Chapter 8

Systemic Issues

Many of our schools face issues when it comes to teaching curriculum to our diverse learners. In addition to curriculum issues due to separation in individual student progress, we experience a divide in digital capabilities (The Digital Divide) within our school districts and in our student's homes. Chapter 8 of the Solomon and Schrum's book, Web 2.0 New Tools, New Schools, identifies academic divisions that we find in American schools and digital suggestions to overcome the gaps in our classrooms.



English Language Learners and English As A Second Language

Many of our schools have students who enter our traditional school system as a "normal" student but, in fact, struggle because the English language was not/is not their primary language when they are not in school. Our teachers must not only teach their specific content but will also need to assist these student with basic use understanding of the English language in that content area. Some suggestions provided include:

  • Creation of electronic portfolios
  • Meaningful engagement: opportunity for social interaction
  • Cooperative learning activities
  • "Student-centered resource-based classrooms with activity centers for listening, reading, playing games, working in pairs, and writing" (Solomon & Schrum, 2007).
  • Use of multimedia (CDs)
  • Blogging
  • Podcasting


Students With Special Needs


Due to current laws and inclusion initiatives, schools are developing innovative ways to include students with special needs in the regular classroom as much as possible. "Students with learning challenges are now able to have access to podcasts, learning materials, and videos, and at times that suit their individual needs. Additionally, the multimodality of these tools allows students to learn in ways that best meet their learning needs" (Solomon & Schrum, 2007). There are many possibilities available to our teachers that require little to no funds and very simple technology tools.


Assistive technology is a term teachers hear more frequently to assist students with task that may otherwise be difficult. "Current federal guidelines require that assistive technology must be considered for every student who has an individualized education program (IEP)" (Solomon & Schrum, 2007). Assistive technology does not have to very complex; it can be a simple as a calculator when working with algebraic expressions. There are various forms of assistive technology: low tech & high tech. Many students use low tech tools to ease assignment completion (i.e. using a marker to highlight as reading, using a bookmark to guide line-by-line in text, etc). High tech tools can include sound amplifiers for those with hearing impairments, transponders and recorders to assist with note taking, etc.)

Any technology that is necessary to aid a student in meeting IEP goals and objectives qualifies as an assistive technology.
~Web 2.0 New Tools, New Schools by G. Solomon & L. Schrum (2007)





Additional Web 2.0 Tools recommended by Solomon and Schrum:
Allows students with reading difficulties to automatically obtain definitions of unfamiliar words.

Offers links for parents and teachers about a variety of topics, including wikis and podcasts for downloading.

Offers information on the legal considerations for educators and parents involved in working with schools. 

An ongoing challenge for all schools is to provide an equal opportunity to learn and achieve to all students.
~Web 2.0 New Tools, New Schools by G. Solomon & L. Schrum (2007)



Equity and The Digital Divide
An ongoing challenge in schools around the US is overcoming the digital divide. The divide exists between advantaged students/schools and students/schools with:
  • high minority populations
  • high proportions of families who have cultural or linguistic diversity
  • in schools located in rural areas
  • female students
  • physically challenged students
Possible solutions offered by Solomon and Schrum:
-One Laptop per Child
Has demonstrated a working model of a proposed $100 laptop destined for third world countries.

-Use open-source software and tools, so anyone with a machine can use the same tools.

-Mobcasting
Mobile audio podcasting using a mobile phone to receive the programming.


Bridging the Digital Divide with Web 2.0 Tools

Solomon and Schrum remind us that despite majority of students have computer and Internet access at school, there are still many children without such access when they are at home. The Digitial Divide is more prevalent today than ever and teachers must be mindful of this when designing lessons. It is not practical to assign a blog assignment to be completed away from the classroom when many of your students do not have access to the blog away from school. Private surveys of students are necessary to gather a census of tools available to the students and to identify the divide you may, otherwise unknowingly, experience.

Solomon and Schrum quoted Becker's (2000) findings from research of the 2000 census: 

"Nearly 70% of White (Non-Hispanic) and Asian-American children have both computers and Internet access at home, while fewer than 40% of American-Indian, Hispanic, and African-American children have both computers and Internet access at home."
~Web 2.0 New Tools, New Schools by G. Solomon & L. Schrum (2007)


Assessment

"Perhaps the most obvious use of Web 2.0 tools for assessment would be for students to be able to show what they know in a wide variety of media" (Solomon & Schrum, 2007). Web 2.0 tools present teachers with a unique assessment opportunity that traditional project grading procedures would otherwise restrict. Solomon and Schrum (2007) remind us that ongoing formative assessments are easily achieved when using blogs for collaboration of ideas, wikis for edits, and podcasts for project updates. Teachers can follow such tools and gather information pertaining to assignments that  was not immediately available in the past. Grading is also simplified with using rubrics and allowing students to create their product around the expectations of the assessment tool.

Can assessment be authentic and simultaneously prepared students to succeed in the standardized testing that they will face? Absolutely!
~Web 2.0 New Tools, New Schools by G. Solomon & L. Schrum (2007)

Solomon and Schrum recommend using Elgg
A new breed of social software that is "based around choice, flexibility, and openness: a system that places individuals at the centre of their activities" according to the Elgg Website.

David Tosh & Ben Werdmuller developed the program in 2004. Tosh (2006) describes Elgg:
"designed to promote reflective thinking, to allow users to select artifacts important to them, to promote social connections, and to focus on the process of learning rather than the end products."



National Educational Technology Standards (NETS) for Teachers
All classroom teachers should be prepared to meet the following standards and performance indicators.

2. Planning and Designing Learning Environments and Experiences
Teachers plan and design effective learning environments and experiences supported by technology. Teachers:
   1. design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners. 
   4. plan for the management of technology resources within the context of learning activities. 

3. Teaching, Learning, and the Curriculum
Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers:
   2. use technology to support learning-centered strategies that address the diverse needs of students. 
   3. apply technology to develop students' higher order skills and creativity.

4. Assessment and Evaluation
Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers:
   1. apply technology in assessing student learning of subject matter using a variety of assessment techniques. 

6. Social, Ethical, Legal, and Human Issues
Teachers understand the social, ethical, legal, and human issues surrounding the use of technology  in PK-12 schools and apply the understanding in practice. Teachers:
    2. apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and ability. 
    3. identify and use technology resources that affirm diversity.
    5. facilitate equitable access to technology resources for all students.




Citations
Solomon, G., & Schrum, L. (2007). Web 2.0, new tools, new schools. Eugene, OR: Intl Society for Technology in educ.



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