Reflections on my Inquiry Question

For the assignment on creating an inquiry wiki about a question relating to tool or problem based issue, I decided to research "How technology can be used to teach early childhood music concepts and skills". This was an interesting topic, and one that is close to my hear. From an early age music has been a big part of my life. At 10 years old I had begun playing the Oboe and Piano in music classes, private lessons, etc. I enjoyed my music education classes, but cannot pin point any use of technology in teaching and reinforcing skills. As a future educator, I look forward to integrating music into early childhood curriculum. Through the knowledge obtained in this course, I have found that technology can be a great too in teaching. That said, I thought it would be beneficial for my future and for the future of my students to research this topic.

Since this topic was personal to me as an individual, I exerted a large amount of effort on completing this task. I enjoyed the research portion of the assignment, and spent a lot of time finding interesting and appropriate sources that addressed my topic. Also, I tried very hard to synthesize the information from the sources to create a list of best practices when using technology to teach music education. I tried to provide the sources that were the most interesting and the most useful in getting an introduction to my topic in the "additional resources" section.

This assignment has great value and provided me with essential knowledge to become an effective early childhood educator. With the information gained from this research assignment, I now feel more prepared in providing an awesome music education program for my students. I now see how music technology can be used to increase learning. I have also been presented with specific activities, lessons, instruments, tools, and technologies that will help me integrate it into the daily classroom environment.

Week 13, exit slip. What I learned in class today...

In today's class we talked about the final two chapters from our book, Rethinking Education in the Age of Technology. Destiny, Latarra, and Lorin presented chapter 9, What does it all mean? They showed us a video about video games arguing that they are the best technological teaching tool that we have since students are the active player and decision maker in them, making these situations a "virtual reality". We discussed whether this is really applicable for early childhood students. Educators of young students know that hands on experiences are vital for early learners to really experience and learn from their environments. Video games can be helpful and can serve as a tool for teaching young children depending on the game that is used and how children are supported by adults while playing them. Like many of the other technologies that were emphasized in the textbook, this is geared more towards older students so we need to think about how it can be used in early childhood.

There are two changes with technology: First, the generation gap; and second, a changing workplace. Students today are much more comfortable and familiar with technologies than older adults. Playing with children and engaging in technologies (such as video games) is a way for parents to help bridge this gap. We discussed this a bit and a decided that it might not be effective to just begin playing games, adults should be more active in their approach. Asking questions and facilitating discussion may be helpful but it also may cause the child to loose interest or may stop them from having fun with the game. Latarra pointed out that many times its hard enough for parents to even read with their children, and putting all of the responsibility on the parents to get involved with video games is unreasonable. Encouraging students to join an online community is another way for parents to get involved. Its a way for them to encourage students to explore, share, and learn about interests through social online communities. We discussed this in depth noticing that it may be unsafe and can open up access to unwanted information. There would have to be active monitoring by teachers and parents, but the social connection and learner's interests are important to have.

Changes in the workplace involved the new "gamer generation" where there will be a more virtually stimulated environment. We talked about what careers have been changed with technology, and what careers might be changed in the future by the technological revolution. In my group we discussed how customer service jobs have changed in that there are more simulations of interacting with customers to prepare for similar situations. We talked about how other jobs such as teaching, medical professions, and many others will be changed. In many careers, the function has not changed, but technologies have made these functions easier and more efficient.

In terms of social life and learning, peer culture and entertainment technologies have changed education. Peer culture has changed as a result of technologies that are aimed towards that generation (ipods, hand held games, etc). Students have begun to view school more as an arena for socialization rather than learning.

We discussed several implications these issues will have on education, including: technology to supplement learning, funding concerns, and a technology rich education system. In terms of funding, there is a need for equal access for all schools and students even in low-income areas. Younger students especially have less access to technologies since many may view early childhood as an age group that will not benefit from technology the same as older students.

Anna, Bree-Anna, and Whitney discussed chapter 10, "Rethinking Education in a Technological World", the final chapter of our book. We discussed rethinking learning and talked about what WE think learning should look like. Next, we talked about rethinking motivation and pointed out the disturbing fact that many students only learn in order to obtain a grade. Individualizing education, catering to interests, making learning relevant, hands-on, an inquiry approach, using a variety of materials and approaches, etc. are all ways to change teaching so that students learn to be intrinsically motivated. Another point is to rethink what is important to learn and the authors suggest that this should be determined by the students' interests. A special emphasis is placed on communication and mathematics and how these areas of learning can be facilitated through technology. Jeanee suggested that students should be taught "how to learn" and I agree with this. I think that is part of being a life long learning and having the intrinsic motivation to learn.

Also, we must rethink careers since many are focused on the use of technological resources. Many skills are needed to interact in careers that were not in previous generations that involve access to technology. Rethinking transitions refers to moving from school to work and the authors argue that this is not properly facilitate in our current system like it was in the apprentice approach. We discussed ways we, as teachers, can help students during this time. Its hard to think of ways to do this in early childhood since it is so far away from that time. But little things like having "career days" and letting students explore special interests that might influence their careers in the future would be beneficial. Next, we talked about rethinking educational leadership. Horace Mann was a previous leader in education, but now that that system is becoming outdated it is necessary to find a new leading view on education. This person or resource could help facilitate the transition into the technological age. It is difficult to think of one person who could take on this role since so much responsibility is required, especially in our current obsession with accountability in the government. I do agree that it would be helpful to have an individual in the school who is knowledgeable of all of the changes that are occurring and ways to facilitate that change with technology. Teachers should be given more opportunities to learn about technology and even specialize in this area. Finally, rethinking the role of government in education is probably the most controversial issue that is discussed in the chapter. Currently, state and local governments are in charge but the chapter suggests we give the responsibility back to the federal government. It is true that education can become more equalized in terms of curriculum, standards, and funding, but will it give the federal government too much power? Educators would be separated even further from policy making since politicians will be deciding everything.

We talked about the closing of our book and its impact. Jeff asked the question "Are you a lifelong learner?" and discussed how a large amount of the population is not open to try new things, explore new ideas, etc. Evaluate yourself! If you yourself are not a lifelong learner, you can't teach others to be one. In terms of educational leadership, Jeff talked about how it should be the TEACHER who is an agent of change in the school or district. Chapter 10's group did a final assessment asking if we were technology enthusiasts or not on a scale of 1-5 just like we did in the beginning of this course. Jeff discussed how education is one of the only fields that still contemplates this question.

Contemporary issues presentations:
Stephanie presented The Sum of All Thrills at Disney theme park attraction that will encourage kids to use math and engineering skills. This is a great motivator for kids, Disney has it all!
Kim presented her issue which is the effects of technology on social interactions. We talked about many disturbing cases in which students get overly bored and irritated if they are deprived of their electronics and have to be forced to play outside. Like all things, there needs to be a balance in the lives of our children.
Angela talked about math anxiety and how that can be passed on by teachers, especially for females. Technology can be a helpful tool to overcome this anxiety that may occur. It is disturbing that female teachers who outwardly portray their anxiety with math can be internalized by female students. Teachers have to be careful about the attitudes that they convey to their students.
Kat's issue was about how students can or cannot be successful using search engines. She shared some interesting information about girls vs. boys and how they felt about their searches. Girls don't give up as fast, but they view it as their fault and boys give up more quickly, but do not view it as their problem (typical). Its interesting because we all assume that everyone is born with this skill, but that is untrue and even I am inefficient sometimes.
Lauren presented the issue of text messaging and how it can effect student writing. Many students use the same abbreviated slang language that the use in texting that they use in academic writing. This is an important issue and I have seen this in high school classrooms. Jeff talked about how its important for teachers to set expectations for student writing in order to avoid this. But, the population determines language and it is constantly evolving. If 90% of people decide that 'your' will be spelled 'ur' then it will change. Teacher react negatively to this, but linguists feel the opposite since they are witnessing a language revolution.

Cool tools presentations:
Destiny showed us drawanywhere.com where you can construct diagrams and collaborate online while saving them as a pdf file. I really like this site and immediately see potentials for use, especially for our thematic unit for Dr. Kemple's class.
Liz demonstrated googlelittrips.com which is a literacy and reading site that gives a picture walk for popular books. This might be used more for older children, but could be used in early childhood classrooms.
Lauren showed us flickr.com which is a place to upload and share photos online. I've heard of this site before and have a lot of friends who use it, though I never have. It can be used by teachers to share pictures with parents or other professionals. In the past I have used photobucket and snapfish, so this is another similar resource.
Kat shared gabbly.com which is a chat room creator for anything. Private chatrooms can be made where you can make a password and topic and chat in a more secure environment. I can see this being used in the classroom with older kids for discussions or homework help. There is great potential for collaborative work for me and other group members to use when trying to work together while in different places.

Jeff showed us a quick demonstration and gave an introduction to screencasting which is a component of our inquiry wiki. We are to use Jing to create a video of our screen to share with the class. It allows us to capture a video of a selected portion of our screens when they are on the wiki page. While recording the video we will dictate information about our inquiry projects to go along with the view of the screen.

My reflections on chapter 10: Rethinking Education in a Technological World

This chapter outlines the arguments that have been presented through out the book. The authors see that we are in the midst of a technological revolution that must be recognized by schools if they do not want to be left behind. "Access to information technologies has leveled the global playing field" (pg 128) meaning that careers that have made many Americans wealthy are now available to anyone who has access to technology. Thus, education systems must change in order for countries to really prosper. The authors suggest the use of strategies that provide access to new educational resources for everyone in society, and giving people the motivation to take advantage of resources and suggest integrating society, education, and learning.

In order to embrace and successfully enter this revolution we must rethink several aspects of the current system. First, we must rethink learning. Through the use of enabling technologies, learning is slowly moving outside of schools and leaving them behind. Our concept of learning is beginning to broaden following different paths of homeschooling, distance learning, etc. The authors suggest that social networking systems can replace the support and guidance of schools and teachers through feedback and help that is already provided.

Rethinking motivation is required to help our students to develop the motivation to learn. The authors argue "The current school system does not help students develop intrinsic motivation to learn." (pg 131). Though I agree that technology can increase the likelihood of students developing a strong intrinsic motivation to learn, quality teachers CAN support this development. Many students are bored and express negative attitudes towards learning, but especially in early childhood, teachers can use hands on activities that cater to individual needs in accompaniment with technology to reach this goal. Learners can be given more control over their learning and can be encouraged to explore topics of interests through an inquiry approach where students can research the things they are interested through teacher and technological support.

Rethinking what is important to learn is also vital since the current curriculum is deeply rooted in historical practices. I liked the quote the authors used "The core curriculum in modern schools is still rooted in the medieval trivium (from which the word trivial is derived), which consisted of logic, grammar, music, and astronomy...we added courses such as history, geography, and the sciences," (pg 133). In the past students have been required to memorize abstract and irrelevant information in segregated subjects when in today's society emphasis should be put on integrating information, communication, and thinking mathematically.

We should also rethink careers since education is geared toward career preparation for economic success. Current jobs focus on skills such as collaboration, communication, and knowledge-processing which can be facilitated through learning technologies more than in school settings. I agree that students would be better served if they were challenged to solve real-world problems and create meaningful products.

Rethinking the transitions between learning and work is also an important thing to consider. The authors argue that the apprentice system better facilitates this and I agree. Students should be better prepared to transition between school and careers instead of just entering college to get a degree. I was really surprised by the statistic mentioned that said "since only about 30% of students in America ever get a college degree, the vast majority of students have a more difficult transition to make." (pg 137). I would have overestimated this percentage if I were to guess.

The authors suggest rethinking educational leaderships, or a new Horace Mann. I definitely agree that we need a complete and agreed upon vision of education that allows access to resources from everyone in a given society. This is vital since many will be concerned about keeping the current system, others will want to completely change the system, and still others will encourage integrating the two.

Finally, we must rethink the role of the government in education. Currently the federal government plays only a supplementary role in the responsibility of education. It seems that the government is primarily concerned with developing the knowledge of science and math in order to create a more competitive nation. The government can take a more active role by ensuring access and equity for all. State governments must also contribute to a new technology-rich world by rethinking mandates about the current school system that requires students to stay in comprehensive schools until age 16 since many students may have the ability to find more effective ways to learn involving technology. An example would be for states to implement the certification concept that was discussed in a previous chapter.

This book has done a great job of communicating their vision of a future involving educational technology. This chapter brought everything together in a comprehensive manner.

My reflections on chapter 9: What Does it All Mean?

This chapter discussed suggestions for parents and teachers to use in an attempt to bridge the generation gap between new learning technologies and existing practices. I am familiar with this generation gap due to first hand experience. Though my mother has embraced new technologies by using social networking websites, becoming an avid "texter" on her Blackberry, and playing video games using the Wii; my father has been reluctant to take such an approach. He struggles navigating the internet when he is not familiar with certain sites, takes an hour to send a one word text message, but LOVES video games that simulate war scenarios. I have also seen this gap in many classrooms, including my own college classrooms, where teachers are not as familiar with technologies as students.

I liked the idea that the authors presented of bridging the gap through playing with children. Parents can begin to become more familiar with learning technologies by simply picking up a video game and playing with their children. Similarly to how parents are accustomed to picking up a book and reading to their children, this should be a common occurrence. When adults do this, they might become familiar with the strategies and skills that can be learned through this type of learning technology, instead of insisting that they are not appropriate.

I also agree with the author's proposition for parents to encourage their children to join and partake in online communities that allow them to share and explore their deep interests. Children can dive into subject they are passionate about and learn more about subjects that interest them by becoming involved in these communities. With support, encouragement, and monitoring from the adult; students can be more successful in their online experiences.

Week 12, exit slip. What I learned in class today...

Today's group discussed chapter 18 which outlined ways in which the learning should change in order to facilitate technology into the current educational system. In groups we talked about topics from the chapter such as accreditation, epistemic frames, topics that teachers usually have trouble teaching, commercial video games, course management systems, and technology as an equalizer.

Accreditation has a lot of pros such as individualized learning but a draw back may be that students could lack motivation to choose what career and learning paths they want to take. Epistemic frames are beneficial because they are game-based and focus on particular learning interests, but may not encompass all fields of interest. Commercial video games could be effective since they are fun and interactive, but they could be too time consuming and controversial in terms of content for the classroom. Course management systems, such as E-Learning, are helpful organizational tools for teachers and students (and even parents). It is a time-saving and convenient methods, but it is possible for teachers to overly depend on this system instead of personal interactions. Using technology as an equalizer in the classroom can bridge the gap between low SES students and more advantaged students. It is important that all students are provided with equal access to all technologies for this to be beneficial.

We discussed other ways for technology to be integrated into the classroom such as various modes of media (videos, internet access, word processors, video games, blogging, etc). These are simple ways that teachers can incorporate technology while maintaining a balanced classroom. These technologies can be used to meet the curriculum needs and standards in a meaningful and functional way. The concepts and strategies that were discussed in the chapter are more clear to me now that they have been presented in an organized manner.

We talked about more contemporary issues in technology. Lorin presented the issue of using calculators and how that effects student learning. This is controversial because some believe that the concepts should be learned first, then calculators should be used as a tool to supplement and reinforce. I think these are good tools to use for reinforcement and motivation. Young kids would be excited to use these tools, but as kids get older they may abuse these tools (especially more high-tech calculators). Like in most situations, there should be a balance between using this tool and using your brain! Caley talked about the ipad which is a new computer tool being released April 3rd. It seems like a bigger version of Apple's iphone and is a touch screen computer with internet access. I really like this computer and am interested in buying one. I think this could be really useful for early childhood students, especially those with special needs and sensory issues. Liz brought up the issues of social networking and how this can effect a professional's career. This is an interesting topic since facebook is popular among many professional individuals and can be used as a personal and a professional networking tool. I disagree with states forbidding teachers from using social networking tools, but I do think that professionals must be aware that their actions WILL be judged on these sites by parents and other professionals. Finally, Whitney talked about using technology to enhance literacy instruction. This involves using multimedia to create and publish. I like this tool because it allows students to compose and publish their works even if they struggle with writing.

More cool technology tools were presented to the class. Angela showed us poll everywhere which was new to me. Its a polling website where you can create a poll to ask a question for any type of project or activity. This can be used as a way for students to respond to a question during a presentation or to provide input on a topic. I like how the audience can respond to polls via text message or online. Kim presented kadoo.com which is a file sharing website (photos, videos, documents, etc.) and its usually used for uploading photos for friends/family to see. It seems useful but reminds me of other tools like this like flickr, shutterfly, photobucket, etc. Courtney's cool tool was woome.com which she informed us is actually a dating site...not quite relevant to this course. Hopefully Courtney will have some luck on this site ;) Finally, Emilie showed us ooVoo.com which is a communication tool. You can write messages, watch live and recorded videos, etc. I like this site because it reminds me of skype, aim chat, and other communication tools that I already use. It allows you to have more than one person on a video chat (unlike skype) which could be helpful for conferences or group chats.

Reflections on chapter 8: How Schools Can Cope with the New Technologies

This chapter focuses primarily on bringing together old and sew education system components in order to design a better education system in the technological era. The authors suggest three areas that might be reshaped and brought together to make the transition more smooth. These are: performance-based assessment, new curriculum designs, and new approaches to equity in a digital world.

I agree that there needs to be new and improved procedures to measure learning. Standardized assessments are not individualized, are not based on student-choice, and often cause minority and low socio-economic groups to be left behind. The national certification method and skill based assessment systems allow students to focus their studies more narrowly and receive credentials in areas that will help them in their future endeavors. Students can chose to take certification tests when they feel ready. I think this is very important because in the current system teachers and policy makers decide when students should be assessed, but who really knows when assessment is appropriate? The students! The only thing that bothers me about this method is that it requires highly motivated students who can make decisions about which academic paths to take. This can possibly be addressed in Early Childhood classes where teachers can emphasize life-long learning and making choices about educational interests.

Along with assessment methods, curriculum must also be further developed to fit our changing society. New forms of teaching and learning and new ways of organizing how students and teachers interact are suggested. In this approach students would be placed in classes based on their goals and interests instead of their age. I like the way the authors suggest that traditional academic skills such as reading, writing, mathematics, science, history, and geography would be woven and integrated into each individual's curriculum. This reflects an "inquiry approach" that we have talked about in a few other classes. I also like the way students would be able to learn important content and skills while carrying out complete, relevant, and functional tasks that are meaningful to them. The chapter gave some examples (such as LeTUS) that involve researchers and schools coming together to integrate technologies into everyday school learning. I look forward to the group's presentation on this chapter so that this concept is more clear to me.

Finally, the chapter addressed the question: "How can learning technologies be used to address the systemic inequities of public schools?" since current standardized curricula "drive affluent families from public schools, and high dropout rates push poor families to press for alternatives to public schools". Learning technologies can offering new experiences to poor schools and develop technology-based systems for tracking learning. It is true that technologies could help to provide high-quality academic experiences to impoverished schools, but how do we provide such technologies when materials are still very expensive? Also, AP classes and virtual tutoring are examples of how technology can add to a school's academic resources. In my experience, these systems were already implemented in schools but were not necessarily available or aimed towards all students. Also, I did not see much technology being used in meaningful ways.

week 11, exit slip. What I learned in class today...

Today my group presented to the class our topic of Chapter 7: What may be lost and what may be gained? I thought that the presentation went really well. We used appropriate wait time, facilitated some great discussion, and documented discussions using the interactive white board. I really enjoyed this topic because its important for teachers to know the gains and losses that will come as a result of technology. Though the presentation went a little bit longer than Jeff instructed, I think the discussion that was a result was important for the class to engage in.

Beth talked about her contemporary issue which was "sexting" in schools. Obviously she is against it, and so am I. Its an example of how technology is used the wrong way and how teachers and parents are responsibly to teach kids how to use technology appropriately. I don't know how this issue can be monitored, so the only solution I can think of is for teachers and parents to involve themselves in talking about the issue with kids. Kellie presented another interesting and sad issue which is cyberbullying. This is obviously an important issue since students are engaging in this act and it has resulted in the death of students. Teachers and parents should take this issue seriously, since its hard to say who the responsibility lies in. Since this usually occurs at home, parents need to be especially vigilant. Destiny's topic was similar to Beth's and focused on the sex offender legislation for teen texting. Teens can actually be registers as sex offenders for sending inappropriate texts and pictures. I think this is an appropriate consequence but depends on the situation (e.g. If someone sends images of themselves willfully then I think there should be a lesser consequence since the individual might not be aware of the implications of their actions). Krista took the conversation in a different direction with her discussion about music education and music technology. I find this issue really interesting since I was previously a music major here at UF, and I chose this issue for my technology inquiry question. I think if technology is to be integrated into schools then it should be found in all areas of the curriculum, including music.

We also had cool tools presentations, Bree-Anna showed us Jogtheweb.com which is a resource for searching and researching topics of interest. I liked how she related this site to how it could be used for young kids and finding credible resources. Anna showed us wordle.net which seems like a fun site and would be an interesting way of integrating technology into classrooms. She mentioned saving your wordle as a document after you make a word cloud because they can't be saved on the site! Also, the gallery section can be inappropriate so teachers and parents should be aware of that. Amanda presented her cool tool which was livemocha.com. This site is a way to learn a foreign language, similar to Rosetta Stone, and I am glad she shared it. After my trip last summer studying in The Netherlands for two months, I have been wanting to improve my Dutch for when I eventually go back. I can defiantly use this site for my own personal use, and I can see how this can be integrated into the classroom for English Language Learners. Finally, Whitney presented wiziq.com, which is a site that allows students and teachers to collaborate for online learning experiences. Teachers and students can search for topics they want to teach or learn.

My reflections on Chapter 7: What May be Lost and What May be Gained

This chapter focuses on discussing the general losses and gains that may proceed with the coming technological revolution. I found this topic very interesting and I am glad that I will get the opportunity to facilitate a discussion of these important issues during my group's presentation next week!

What I found most interesting is that there seems to be a greater amount of possible losses than potential gains as a result of the knowledge revolution. These losses also seem more specific and tangible issues, where as the gains are broad and are dependent on many unpredictable factors. For example, individuals can only take responsibility for their own education if technological recourses become more accessible to all, including low income, families and schools.

I found the losses that were mentioned to be quite serious and I believe that they should not be taken lightly. Social cohesion, multiculturalism, the role of the public school, the digital divide, liberal arts, and social interaction will all be compromised when learning occurs online and education becomes more individualized and focused on specific interests.

Though the gains that come along with the educational approach depicted in this book (learning outside of the public school) are positive, I think that they can still be achieved with out such a drastic change in the current system of education. For example, we have been learning throughout our time spent in the U.F. pro-teach program about how to make education individualized and tailored to specific interest while maintaining access to social and tactile experiences. I think that with some fundamental changes in the way teachers interact with their students, education can become more engaging, equal for all students, customized, accessible, tailored to individual interests, and allow for parental responsibility with the use of technology in the classroom.

This chapter made the successes and consequences of a technological revolution very real to me. As an educator, I will have to compete with technology. I must be sure that I am able to provide children with the experiences and interactions that technology cannot give to students. Social interaction, a classroom community of learners, and a safe and nurturing learning environment are all vital components to student success. Therefore, I believe that such a dramatic change in school systems should be avoided, and teachers should step up their game and become familiar with technology in order to reach every child!

Week 10, exit slip. What I learned in class today...

Today we discussed the three eras of education that we read about in this week's chapter. The presenters showed us a great video depicting pictures that show what apprenticeships, universal schooling, and lifelong learning models might look like. We discussed the characteristics of each of these three eras of education. For example, in apprenticeships the adults are responsible for education, learning occurs in the home, and there is a one-on-one ratio of student to teacher. In universal schooling the responsibility of learning is shifted to the government, there is a standardized curriculum, and it is a more didactic approach to teaching. Finally, in a lifelong learning model the responsibility of teacher lies upon the parent and the individual, the emphasis is upon learning to learn, and technology plays a major role.

We discussed how teenagers and young adults are becoming more responsible for their learning and are choosing what they want to learn. This relates to customization. Some students reject what is presented in schools and may pursue their own routes to learning. This requires a lot of maturity in my opinion and students should still receive a level of guidance when learning.

We also talked about the content that is addressed in a lifelong learning model. I have seen the mentioned "core competencies" slowly increasing in implementation in classrooms. Caley mentioned how many childhood curricula are including direct instruction and practice of interpersonal skills and interactions with others.

In all of the aspects of change among the eras (e.g. assessment, content, relationships, location, culture, etc) I see a necessary shift from the universal schooling model to the lifelong learning model. I think that this era that we are moving towards combines the positive practices from the apprenticeship and universal schooling models. For example, Kim pointed out that lifelong learning combines the one-on-one individualized focus of the apprenticeship era and the ability to reach a mass amount of students similar to that of universal schooling.

A potential problem that I see with lifelong learning is in terms of relationships. I find it problematic that students might not be able to form a substantial, warm, and trusting relationship with a teacher. In apprenticeships students were very close with their teachers (because they were often parents or family members). Also, in universal schooling students have the opportunity to form some level of a relationship with their teachers. I think students should still be given the opportunity to form meaningful relationships to their teachers and peers.

I learned about a few cool tools in class today. Lorin shared flautR.com which is a place to upload and format/edit pictures for free. Next, Beth presented dweeber.com which is a study site for students. I thought this was a really cool and interactive site that would get kids interested in learning and sharing their learning with their friends and peers. Latarra showed us sliderocket.com which is a place to create presentations and slides (similar to powerpoint but it is more interactive since it is on the internet). I liked this tool and may consider using it to facilitate my group's chapter presentation next week. Finally, I shared parentella.com with the class which is a resource that parents and teachers can use to bridge the home-school gap by communicating online.

Contemporary issues that we discussed this week were very interesting. Emilie presented the issue of using technology as a tool for tutoring students. Katie talked about children living in poverty and how this effects education. She also talked about how technology can help these children to succeed in schools. Finally, Courtney brought up the issue of using computer games as an educational tool. This topic is especially interesting and relevant considering the popularity of video games in today's youth. I was very interested in the quest to learn approach (q2l.com) and I would like to see the impact these schools have on learners in the future.

Reflections on chapter 6: The Three Eras of Education

The way this chapter described the three eras of education (the apprenticeship, universal schooling, and lifelong learning era) helped make the development of our educational systems and the reasons for that change much more clear to me. I liked the way the authors split up the content into sections describing how the responsibility, expectations, content, pedagogy, assessment, location, culture, and relationships in education has changed and how it continues to change within these eras. I find it very interesting that the lifelong learning era in which we are moving into reflects a lot of the practices and values that were seen in the apprenticeship system. Especially in respect to who is responsible for the education of children and young adults. In the apprenticeship era adults were largely responsible for what, how, when, and where students learned. In the Universal schooling era this responsibility was given to the state government and standards based learning and assessments that we see today were made prominent. I see now how, with the onset of the lifelong learning era, responsibility for education is moving back into the ownership of the parents and the individual. Distance education, homeschooling, and other similar practices are facilitating this shift.

Universal schooling was put into practice in order to form a sense of social cohesion. This was needed at the time with the vast immigration of people from all over the world into America. Today this method is not appropriate since the culture, values, and needs of learners have greatly changed. Today, in order to be a successful citizen, one should obtain competencies in identifying, organizing, planning, and allocating resources, interpersonal skills, acquiring and using information, understanding complex systems, and working with a variety of technologies. In order to receive education in these "core competencies" a new system of education is required. Students are now becoming able to make choices based upon their interests and educational needs to gain these competencies.

I agree that educational systems will begin to look very different in the near future with the onset of this lifelong learning era. Though, I wonder what this will look like for early childhood settings. The authors admit that social interaction and peer culture may be compromised with the shift towards a mixed aged culture. As a future early childhood education, I recognize the importance of social interaction and competence for the development of young children. In order to become successful individuals students must form caring and trusting relationships with both adults and peers.

week 8, exit slip: what I learned today...

Today's class focused on some of the "seeds" to new growths in education systems. This was an opportunity to extend my understanding of the different systems such as adult education, workplace education, learning centers, etc. We discussed internet cafes and whether or not this tool is relevant to education. Some argue that people use these locations to educate themselves, I do see it more as a social networking tool. But, internationally these cafes are very useful for areas that don't get as much internet access. I participated in a debate arguing the cons of education television and video. At first I didn't regard this as a negative practice, and I still think it can be a useful tool in certain situations. It is important to remember that this is an example of learning from technology, and not with technology. Its important for young students that would be watching these videos to get hands-on individualized interactions.

Another discussion that we had on the issue of home schooling solidified my belief that it depends on the student and the learning environment. Appropriate home schooling involves dedicated parents who have the time and skills needed to provide the best learning opportunities for students who do better in a one-on-one environment.

Thanks to the presentation group members this week and in the previous weeks it was pointed out that we need to learn to close our presentations. I am adding this sort of as a mental note to do this in my presentation. Step 1. Tell us what you're going to tell us, 2. Tell us, 3. Tell us what you told us.

We explored the k-12 website which really let us get a look at what online virtual education really looks like for young k-2 kids. I looked at an interactive history lesson that was really fun and educational. I can see how this activity can be used in a group with other activities to facilitate learning and motivate kids. I see this as a useful tool if there is an adult present to support the learning and technical abilities of the child. I can also see this as a supplemental activity, meaning parents shouldn't just rely on these games and simulations.

I learned about a lot of contemporary issues involving technology and education and gave my presentation on HP touch screen computers and students with autism. The presentation that stuck out the most to me was Latarra's topic of a replacement for FCAT. I have always had strong feelings about this test resulting from the research along with personal experiences with the test. It was interesting to find more states are considering the option of changing they're system of assessment and accountability.

I heard some presentations on several "cool tools" and technologies such as Twiddla, Symbaloo, Go!Animate, TimeRime, and Pageflakes. I really enjoyed all of these tools and could see most of them begin implemented into even early childhood classes. I especially liked the Symbaloo and Pageflakes programs and might customize these pages for myself :)

My reflections on the seeds of a new system of education

It was very enlightening reading about all of the "seeds" of a new education system that are currently gaining more and more attention in today's society. I have previously heard of concepts such as home schooling, workplac learning, distance education, adult education, learning centers, educational television and videos, computer based learning software, technical certfications, and internet cafes but I am now realizing the impact they can have on how we educate life long learners.

I was interested while reading about home schooling and how it is more adaptive to technological advances. Since learning occurs in the home, and technology is integrated more easily into the home, students have more experience with using computers when learning. It was also made clear to me that home school students are as high or higher achieving than students on standardized tests, and do not experience the background issues typically found in public schools. I have always been concerned with the level of social interaction that occurs among home schooled students, but with increasing access to internet, groups of home schooled students can collaborate and engage socially.

Another concept that interested me was computer-based learning software. I have always noticed how young children become very excited and motivated when given the opportunity to work with games and simulation. When children are already motivated to engage in an activity, it is the teacher's job to embedd instruction and to find away to allow learning to occur. Games promote learning by doing, and even social interaction when games are teamed with the internet. As a future teacher I will recognize how games and simulations can be used in a positive way to promote learning.

I was confused at the end of the chapter when the authors say that it is likely that elementary and early childhood facilities and practices are likely to stay the same despite these seeds of change. I argue that changes will be seen. Technology can be used to facilitate the development of young children if used appropriately. I can see games, simulations, and videos being used in this arena.

Reflections on the development of American schooling

Today I read about how American schooling experienced a change from a system based on apprenticeship to universal schooling. The authors argue that similar to how this Industrial Revolution resulted in the devleopment of universal schooling, the current Knowledge Revolution will lead to a need for lifelong learners to funcion in the changing society. The shift towards universal schooling took effect as a result of various socieal chages, and education was needed for social cohesion during such changes. The invention of the printing press, the Reformation, the American Revolution, and the Industrial Revolution were key factors in the implementation of universal schooling. As the educational system evolved during these societal shifts, it became very firm and resistant to further innovation. The authors argue that the school is becoming "More and more out of sync with the rapidly evolving technological society around them today".

Many school structures and institutions that were developed durng the first hundered years of universal schooling are still in place today (e.g. compulsory attendance, graded schools, tests, textbooks, carnegie units, and comprehensive high schools). For me, this is an example of why schools are seemed to be locked in their practices. Not much has changed since the Industrial Revolution. I don't think it is necessary for a complete systems change in schools. But adaptations can be made to the curent structure to individualize education so that students can become lifelong learners.

As a future teacher this will impact my ability to respond to change. I will now be more open minded and flexible to innovations in education that can better respond to our rapidly changing society. I now see technology as a way to improve the sytem to make learning more accessible to a diverse pool of students.

Week 6, exit slip. What I learned today...

Today I am taking away a lot of learning for this week's discussion topic on the technology skeptic's argument. The points that the skeptics make are valid and can be seen in classrooms today. For example, many teachers and unwilling to learn about new technologies and today's emphasis on standardized testing and accountability both limit the ability to integrate technology. I think that many of the problems that stand in the way of technology can be overcome by persistence towards the goal of technology integration. The chapter presented classroom management as an issue that prevents the use of technology in the classroom. I believe this concern was blown a bit out of proportion. Teachers can actively monitor students' use of technology through the use of several internet tools. Also, many administrators and teachers seem to value this notion of "quiet classrooms are productive classrooms". I disagree with this thought because a lot of learning, especially when learning with and from technology, occurs through collaboration and discussion. I think I'm a pretty big technology enthusiast...I think "just in time" learning is more powerful and effective than the "just in case" model that seems to be utilized in schools today. Though many teachers may not be willing to educate themselves on new technologies, I can see myself embracing these tools if it means my students are able to learn more relevant and appropriate skills. The girls did a great job presenting this topic using glogster.com (even though they forgot to introduce themselves).

Anna presented her "contemporary issue" which is using 3D Projectors in the classroom. I think this is an awesome piece of technology and I can just see little kids jumping out of their seats to strap on their glasses and learn through this interactive strategy. Teachers would have to pay special attention to the age group, developmental level, and specific abilities of the students when using this tool. Also, I think this tool would only be useful during certain lessons or activities, not all. Jeanee talked about ITEST which focuses on honing the science, technology, engineering, and math skills of children. The program is federally funded and focuses on motivating kids to be interested in these subjects. Bre-Anna discussed microchipping children, which I think is extremely weird and only obsessive parents would do this. It might be helpful for animals and small pets but I think it is not appropriate for human beings. Finally, Carly brought up the topic of obesity and technology in children. This is a pretty hot topic right now since our society is plagued with obesity as a result of unhealthy lifestyles. Learning can be facilitated through exercise, exploration, and physical activity as well as with technology. Like with many other things, its important to have a balance. But let's not put ALL of the blame on technology...there are many other contributing factors.I also learned about some "cool tools" today including: brainpop; community walk; glogster; and skype. Most of these tools are already familiar to me, but I appreciated the presenters linking the information about the tools to actually using them in early childhood classrooms.

Chapter 3 Reflection: The Technology Skeptic's Argument

Reading about the technology skeptic's viewpoints on integrating new technologies into schools made many current issues that keep technology out of schools apparant to me. Most schools are conservative and deeply rooted in past routines and procedures that have been recommended by "experts". The chapter pointed out many reasons why schools are not able to quickly accommodate the new technologies that are entering our society including: cost and access; classroom management implications; teachers bring things to learning that computers don't; challenges to instruction; challenges to the authority of teachers; and assessment discrepancies. I recognize that it is true that schools are structured in a way that is highly structured and resistant to change, but I agree when the chapter points out that components of school systems can achieve a balance so that new technologies can be incorporated without changing the basic arrangement of system components.
This knowledge will have great implications on my future as an educator. I am now familiar with the arguments that both technology advocates and skeptics bring to the table. I see the benefits of technology integration in schools, and I also see the set backs that are keeping computers and other technologies from having a larger impact on schools. The chapter emphasized a key reasonsthat technology is not conducive with the current system of schools is due to characteristics of the teacher. This type of integration requires teachers to put in extra time to gather materials, plan, progress monitor, and maintain classroom management. There are many things that teachers bring to learning that computers and technology can not cover. Therefore, it is important for the teacher to remain the dominant force in the classroom, using technology simply as a resource for learning what you need when you need it.
The quote School fosters just-in-case-learning while technology fosters just-in-time learning really made the information from this chapter more clear to me. The way instruction occurs today emphasizes all students learning the same things at the same moment while focusing mainly on events and bodies of information that have accumulated over time. Learning with technology can ehnance higher order skills through group collaboration, integrating and evaluating technologies, and making use of the tools that are available.

Exit slip 3, Today's new learning...

Once again, today I am leaving class with tons of new information about accessing new technologies and ways to integrate tools into early childhood classrooms. After researching various websites last week that contain false information presented in ways that convince readers that they contain truthful information, I was a bit worried on how I would actually confront this issue in the classroom. It is obvious that even adults have trouble differentiating between factual and fake Internet sources. This issue is especially pressing in early childhood when young kids don't have the ability to discriminate between fact and fiction on the web. Young children tend to think that EVERYTHING on the web is factual and policed by some cyber-cop that makes sure all information is credible. Google.com/cse is a useful way to allow children to search the Internet and not have to worry about coming across unreliable or inappropriate information. With this program teachers or parents can edit and customize the websites that appear when students enter a search about a topic of interest or study. I think this tools is very useful for very young children when explaining ways to scrutinize websites might not be appropriate.

I also learned a lot about the technology enthusiasts' approach to the effects of technology on teaching and learning. It is apparent to me that the enthusiasts focus their attention more upon older children (upper elementary through high school), but the concepts they present are relevant to create life long learners. As teachers of any grade, it is important to be advocates of technology in the classroom to promote learning. There are many ways that learning can be made more accessible and individualized through the use of technology and Internet tools. The group presentation on this topic was engaging and a lot of interesting topics were discussed. Most importantly, there needs to be a balance among the use of technology and other methods of learning in the classroom. This means a balance between using word processors and pencil/paper approaches to writing, learning from technology and learning from teachers, etc. Students should be given every opportunity to succeed which means they need various approaches to learning. I enjoyed the way the presenters related the chapter to early childhood so that the content was more relevant to our educational focus on infants and toddlers through primary grade students.

Today I learned that it is important to be open-minded when learning about new technologies and ways to integrate. We have all been in a number of real-life early childhood classrooms and have seen the processes, procedures, and methodologies that different teachers use. We are teaching students to be successful learners for THEIR future and not our present. Preparing students for a future that involves a large amount of technological interaction requires teachers to stay current and to be optimistic about making changes or integrating new things into our pedagogical approaches. Getting stuck on "traditional" ways to do things or using methods just because they have been used in the past would be unfair to students who are learning to interact and an entirely different society.

Jeff said in class today that the computer should replace the teacher only if the teacher is less effective in facilitating learning than the computer. At first I was offended by this statement! How could the teacher be replaced by a computer? Although its a scary thought, it is true. If computers could provide our students with a more relevant education than teachers then we will be replaced in time. Therefore, it is important that we become experts in the area of technology while also being experts in ways to integrate technology into other ares such as social, motor, language, and cognitive development. Computers can't offer a warm, nurturing, and encouraging teacher-student relationship and learning environment that educators can provide.

Teaching students to evaluate websites for credibility

When addressing the issue of finding credible articles on the web there are a few guidelines that I will emphasize to my students. First, using common sense and logical thinking will help to differentiate between truthful and fanciful websites. For example, a website about "saving the north pacific tree octopus" can be discredited by using common knowledge that such an animal does not exist. If students are still questionable about the validity of a certain site, such as this one, they can attempt to research the topic further to find any other sources that provide similar information.

Providing students with information about internet addresses will also help them weed out mythical sources. Websites with ".org, .gov, and .edu" usually tend to be more credible since they are sponsored by researchers and policy makers. Students can trust that these sites have been checked for accuracy and can still research the topic further by checking other websites if they are unsure.

When reviewing a few websites that were unreliable and untrue, I noticed that many advertisements and links appear on the page. Students can use this information to find sources that may be less than credible. If an abundance of advertisements and links to other websites are found on a website students can recognize this as a red flag.

Another aspect that I noticed regarding websites that convey false information is the frequency of grammar and spelling mistakes. If students locate many of these errors it is a clue that the website was created by someone who did not take the time to organize a well written and accurate source of information. I question the credibility of someone who takes the time to create a website that presents factual information, but does not take the time to correct errors and use professional language.

Determining the credibility of a website can be a difficult process even for adults. If I had not been informed that the websites that I visited to research this topic were false, there is a chance I might have perceived one or two of them as true. It is important that educators inform students that the internet is a fantastic source for locating useful and important information. However, the internet is also a place where anyone can create websites and sources. Therefore, discression must be used when relying on a specific website for facts. Students should be aware that they might be confronted with opinions, stories, and complete lies when searching the web. When given guidelines by teachers to weed out such information the students will be more successful internet surfers.

My Reflections on Chapter 2 of Rethinking Education in the Age of Technology, The Technology Enthusiasts' Argument

Reading about the Technology Enthusiasts' argument about the role of technology in teaching and learning made ways of integrating technology into the classroom entirely more clear to me. The enthusiasts argure that this changing world is in need of an adapted schooling process to prepare students for the world they are entering. They argue that computers are not utilized in school in an effective way that allows students to interact with technology. Students need to become familiar with using technology to communicate, interact within communities, and tackle real-world problems in order to thrive in this changing society.

I now see the importance of providing students with situations where they must use computer tools to solve complex problems. This goes beyond simply placing computers in schools. There are several learning environments that can be provided to encourage such skills. As a future teacher I will use the methods that were highlighted in the chapter to put students into learning situations where they use tools to solve problems. Such applications include Just-in-time learning where students can find what they need to know to accomplish a task, customization where students can choose individual preferences, learner control, interaction where learners can receive immediate feedback and learn the consequences of their actions, scaffolding learners to suport them with carrying out difficult tasks, games and simulations that enable learners to pactice skills needed in the real world without real consequences, multimedia, publication, and reflection so learners can reflect on their process and compare their performance.

Digital Booktalk

Today I created a digital booktalk using P.D. Eastman's "Are You My Mother?" I enjoyed working with my friends to plan and film this video. I exerted a great amount of energy designing costumes (with a limited amount of resources), deciding how to narrate, filming, acting, and editing this piece to make it into an exciting booktalk. Making this booktalk entertaining and easy to understand took a lot of work. Since it was my first time using Movie Maker, I also had to take my time to explore this tool in order to edit my video.

Completing this task provided me with a valuable experience. I was not proficient in creating videos before this assingment, in fact, I had never attempted this task before. Now I am confident in my ability to plan, execute, and edit my own videos using various pieces of technology. I used my Olympus digital camera to film the video in segments, and the Movie Maker tool to edit the final product, then posted the film on youtube.com for others to see.

This course task has increased my knowledge and experience with filming and editing videos. I am now able to use the available technologies to complete my own videos and share them on the web. As a future educator who uses technology to their advantage, this assignment has increased my confidence to try new tools to help me complete my tasks. Making videos would be an interesting way to allow elementary school aged students to create, share or present their knowledge and experiences. I can also see using videos I have created to present concepts or ideas to my students. I am now capable of teaching these techniques to my future students.

Day 2, Exit slip: What I learned in class

In class today we continued our discussion about the role of technology on teaching and learning. The idea of working to integrate technology in to classrooms, even early childhood rooms, is becoming much more feasible to me. I see the importance of being an active learner and teacher at the same time. After discussing the short film, Growing Up On-line from Frontline, I have increased my awareness of the necessity to inform parents about technology to decrease the fears that exist around children accessing the internet.

Today I also learned a bit more about a new piece of technology that I had heard about before but was not extremely familiar with. Jeff presented a example of a contemporary issue in educational technology which was the use of Kindles to replace textbooks. I find this topic very interesting and can see many benefits from the use of this tool. I think that in the near future students will be utilizing this piece of technology, therefore it is important that teachers and parents become savvy with this tool.

Another important concept that I learned today was the difference between learning WITH technology and learning FROM technology. Learning with technology involves interactive activities where students use technology as a tool to promote their learning. While learning with technology students are given the opportunity to access, analyze, and synthesize information. Learning from technology involves situations where the technology is the teacher. Both of these situations are important for students to experience in school.

My digital autobiography

Creating my digital autobiography was a fun experience. I enjoyed the time to be creative and to reflect on an important personal experience from my past. I took my time to choose photos that accurately and completely describe my journey through Europe in only 30 seconds...this was a difficult task in itself! I had trouble picking and choosing between some of my favorite pictures. I also took my time to choose the appropriate text to go along with the pictures. I had to go back and edit my video a few times because certain images and texts were cut out since I went over the time limit. Overall, I enjoyed using animoto to create my video. It was easy to use and navigate the site. One aspect of the video making tool that I really liked the way it customizes your video according to the music you choose.

Completing this task was a valuable experience because I was able to try something new. Educating myself about a piece of technology that I was not previously experienced with was both frustrating when I approached difficulties and empowering when I figured out how to overcome those difficulties. I value completing this task because I learned to create a video, something that I have never learned to do before, by myself using the technologies that are available.

My future as a teacher will be impacted by my experiences in completing this task in terms of my ability to approach new technology without inhibitions. I must admit was nervous to create a video. Ieven put it off a few days even though I knew it would take time for me to reach success. As a future educator I will need to familiarize myself with new pieces of technology all the time. I will now be more prepared to embrace new technologies that present themselves to me and will be confident in my abilities to figure things out!

My reflections on the video Growing up Online

It is easy to see how growing up online has caused parents who are and are not technologically savvy to become worried about the saftey of today's youth. There are many threats that are present within the online world such as sexual predators, cyberbullies, etc. Also, access to the interenet is available to all students. Even those without home computers can find access in libraries, internet cafes, and even at their friend's house. This unlimited access means that technology plays a major role in the lives and learning of all students. Importantly, most students do not access this technology for educational reasons, but for social networking purposes. It would be beneficial for parents and educators to comply with the fact that technology use is growing and will not be a passing trend. Teaching students to use technology for educational puposes would allow students to participate in technologies in school as well as out of school. As a future educator and parent I will try my best to not over emphasize the negative side of the online world. Rather, I will try to provide education on ways to use the internet as a resource and a method for positive self expression. With this approach youth will not become wary of adults who accuse them of not being aware of the dangers of growing up online.

My reflections on the preface and chapter 1 of Rethinking Education in the Age of Technology

While reading the preface of Rethinking Education in the Age of Technology by Collins and Halverson I was confronted by an issue that seems obvious upon hearing it, but has never really crossed my mind. Technology is such an integral part of education and learning and the lives of modern students, but strong incompatibilities exist between the use of technology in life long education and in traditional schooling. Access to technology impacts learning in a major way, but most students have limited contact with technology in school. In fact, students have a great deal more interaction with technology outside of school. The preface also suggests that without the successful integration of technology into schooling, students will be likely to seek education elsewhere. This is an important realization for Americans to make because this possibility is very real. The tradition of attending school every weekday would not be necessary if access to education was just as easily achieved at home through the use of technology. This situation has already occured many times when adults decide to take college courses online in order to complete their degree requirements from home. Therefore, understanding ways in which technology can be used within the classroom and embracing changes in public schooling is a necessary first step to take.

Chapter 1 of the book explains ways in which the current status of education is in the midst of a dramatic change. This change is a result of the "information" or "knowledge" revolution that is currently in effect thanks to the rapid increase of available technologies. This revolution changes traditional perceptions of schooling because people can now decide what they want to learn, where they want to learn, and how they want to learn it. In addition, this knowledge revolution is gradually transforming work puting emphasis on skills of accessing, evaluating, and synthesizing information. There is a significant gap between the technology that is available inside and outside of the classroom, thus many students are moving their education out of schools and into more choice arenas. The authors bring up some undeniable truths about the way technology is genrally viewed in schools. Cell phones, video games, and other technologies are viewed as distractions and traditional classrooms are often uncomfortable with the prospect of embracing new technologies. I find it helpful that the authors take a neutral perspective on the role of new technology expressing both benefits and fallbacks of the knowledge revolution. It is important to acknowledge how this increasing ability to personalize one's education might give an advantable to those who can afford the best technologies. With this information we can begin to avoid widening this gap and create equal opportunities and access for all.

This reading greatly impacts my thinking on the role of technology in learning. I am much more aware about the necessary changes that must soon take place within schools. With out a successful integration of technology into schools our current methods of schooling will be compromised, and the gaps between access to technology with become wider. Technology has a significan role in the everyday lives of modern students, thus it has an equally significant role in schools. This new thinking will greatly influence me as a future educator. It is apparant that the current tendency for teachers to avoid instead of embrace new technology is not successful. It is important that teachers stay up to date and use technologies that can provide access to education inside and outside of the classroom.

Day 1, Exit slip: What I learned today

Today I am taking a lot of new learning away with me from class. I have gained information about technologies that I have not had experience with such as podcast, wikis, etc. I also am leaving class today with a changed perspective on the role of technology within the classroom. Though I was aware that technology can be used as a useful tool to make learning more accessible to students, in the past I perceived that it would be more of a challenge to include technology than to avoid it. I am excited to learn how to embed the use of technology in the classroom since the daily lives of children and adults are affected by technology in this modern world. Finally, I am taking away a new perspective on how technology can be utilized in early childhood classrooms with especially young children (e.g. 2-4 year olds).

My initial respons to the role of technology on teaching and learning...

The role of technology in teaching and learning is to make things easier in the classroom. With technology lessons are conducted more smoothly with the help of smart boards, computers, and other similar tools. Computers are tools that are used in everyday life to aid in sharing, communicating, and learning new information. Certain types of technology can help students who may be struggling in one area or another. For example I have seen computer language programs being used to help English Language Learners during center time. Also, assistive technology can help students with disabilities that need support in communication, motor, and/or cognitive abilities. Technology can be used to help teachers make learning more accessible to all students.