrated economic poverty and inequality. Statistics show that African American and Latinx American populations, disproportionately suffer from this social and educational inequality due to systemic barriers. 

Schools that perform poorly on standardized tests and that, logically, need the most resources and the best teachers, and more access to technology in order to close this achievement gap are currently penalized under our regressive system. Instead of using testing as a diagnostic tool to figure out where problems lie and dedicate resources to fixing and addressing those problems the opposite is occurring.  

This regressive system is scapegoating public school teachers and administrators and pitting urban, higher minority, districts against rural and suburban, more homogeneous, districts in a battle for limited resources. This is also giving rise to the charter school movement that is replacing low income public schools with hybrid public/private charter schools that perform just as badly if not worse than traditional public schools while funneling even more of the limited resources away from traditional public school districts. The situation seems untenable and disgraceful to me and seems about to get much, much worse. The solution would start with a progressive system where those districts that are in the most need are provided with the same resources available to the more fortunate, like those at Maumee Valley and Ottawa Hills. This would take a complete overhaul of our current educational funding mechanisms.

References: 

Adams Becker, S., Freeman, A., Giesinger Hall, C., Cummins, M., & Yuhnke, B. (2016). NMC/CoSN Horizon Report: 2016 K.