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Essay Instructions: Using the report attached "Technology's Impact on Education Resources" select a section and formulate a plan for integrating technology into a classroom that would enhance student learning. The plan can include technology that is presently unavailable and people can only dream of. Incorporate creativity and ingenuity into the plan. Use any type of outside sources for inspiration just make sure to cite the references. Consider staff development and changes to school culture as well as the impact of the technology on student learning. Here is the attached report...


Technology's Impact on Education Practices


Investing in technology will impact administration, students and teachers, and the community.

How can the administration use technology?

Administrator?s new responsibilities must include supporting the efforts of their staff to adopt and adapt new technologies in order to achieve new levels of productivity and achievement.
In effect, managers must provide the vision of change that includes empowering teachers and learners in new ways and then must learn how to effectively manage these empowered teachers and learners.
Administration - much broader and more fluid group of players and functions to manage.
Administrative uses of technology allow teachers to spend less time on cumbersome paperwork and more time on educational content and working with students.
"In many ways, the schools of brick and tradition we have built or inherited are threatened. Our schools may yet incorporate the use of the Internet deep into their psyche and embrace global learning opportunities, or they may ignore the implications of an on-line environment, only to find that they, like the clergy in a post-Gutenberg press world, are no longer the primary brokers of learning and education."
How will students and teachers be impacted with the implementation of new technology?

There is less "teaching" when learning is happening online.
"?teaching in an on-line setting challenges teachers to shift paradigms and use a constructivist model of learning that creates roles for other mentors and experts."
Teacher from sage on the stage to guide on the side: mentor and coach.
Teachers collaborate more.
Apple Classrooms of Tomorrow

ACOT summary of impact on teachers:

"As ACOT teachers became comfortable with the technology, they reported they were enjoying their work more and feeling more successful with their students. Over time, they also reported that they interact differently with their students - more as guides or mentors and less like lecturers. In fact, their personal efforts to make technology an integral part of their classrooms caused them to rethink their most basic beliefs about education and opened them to the possibilities of redefining how they went about providing opportunities for students to learn. "
Shift that occurred in classrooms as the ACOT teachers extended their traditional views of teaching and learning - from instruction to knowledge construction:
Activity Traditional Instruction Teacher-centered and Didactic Extended Instruction (Knowledge Construction) Learner-centered and Interactive
Teacher role Fact teller and expert Collaborator and learner
Student Role Listener and learner Collaborator and sometimes expert
Learning emphasis Facts and replication Relationships and inquiry
Concept of knowledge Accumulation Transformation
Demonstration of success Quantity Quality
Assessment Norm-referenced and multiple guess Criterion-referenced and performance portfolios
Technology use Seat work Communication, collaboration, information access, and expression

Teachers and students become producers, not just users, of information.
Students take part in advanced placement courses, archaeology programs originating from the bottom of the sea, chemistry experiments, college courses and enrichment programs.
Teachers network with each other to share instructional practices.
Teachers and students access information more frequently and cost effectively
Students take more responsibility for their own learning, work at their own pace and correct many of their own errors.
In SRI Report (page 2) it was found that when the discrete skills approach is discarded and students are given tasks that are meaningful and challenging to them (e.g., describe your city through an exhibit for museum visitors), the result will be working on basic and advanced skills together (e.g., preparing displays will require attention to both high-level issues of content and design and the basic skills of writing mechanics). It will also usually involve doing multidisciplinary work (e.g., describing the city means assembling geographic and historical information as well as practicing composition skills). Such authentic tasks not only bread with the convention of holding off on work involving advanced skills until mastery of basic skills has been demonstrated but also transcend the traditional disciplinary boundaries that are used to break up the typical school day into short segments. The greater complexity of such tasks puts pressure on the convention of small blocks of time for individual activities. Serious intellectual activity requires more than 50 minutes of concentrated attention.

Technology offers the opportunity to change the roles that teachers and students have traditionally played. With technology dispensing information, teachers are free to coach and facilitate students learning. With technology monitoring learning, students can become active learners, working to effectively acquire new skills as they solve problems. If the goal of creating high-performance learning organizations is to be realized, the reinvention of American education has to incorporate these new tools."

Frank Paul Elementary School, Salinas, CA; The Open School, Los Angeles Unified School District

Effects of Technology on Teaching and Learning

Technology implementation often stimulates teachers to present more complex tasks and material.
Introduction of technology will tend to support teachers in becoming coaches rather than dispensers of knowledge.
Technology use increases teachers? sense of professionalism and achievement.
Technology can motivate students to attempt harder tasks and to take more care in crafting their work.
Impact in Schools Beau Fly Jones and others, "Designing Learning and Technology for Educational Reform" (OERI, 1994)

Greatly expanded information exchange capabilities
New understanding about learning and understanding
Curriculum organized as projects involving sustained and complex co-investigations.
Changes in student and teacher roles in the classroom.
Change in the conceptualization and practice of professional development.
Accelerated curriculum and school restructuring to promote learning.
What will the community get out of technology changes?

Parents and other community members will have access to classes, libraries, homework hotlines, school bulletin boards, community access channels and other resources to assist them in helping their children succeed in schools.
Parents and teachers can communicate through personal electronic mail boxes and voice mail.
Benefits to Educational Practices:

"New technologies provide the potential for drawing the policymakers themselves, information resources, and all other components of the system 'toward a politics of collaboration.'"

"Computers and telecommunication systems are driving changes in how we manage educational organizations, how we teach, and how our students learn."

"Technology: Equity is addressed by an increase in state and local funding, school-business partnerships, development of tech-based community learning centers."

"Technology-rich classrooms are most successful when advanced technologies are linked with advanced teaching strategies; such as cooperative learning, thinking skills, guided inquiry, and thematic teaching."





In this section:

Technology and Society Technology and Education Technology Uses in Education

In the Toolkit:

Toolkit Home Page Why Change? Why Technology?
Planning Policy Curriculum and Assessment
Community Involvement Facility Planning Funding
Prof'l and Ldrship Development

Essay Instructions: 1. understand the importance of feed-back processes, and appreciate the role of
simulation models in our thinking about sustainability

2. appreciate the importance of temporal and spatial scales when assessing
sustainability

3. be aware of the shortcomings in our understanding/acceptance of the processes
that lead to sustainability.

Relating to the above 3 criteria please write a short, university grade, essay on the topic as described below. My stance on the topic is that export should continue as food is needed to support the worlds growing population and also supports local economy and farming communities. I have started on the intro which I will upload . Please also look at the other uploaded resources as these might help, more papers are available on SCIRUS

Assignment Details

Australia is a major exporter of food into the global market. I would like you to assess the sustainability of this practice, and decide whether you if in political power would continue with such a practice or impose legislation that prevented such a practice.

Remember that this course is about sustainability, so discussion should focus on the understanding or lack of it of the foreseen and unforseen impacts [positive and/or negative] of this practice. If you argue to stop such a practice, then discuss how that will improve upon sustainability, and if you argue to continue such a practice discuss how to enhance the sustainability of food production. Your assignment should include references to at least three refereed publications, two reports/books and some www references. Failure to include these will result in loss of up to 10% of your potential mark.

In addition here is some points that may be useful-
- Manmade vs natural systems
- agroecosystems
- Monoculture vs Polyculture
- nutrient cycling systems and carbon balance
- 3 aspects of sustainability, ecological, economic and ethical/social and their indicators
- inputs and outputs
- interrelationships of systems
- soft and hard systems
- positive and negative feedback loops
- sustainability scales such as spatial and temporal scales
- components of agro-sustainability
* Production = total biomass (harvest production)
* Efficiency = ratio of conversion
* Stability = Fluctuations around a trend
* Resilience = time to bounce back and level of ecological restoration to natural system levels
- examples of other methods that may be more sustainable i.e silvopasturalism and agroforestry new technology and education and increased research and development
- compromise between systems is the key

Hopefully some of this helps, thankyou and please try to make it analytical as it is a final year university subject based on systematic sustainability!

Essay Instructions: Research Paper (Manuscript) Formatting Rules: general information that applies to all entries

References should appear in hanging indent form; first line at the left margin, each succeeding line indented.

All entries should be doubled spaced. Examples are given in single space to save space in this document.

In titles of books, articles, films, and broadcasts capitalize only the first word of the title, the first word after a colon or dash, and proper nouns.

In periodical titles capitalize all major words and all words of four letters or more.

Periodical titles should be in italic.
_____________________________________________________________

SAMPLE REFERENCES FOR PRINT MATERIAL, FILM, AND ORAL COMMUNICATION: Remember for all of these examples the first line is at the left margin and all succeeding lines are indented; titles that appear here in italic should be in italic; do not underline. (Examples in this section provided by Rudy Pugliese or from the APA Manual)

Magazine/Journal Article,Basic Form for articles, One Author example, Two Author examples:

Author, A.A.(Date of Publication). Title of article: Subtitle of article. Magazine/Journal Title, Volume number (issue number if each issue begins on page 1),pages.


Lacayo, R.(1991,April22).Global warming: A new warning. Time, 137(16),32.


Smith, M.L., & Finn, J. (1997, October ). The use of the World Wide Web by undergraduate social work education programs. Journal of Baccalaureate Social Work, 3(1), 71-84


Stacks, D.W., & Hickson, M. (1991). The communication investigator: Teaching research methods to undergraduates. Communication Quarterly, 39, 351-357


Book/Edited Book, Basic Form for book or single entity, Book with one author, Book with two editors:

Author/Editor. (Date of Publication). Title: Subtitle. (Edition). Place of Publication: Publisher.

Buss, A.H. (1980). Self-consciousness and social anxiety. San Francisco: W.H. Freeman

Chickering, A.W., & Smith, L.E. (Eds.) (1981) The modern American college: Responding to the new realities of diverse students and a changing society. San Francisco: Jossey-Bass.

Article with Two Authors in an Edited Book:

Good, T.L., & Brophy, J.E.(Eds.).(1986). School effects. In M.C. Wittrock (Ed.), Handbook of research on teaching (3rd)ed.,pp.570-602). New York Macmillan.


Doctoral Dissertation abstracted in Dissertation Abstracts International:


Byerly, J. (1982). An investigation of factors that condition student enrollment in broadcast courses at Coastline community College ( Doctoral dissertation, Pepperdine University, 1981). Dissertation Abstracts International, 43, 58A

Article in Proceedings of Meetings or Symposia:

Brock, D (1981). New public broadcasting programs and services. In J.Brown (Ed.), Technology and Education, January 26-28, (pp.30-59). Lincoln: University of Nebraska Press.


IN-TEXT CITATIONS:(Examples in this section provided by Rudy Pugliese, Linda Coppola or from the APA Manual)
If You are citing a work by a single author, use the surname (do not include suffizes such as JR.) and the year of publication separated by a comma in parentheses:


In a recent study of reaction time (Rogers, 1994)


If have just stated the author’s name in the text, put the year of publication only in parentheses:

Peplau (1985) defines loneliness as a difference between desired and achieved goal relationships.

If you ar eciting to work with two authors, always cite both names every time the reference occurs in text:

Loneliness is inversely related to communication competence (Reinking & Bell, 1991).

If there are fewer than six authors, cite all of them the first time and subsequently use the first Author’s name followed by the “et al.” and the year:


The misbehaviors of teachers have been investigated (Kearney, Plas, Hays, & Ivey, 1991).

Misbehaviors were found to reduce to three factors” incompetence, offensiveness, and indolence (Kearney et al., 1991).

If a work has six or more authors, cite only the first authors’s last name followed by “el al.” and the year:


Communication apprehension has many correlates (McCroskey et al., 1981).


If You are including a quotation or referring to a specific part of the source, list the page number(s) after the year:


“ A lack of career success may lower men’s value in the market place of relationships” (Reinking & Bell, 1991, p 368).


If the source is electronic and does not have page numbers, use paragraph , if available:


As Myers (2000, para. 5) aptly phrases it, “positive emotions are both an end – better to live fulfilled. With joy [and other positive emotions] – and a means to a more caring and healthy society.”

If you are citing an entire website and not a specific part of the site, reference the website in the text (no need to include in the bibliography):


Douglas (http://douglass.speech.nwu.edu/) is a well organized site looking for locating American speeches.

Personal Communications , Oral Interviews, Memos, Letters, coversations, e-mail communication. etc.


Unpublished communications should not be listed with references . because the text is not available for others to examine. They are referenced in the paper only. Include the name, type of communication, and date. Example of parenththical citation in text:

R. Rugliese ( personal communication, March 23, 1990) also verified this .