Technology in Schools.
- 1st ed.
- 1 online resource (353 pages)
- Debating Issues in American Education: a SAGE Reference Set Series .
- Debating Issues in American Education: a SAGE Reference Set Series .
TECHNOLOGY IN SCHOOLS-FRONT COVER -- TECHNOLOGY IN SCHOOLS -- CONTENTS -- ABOUT THE EDITORS-IN-CHIEF -- ABOUT THE VOLUME EDITOR -- ABOUT THE CONTRIBUTORS -- INTRODUCTION -- 1. Is assistive technology or universal design a more effective method of technology integration for students with disabilities? -- OVERVIEW Kevin P. Brady North Carolina State University -- POINT: Timothy E. Morse University of Southern Mississippi Gulf Coast -- ASSISTIVE TECHNOLOGY EFFECTIVELY ADDRESSES UNIQUE STUDENT DISABILITY-RELATED NEEDS -- THE IDEA'S WIDE-RANGING ASSISTIVE TECHNOLOGY PROVISIONS -- RELATED AND SUPPORTINGSTIPULATIONS IN THE IDEA -- CONCLUSION -- COUNTERPOINT: Margie W. Crowe University of Southern Mississippi -- ASSISTIVE TECHNOLOGY -- UNIVERSAL DESIGN -- UNIVERSAL DESIGN PRINCIPLES -- UNIVERSAL DESIGN AND STUDENTS WITH DISABILITIES -- UNIVERSAL DESIGN VERSUS ASSISTIVE TECHNOLOGY -- Further Readings and Resources -- Court Cases and Statutes -- 2. Should e-books replace traditional textbooks and paper-based books in schools? -- OVERVIEW Kevin P. Brady North Carolina State University -- POINT: Meredith Stewart Cary Academy -- E-BOOKS AND GREATER ACCESS FOR STUDENTS -- THE INCREASED FLEXIBILITY OF E-BOOKS -- FORCES OF CONSTRAINT WITH TODAY'S E-BOOKS -- CHANGING ROLES FOR TEACHERS AND LIBRARIANS -- THE END IS NEAR (AND IT ISN'T) -- COUNTERPOINT: Christine M. Battista Binghamton University -- SHIFT TO DIGITAL MEDIA -- IMPACT OF ELECTRONIC TEXTS -- CONCLUSION -- Further Readings and Resources -- 3. Do pocket assistive technologies, such as the iPod, iPhone, and iPad, provide mainly educational benefits or distractions to students in today's schools? -- OVERVIEW Kevin P. Brady North Carolina State University -- POINT: Nick Sauers Iowa State University -- COMMONLY HELD BELIEFS AND CONCERNS -- Student Distractions -- Student Misbehavior -- Equity. EDUCATIONAL BENEFITS -- Access to Information -- Collaboration -- Engagement -- CONCLUSION AND DISCUSSION -- COUNTERPOINT: Jerrid W. Kruse Drake University -- RATIONALE FOR CONSIDERINGTECHNOLOGICAL DOWNSIDES -- GO DEEPER -- TRADE-OFFS OF ASSISTIVE MOBILE DEVICES -- EFFECT OF TECHNOLOGY ON VALUES AND BELIEFS -- LIMITATIONS OF TECHNOLOGY -- SUGGESTIONS FOR THE USE OF ASSISTIVE MOBILE TECHNOLOGY -- CONCLUSION -- Further Readings and Resources -- 4. Are today's policies and procedures governing online student course offerings in the K-12 school environment appropriate to fully realize the unique policy and technology advantages of these online classes? -- OVERVIEW Kevin P. Brady North Carolina State University -- POINT: Leanna Matchett ArchambaultArizona State University -- ADVANCED PLACEMENT -- CREDIT RECOVERY -- STUDENT LEARNING IN THE 21ST CENTURY -- COUNTERPOINT: Anne F. Thorp Ottawa Area Intermediate School District -- ONLINE LEARNING -- IMPLEMENTING ONLINE COURSES -- 21ST-CENTURY LEARNING -- CHALLENGES TO IMPLEMENTING ONLINE COURSES -- CONCLUSION -- Further Readings and Resources -- 5. Are today's virtual schools effective student learning environments? -- OVERVIEW Kevin P. Brady North Carolina State University -- POINT: Kathryn Kennedy Georgia Southern University -- EFFECTIVENESS BASED ON STUDENTS' LEARNING OUTCOMES -- EFFECTIVENESS BASED ON MEETING STUDENTS' LEARNING NEEDS -- CONCLUSION -- COUNTERPOINT: Abigail Hawkins Adobe Systems Incorporated -- LACK OF RESEARCH -- METHODOLOGICAL ISSUES -- CONCLUSION -- Further Readings and Resources -- 6. Are virtual schools more cost-effective compared to traditional brick-and-mortar schools? -- OVERVIEW Kevin P. Brady North Carolina State University -- POINT: Michael Barbour Wayne State University -- COST-EFFECTIVENESS OF VIRTUAL SCHOOLS -- COST-EFFECTIVENESS OF CYBERSCHOOLS -- THE CASE FOR EQUAL FUNDING. MAKING THE CASE THAT VIRTUAL SCHOOLS ARE MORE COST-EFFECTIVE -- COUNTERPOINT: Allison Powell International Association for K-12 Online Learning (iNACOL) -- FINANCIAL COSTS OF VIRTUAL SCHOOLS -- MAIN COSTS -- Management -- Instruction -- Course Development -- Technology Setup -- Technology Personnel -- ADDITIONAL COSTS -- CONCLUSION -- Further Readings and Resources -- 7. Is the use of video surveillance cameras in schools an invasion of student privacy? -- OVERVIEW Kevin P. Brady North Carolina State University -- POINT: Kevin P. Brady North Carolina State University -- THE USE OF VIDEO CAMERA SURVEILLANCE IN TODAY'S PUBLIC SCHOOLS -- THREE LEGAL TESTS FOR ANALYZING SURVEILLANCE TECHNOLOGIES ON INDIVIDUAL PRIVACY The Reasonable Expectation of Privacy Test -- The General Public Use Test -- The Legitimate Governmental Interests Test -- GUIDELINES FOR A LEGALLY COMPLIANT VIDEO CAMERA SURVEILLANCE SYSTEM IN SCHOOLS -- CONCLUSION -- COUNTERPOINT: Justin M. Bathon University of Kentucky -- OPPORTUNITIES FOR ACTION -- PUBLIC NOTIFICATION -- PUBLIC SUPPORT FOR VIDEO CAMERA SURVEILLANCE IN SCHOOLS -- CONCLUSION -- Further Readings and Resources -- Court Cases and Statutes -- 8. Should national and/or state-level technology standards be required for today's teachers? -- OVERVIEW Kevin P. Brady North Carolina State University -- POINT: Kevin M. Oliver North Carolina State University -- SAMPLE TECHNOLOGY STANDARDS APPLICABLE TO TEACHERS -- RATIONALE FOR REQUIRING TECHNOLOGYSTANDARDS FOR TEACHERS -- FOSTERING ADOPTION OF NATIONAL TECHNOLOGY STANDARDS FOR TEACHERS -- ADDRESSING ISSUES WITH TECHNOLOGY STANDARDS -- CONCLUSION -- COUNTERPOINT: Raymond Rose Rose & -- Smith Associates -- PURPOSE OF STANDARDS -- ARGUMENTS OPPOSING REQUIRING TECHNOLOGY STANDARDS -- NEW MODELS OF EDUCATION -- Further Readings and Resources -- Court Cases and Statutes. 9. Should teachers have the right to create and post online content about their school on social networking sites, when such posts are made on their own time and without the use of school resources? -- OVERVIEW Kevin P. Brady North Carolina State University -- POINT: Jayson W. Richardson University of Kentucky -- NEGATIVE RESULTS OF IMPOSING RESTRICTIONS -- ADDITIONAL CONCERNS -- MOVING FORWARD -- COUNTERPOINT: Bruce Umpstead Michigan Department of Education -- SOCIAL NETWORKING WEBSITES: A CONCERN FOR TODAY'S TEACHERS -- CYBERBULLYING AND SEXTING: THE DARK SIDE OF SOCIAL NETWORKING WEBSITES -- SOCIAL NETWORKING AND TEACHER DISCIPLINARY ACTION -- SCHOOLS STRENGTHENING PERSONNEL REGULATIONS -- CONCLUSION -- Further Readings and Resources -- Court Cases and Statutes -- 10. Should school administrators have greater authority to discipline students for acts of cyberbullying and cyberharassment? -- OVERVIEW Kevin P. Brady North Carolina State University -- POINT: Philip T. K. Daniel Ohio State University -- DIFFERENCES BETWEEN BULLYING AND CYBERBULLYING -- STUDENT FREEDOM OF SPEECH AND EXPRESSION IN TODAY'S SCHOOLS: A LEGAL OVERVIEW -- THE "SUBSTANTIAL DISRUPTION" TEST AND STUDENT CYBERBULLYING CASES -- ZERO TOLERANCE STUDENT DISCIPLINE POLICIES AND CYBERBULLYING -- THE IMPACT OF STATE ANTIBULLYINGLEGISLATION ON CYBERBULLYING -- CONCLUSION -- COUNTERPOINT: Patrick D. Pauken Bowling Green State University -- EXISTING STATUTORY AND JUDICIAL AUTHORITY TO DISCIPLINE STUDENTS FOR CYBERBULLYING -- State Statutes -- Guidance From the U.S. Supreme Court -- Application to Student Cyberbullying -- MORAL EDUCATION AND MORAL AGENCY -- Further Readings and Resources -- Court Cases and Statutes -- 11. Should administrators have greater authority to discipline students for false posts about school personnel on social networking websites?. OVERVIEW Kevin P. Brady North Carolina State University -- POINT: Curtis R. Nash University of Dayton -- STUDENT FREE SPEECH AND EXPRESSION -- COURT RULINGS REGARDING STUDENT SPEECH ON SOCIAL NETWORKING WEBSITES -- RAPID DISSEMINATION AND PERMANENT LEGACY OF ONLINE COMMUNICATION -- CONCLUSION -- COUNTERPOINT: Korrin M. Ziswiler University of Dayton -- LEGAL RULINGS REGARDING STUDENT ONLINE POSTINGS -- THE SLIPPERY SLOPE OF STUDENT ONLINE SPEECH -- CONCLUSION -- Further Readings and Resources -- Court Cases and Statutes -- 12. Should public schools promote themselves on social networking sites, such as Facebook and Twitter? -- OVERVIEW Kevin P. Brady North Carolina State University -- POINT: Steven M. Baule North Boone Public School District, Poplar Grove, Illinois -- COMMUNICATION -- PROFESSIONAL DEVELOPMENT -- CONCLUSION -- COUNTERPOINT: Robert Stewart Mayers and Geraldine R. Johnson Southeastern Oklahoma State University -- LACK OF AMERICANS WITH DISABILITIES ACT COMPLIANCE -- POTENTIAL FOR INAPPROPRIATE ONLINE RELATIONSHIPS -- LEGAL ISSUES -- CONCLUSION -- Further Readings and Resources -- Court Cases and Statutes -- 13. Do new technologies have the potential to transform education by replacing current teaching methods? -- OVERVIEW A. Jonathan Eakle The Johns Hopkins University -- POINT: Jill Castek University of California, Berkeley -- EXPLORING THE POTENTIAL OF NEW TECHNOLOGIES TO TRANSFORM TEACHING AND LEARNING -- Computers Support Inquiry Learning -- Computers Provide Access to a Wealth of Information -- Computers Facilitate Ways to Share Content and Ideas Online -- Computers Extend Learning Experiences That Prepare Students for Their Futures -- WHY IS THE POTENTIAL OF NEW TECHNOLOGIES UNTAPPED IN K-12 EDUCATION?. WHAT WOULD IT TAKE FOR EDUCATORS TO MORE FULLY REALIZE THE PROMISE OF COMPUTERS AND NEW TECHNOLOGIES? Increased Opportunities for Professional Development.
Written by experts in the field, this volume in the Debating Issues in American Education reference series provides readers with illustrated views of the topic of technology in schools and offers resources for further exploration.