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Essay / Research Paper Abstract
This 3 page paper discusses and reacts to two documents: the 2005 National Educational Technology Plan and Visions 2020.2: Student Views on Transforming Education and Training Through Advanced Technologies. Bibliography lists 3 sources.
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3 pages (~225 words per page)
File: MM12_PGnatetc.RTF
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the 2005 National Educational Technology Plan (Jackson, 2005) or the 2002 Visions 2020.2: Transforming Education and Training through Advanced Technologies published by the U.S. Commerce Department (2005) will make any
difference. There are enormous obstacles with making schools technology-rich, beginning with the cost factor and continuing to the fact that any technology is obsolete as soon as it is out
of its box and schools cannot afford to continually upgrade. As Susan Patrick, director of the DOEs Office of Educational Technology, reported, the current status of schools in terms
of technology is "All over the map!" (Jackson, 2005). Some schools are up to date and they are using technology in many different ways while others barely use any advanced
technology (Jackson, 2005). An example of how effective technology can be in terms of learning comes from a school district in Ohio. The district gives all students TI-Navigator and
graphing calculators from Texas Instruments to use in math classes (Cavanagh, 2006). Jim Pukys, a middle school math teacher, now "writes out a function and asks students to find its
value" (Cavanagh, 2006, p. 10). Students have to send their responses electronically from their calculators, the responses are flashed on a screen in the front of the room (Cavanagh, 2006).
This is immediate feedback for both teacher and students on their level of understanding. The teacher can then repeat the lesson or provide more examples. One positive aspect of
the National Educational Technology Plan is that the group obtained feedback and ideas from many different groups, including students (Jackson, 2005). She reports that administrators are the group that is
"farthest behind [and] dont realize how far behind they are" (Jackson, 2005). It is difficult for a faculty to move forward with technology when their administrators done seem to grasp
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