IPads for Teachers!

 

"Do you have a first generation Apple iPad lying around gathering dust? Are you at a loss of what to do with it? Need an excuse to upgrade to a newer model? Apple has suggested that customers who are upgrading to the new version of the device donate their old one and see it used to improve education in some of the worst schools in the country" (Lawrence). 

These IPads will go to Teach for America Graduates, who teach for two years in under-performing districts. So far over 10,000 IPads have been donated. This means that every one in 9,000 teachers will get one. 

I think this is an awesome idea. Not only are old IPads going to good use, but teachers in low performing schools will be able to utilize technology in the classroom!

ipad-3g. (nd). Retrieved from http://4.mshcdn.com/wp-content/uploads/2010/01/ipad-3g.jpg
Lawrence, J.  (September 22, 2011). Apple Customers Donate Thousands of iPads to Teachers? New York Times. Retrieved from: http://www.educationnews.org/technology/apple-customers-donate-thousands-of-ipads-to-teachers/

Longer School Days: Helpful or Hurtful?

Geofrey Canada believes that the reason for little academic improvement, black-white achievement gap, and declining SAT scores are due to both the school day and school year being too short. "Without additional time," Canada writes, "it is virtually impossible for students behind grade level - particularly poor and minority students - to catch up." A longer school day would be able to provide students beyond the basic math, english, and science, as well as teach the subjects that have been cut back or completely cut out of the curriculum. These range from social studies to arts and physical education. 

The article also believes these longer school days will help families. Many families consist of two working parents or a single parent providing support for the family. Longer school days will prevent parents from placing their students in after-school care or staying home alone. This will cut teenage crime and drug use, and instead educate students more thoroughly and give them and outlet for exercise and self-expression through various elective courses that are otherwise not able to be fit in the traditional school day.

As a future teacher, I am very torn on having a longer school day. Growing up, I was extremely privileged and lived in an area with some of the most renowned high schools. Because of this, my public education was extremely good. I had all of the required core classes as well as foreign language and electives like art, health, physical education, and music. This all took place in a regular school day. If my high school represented most, we would not need to have longer hours. However, this is not the case. Many school districts are being faced with low funds and budget cuts, not enough materials and books, and students coming from poor backgrounds. The teachers barely have enough time and means to get in the basic knowledge needed to succeed in the real world. This is completely unacceptable.

I'm not sure though how successful longer school days would be without increased budgets though. Teachers would need to be paid more, staff would be required to stay longer, and staying longer means more bills. Power, meals, supplies. I think it would be more appropriate to try to utilize the normal school day better before attempting longer school hours. 

schlbell. (nd). Retrieved from http://school.discoveryeducation.com/clipart/images/schlbell.gif
Canada, G.  (September 27, 2011). Should the School Day be Lengthened? New York Times. Retrieved from: http://www.nytimes.com/roomfordebate/2011/09/26/should-the-school-day-be-longer/help-for-parents-and-society

Average SAT Scores Declining

Average SAT scores have declined nationally this year, with the reading school for the class of 2011 being the lowest on record. The SAT has three sections: reading, writing, and math. The combined score equals 2,400. This year's average was 1,500, down 6 points from last year's 1,506. The College Board, the company administering the SAT, believes increasing diversity is one of the contributing factors to the lower scores. "For example, about 27 percent of the nearly 1.65 million test takers last year came from a home where English was not the only language" (Tamar). In addition, "about 30 percent of those who took the SAT were black, Hispanic, or American Indian, groups whose scores have stubbornly remained lower than those of whites and Asians" (Tamar). 

Robert Schaeffer of FairTest, however, believes the real problem is high-stakes testing itself. 

“How many wake-up calls do policy makers 

need before they admit that their 

test-and-punish strategy is a failure? 

Policymakers need to embrace 

very different policies if they are committed 

to real education reform.”

Although average scores are declining, there is still hope. The number of high scores are increasing, with students scoring at least 700 out of 800 on the math section up 20 percent.

I think this article is very relevant in schools today. Although the SAT test will not be a large part of my class, the issue of more diverse students will be. I need to be able to accommodate all students in my classroom, regardless of race or ethnic background. This will be especially important with students who do not speak English, because they will still be required to understand and retain information taught in class.

This article was also important in discussing high-stakes testing. Even though the SAT will not be in the forefront of my classroom, other high-stakes tests will be. This is often the graduation test. It will be important to prepare my students for these tests, while still completing the course requirements and other assignments.

test-cartoon005. (nd). Retrieved from http://www.lordalford.com/engieoc/
Tamar, L.  (September 15, 2011). Average Scores Slip on SAT. New York Times. Retrieved from
http://www.nytimes.com/2011/09/15/education/15sat.html?_r=1&ref=education

A More Fashion Forward Dress Code

When I was in high school the big debate was dress code. Although we had no assigned uniform, the rules of what we could and could not wear often overwhelmed and frustrated most of us. While reading the news today, I saw that the dress code was once again in the forefront of school debates, but this time, in a good way. Many schools are now "giving a little" when it comes to students' clothing and accessories. Principles are learning that giving students more freedom with the dress code enables the students to make their own clothing choices more independently while reducing the chance for rebellion in the classroom.

Retailers are enjoying the changes as well. "Retailers have been happily catering to the changes. For the first time this year, the Lands’ End uniform catalog is offering girls’ khakis in pencil and boot-cut silhouettes. There are also shawl-collar cardigans, fleece peacoats, leggings and yoga pants. French Toast, another large uniform company, has made its girls’ polos and blouses tighter-fitting, and has added items like a boyfriend cardigan" (Cullotta).

I think that a more lenient dress code in the public school system is a good idea. Although many teachers and principles argue that a more lenient dress code can cause distractions, I believe the opposite is true. When students are restricted to a specific uniform or strict code, the students are more willing to rebel and go against the "norm." With a bigger emphasis on individuality and independence, students will be happier going to classes... and more fashion forward!


Koren School Uniforms. (nd). Retrieved from http://www.schoolguide2011.info/about/schools/korean-school-uniforms
Cullotta, K. (September 2, 2011). A Little Give in the Dress Code. New York Times. Retrieved from
http://www.nytimes.com/2011/09/02/business/school-dress-codes-letting-a-little-style-slip-in.html?ref=education

High-tech Education: Is it Worth the Price?

I recently read an article about technology in schools that raises questions when it comes to the use of technology in curriculum today. "Maintaining High-tech Education Comes at a High Price for Schools" discusses the Farmington school district in New Mexico giving personal laptops to each student for both school and home use. Although this sounds like an advantage to both students and teachers, the idea is definitely having drawbacks. The program costed $4 million to start and $2 million annually to fund all 5,300 laptops. Although a program has been created to fund and maintain these laptops, student debt is already piling up. About $150,000 to be exact. All students are required to pay an insurance premium for their laptop. When a laptop is damaged, each case is assesed at the discretion of the school's principle as to whether the insurance company, student, or both pay for the laptop's repairs."Last year, the funds ranged from about $10 for a broken or lost adapter to about $100 for a hard drive, or around $900 for full repair or replacement."

However, through this financal burden, there are many steps that can be taken to make this high-tech education worth the price. First and foremost, in this district only 20% of laptops were damanged or had problems (and in specific schools even as low as 10%). Although this averages around 1,000 laptops, it still shows the majority of the students treat their laptop appropriately. Also, many of the problems occuring on the laptops can be prevented. It is believed if students are required to use these laptops more often in class, they will be encouraged to keep their laptop in better condition.

I believe high-tech education is the way to go in our future classrooms. Although it is obvious that these high-tech tools come at a high-tech price, they are definitely worth the trouble in the end. Students have endless resources and possibilites that could not be implemented in the classroom without laptops. As a future teacher, I am looking forward to where technology will take my classroom. It will enable me to create interactive projects in both the classroom and at home to broaden my student's learning beyond a typical textbook.

Resource 19. (nd). Retrieved from http://archive.laptopmag.com/Features/Laptops-in-Schools.ht.
Kane, J. (August 29, 2011). Maintaining High-tech Education Comes at a High Price for Schools. Ed Weekly. Retrieved from http://www.edweek.org/dd/articles/2011/08/29/mct_nmhightechcost.html.