New Perspectives on Education: A blog series. Part 1: Introduction

During her travels abroad, Katie Clymo is writing a mini blog series entitled "New Perspectives on Education." This is part 1 of her series.

The basics for education and the educational process seem to be fundamental and easy to grasp. The reality is that it is much more than that. The deeper, more philosophical meaning behind education and the field being mindset is a unique collaboration of ideas and thoughts. We end up experiencing the world in three different ways: education, personal relations, and change of environment. Education has and always will be undergoing changes in its beliefs, teachings and followings.

This same mentality goes for field being. The ability to change, adapt, and conceptualize differences link these two together. Education for us then becomes a performative philosophy. The field being scheme of education stresses individual acts creatively interwoven into a social fabric. Making connections and creating relationships throughout their professional and personal endeavors makes or breaks an individual.

Change is a good thing, without a change in ones environment; a stagnant aura is seen and felt. The differences and changes help to create and recreate history, education, objectives and much more. Over time, change maybe hard to conceptualize, in the end it is the only way to keep moving forward. Progress, sharing of new ideas, and thoughts become essential pieces to the world that we live in today.

Change can also be a bad thing. The possibility and outcomes are endless. There is much to consider when dealing with the concept of change. Change is a never-ending battle over whether one should or should not. These things can affect our lives, the lives of others, and the things around us. It is not up to us to determine change or what is good or bad. Regardless of what we do, change happens, affects us each differently, and yet we seem to adapt one way or another.

Health and sickness. Wealth and poverty. Relaxed and Stressed. Happiness and sadness. Life and Death. These are the ways in which we conduct our everyday lives. The results are how we approach the changes to our lives. Whether or not we accept the changes and how we handle them become our existence.

Authored by Katie Clymo

Special Education Teacher; Tutor for Falls View Academy

Technology in Education and the Digital Divide

How often do you or your immediate family use technology? The answer is most likely very simply, frequently. This is an age where information and technology engulf our lives. To be technologically illiterate is to be unconnected from the world. Teachers and school administrators have learned that students need to gain a set of technological skills to attain a bright and successful future. As stated in our previous blog, technology in education presents tremendous opportunities for students to grow and learn. However, many people still say that the digital divide still exists. For those unfamiliar with the phrase “digital divide,” it is a concept that explores the idea that not all people, especially students, have equal access to technology. Research conducted in the early 2000s alluded to “higher-needs schools typically having [have] less access to technology than their lower needs counterparts” in the United States (Chapman).

In their review entitled “The Myth about the Digital Divide,” Brian Hawkins and Diana Oblinger explore whether or not the “digital divide” actually exists. Nearly every elementary, middle, and high school across the USA has access to technology. Now more so than ever students are exposed to these opportunities at such a young age. For instance, “the median for computer ownership by students at all campuses participating in the 2004 EDUCAUSE Core Data Survey was 80%. Although computer ownership is not 100%, progress has been made on closing the digital divide. Student computer ownership grew from 51% in 2002 to 67% in 2004” (Brian L Hawkins). Nevertheless, both Hawkins and Oblinger mention that “although conversations about the digital divide are now relatively uncommon, it would be incorrect to assume that all students own a computer or have an Internet connection.”

Significant progress has been made to narrow the digital divide gap since technology has begun to play a vital role in everyday operations. Within the coming years, schools and districts will need to teach student not only how to use the technology, but what an important tool it can be. “One of the first studies to compare the performance of students with online access to those without such access [conducted in 1996 by the Center Applied Special Technology] found a significant difference in developed skills in information management, communication, and presentation of ideas” (“Digital Divide”). Undeniably so, the use of technology allows students to gain a set of knowledgeable and priceless skills that can help them pursuit a successful future.

Sources:

Brian L Hawkins, and Diana G Oblinger. "The Myth about the Digital Divide. " EDUCAUSE Review 41.4 (2006): 12. ABI/INFORM Global, ProQuest. Web. 19 Jul. 2010.

Chapman, L., J. Masters, and J. Pedulla. "Do digital divisions still persist in schools? Access to technology and technical skills of teachers in high needs schools in the United States of America. " Journal of Education for Teaching 36.2 (2010): 239. Platinum Periodicals, ProQuest. Web. 19 Jul. 2010.

"Digital divide. " The Statesman 30 Jan. 2009,Platinum Periodicals, ProQuest. Web. 20 Jul. 2010.

Paul F. Cleary, Glenn Pierce, and Eileen M. Trauth. "Closing the digital divide: understanding racial, ethnic, social class, gender and geographic disparities in Internet use among school age children in the United States. " Universal Access in the Information Society 4.4 (2006): 354. Research Library, ProQuest. Web. 19 Jul. 2010.