Abstract:
After numerous hours of observation and consultation with teachers at Wappingers Central School District (WCSD) and Beacon City School District (BCSD), I have concluded that although Students may be extrinsically motivated, motivate by reward, they lack intrinsic motivation, motivation because of the enjoyment and connection the process provides. Students lack intrinsic motivation because they do not have a connection to content material. While extrinsic motivation may lead to academic achievement, the goal is intrinsic motivation, to value the process of learning, and to promote life long learners.
The following proposal originally set out to propose a methodical process to promote student motivation in the foreign language classroom. However upon further investigations, and based on the assessment of the data below, I have decided to narrow my proposal to address issues affecting language acquisition of the Spanish speaking Spanish language learners.


Data Based Assessment:
Wappingers Central School District is the ninth largest central school district in New York State, with an enrollment of over 11,000 students. WCSD allocates approximately $5,937 per pupil for instructional expenses and the student/teacher ratio is 15.1:1. (Homes)
Beacon is one of 57 small city schools in New York State, with a diverse population representing many cultures throughout the world. In 2001 Beacon opened a new state of the art high school and, in 2003, Beacon City School District and Dell created an alliance to help realize BCSD vision: Giving students access to the technology they need so they can develop 21st century skills (Dell). BCSD allocates approximately $6,783 per pupil for instructional expenses and the student/teacher ratio is 13.1:1 (Homes).
After reviewing the demographics, for Wappingers and Beacon City School Districts, It came to my attention that the Hispanic population in BCSD was 19.1% in contrast the Hispanic population of WCSD was 8.1%.

Yet, after comparing the New York State District Report Card, I found it peculiar that BCSD with a Hispanic population of nearly 20%, more then double WCSD, scored significantly lower on the Spanish Second Language Proficiency exam and the Spanish Regents exam.

Why is this occurring in a state of the art technology equipped school?

Additional Research:
Infants and young children are naturally inquisitive and driven to explore and interact with their environment. A child’s first experience with engagement and desire to learn begins in the home and is facilitated by parents and others. When students enter school, their main influences in regards to education and motivation are teachers, school personnel, school environment, and peers. However, as children grow older, motivation and enthusiasm for learning frequently seems to diminish. Although some students are self motivated others show little interest in their education in regards to learning and gaining proficiency. Learning often becomes associated as a nuisance rather then enjoyment. Many students are physically present in the classroom but lack engagement in content and context. By the time a child has reached adolescence poor motivation has become a main contributor to underachievement. The largest change in student motivation occurs during the transition from elementary school to middle school.
Language learning in heritage Spanish speakers can be affected in a variety of ways. The variety of Spanish dialects, the variety of ethnic cultural background associated with Hispanics and, Spanish courses taught by non-native speakers (CLC 2002). Another contributing factor concerning language learning is the minimal degree of representation, relative to the size of the community, and the number of Latinos associated in political office as well as in the educational bureaucracy.
These areas must be taken into account and the impact of these can be reduced by schools. Schools can make changes in the learning environments to increase student engagement and motivation. Authentic and engaged learning is a result of interest and motivation and are directly associated with high academic achievement. Motivational problems occur in the context of the American culture, the school and peer culture, and the urban, rural or suburban culture. Social and economic conditions, especially segregation in poor neighborhoods with low-achieving schools, contribute to the low educational attainments of Latinos. But, ethnic differences in academic achievement are not simply due to socio-economic inequities, as outlined in the project rationale.
Project Outline:
I Ground work for proposal:
Ø Recommendation: Spanish for Native Speakers
· Contact the appropriate curriculum developers and administrators at BCSD to address the issue concerning the change in school and district curriculum to include a Spanish Heritage class.
· Recommend provisions for a new course of study previously not available at Beacon City School District. To be applied at the middle and high school levels. Spanish for Native Speakers (SNS) is a course in which the curriculum is strictly tailored to learning Spanish for native speakers, who many times possess varying levels of oral proficiency in the Spanish Language but little skills in reading and writing.
Ø Rationale for course proposal:
· Proficiency in non-English languages is a valuable national resource. The fastest growing heritage language in the United States is Spanish via immigrants and Americans of Hispanic decent. Learning Spanish for Spanish speakers differs from English as a second language (ESL) and bilingual education because ESL refers to the study of English by speakers of other languages and, for English language learners, bilingual education is to teach them the vocabulary and uses of the language so that they can learn in English.
· Spanish heritage courses should be taught separate from Spanish foreign language courses because of the linguistic and cultural needs of Hispanic Students
· The traditional foreign language classroom where students learn languages other then English is also unsuitable for the Spanish speaking student of Hispanic decent. A heritage language student is "a language student who is raised in a home where a non-English language is spoken, who speaks or at least understands the language, and who is to some degree bilingual in that language and in English" (Valdés, 2001, p. 38).
· An estimated 90% to 95% of all foreign language courses taught in the United States are designed for native speakers of English (Valdés 1995). The problems facing Hispanics in schools is foreign language teaching methods used for monolingual English speakers are not suitable for Hispanic students who already possess varying levels of Spanish oral communication skills.
· For more validation view the PowerPoint: The Alliance for the Advancement of Heritage Languages.
Ø Student Selection
· Student Characteristics
i Third or fourth generation U.S. born Hispanic students considered to be Receptive bilinguals. These students are predominately English speaking but understand almost all spoken Spanish. They have limited speaking skills in Spanish and do not read or write it.
ii First or second generation bilinguals who possess different degrees of proficiency in English and Spanish. These students have received their education in English and have developed few if any literacy skills in Spanish.
iii Recent immigrants to the United States who are Spanish dominate yet have varying levels of formal education in Spanish and English.
· Student Placement Assessment
i Prueba de ubicación para hispanohablantes:
· Authors: Ricardo Otheguy & Ofelia García
Classifies student as: Belonging in SFL or SNS, and in level of SNS. Contact: McDougal-Littell. Boston, MA

II Strategies and methods to be implemented throughout the year to support the new curriculum.

Goals 1: To bring about a feasible and positive educational change, by addresses communication skills and cultural understanding as dictated by New York State Learning Standards for Languages Other Then English (LOTE) as well as the five C’s of foreign language learning indicated by the national standards
Goals 2: To establish engaging learning environments designed to incorporate the local and international community.
Goals 3: Increase student motivation and facilitate the three forms of communication: Interpersonal, interpretive and presentational.

Ø The quality of the classroom climate
· Engagement Theory
i To be used as the model for the technology-based course and environment.
· Students must be engaged in their course work in order for effective learning to occur.
· An emphasis on collaborative efforts
· Project-based assignments,
· Non-academic focus.
· High expectations for all students
· Foster student autonomy and choice
· Promote cooperation and teamwork rather then individual competition
· Know your students
· Consistent classroom Management and discipline


Ø Teaching Methods
· Incorporate Information technologies
· Learn about and show respect for different cultures and dialects
i Cultural information should be presented in a nonjudgmental fashion, in a way that does not place value or judgment on distinctions between the students’ native culture and the culture explored in the classroom
· Teachers can create holistic teaching practices that incorporate all three domains; affects, cognitive and psychomotor.
· When designing activities, include writing activities, oral skills and the use of culturally and linguistically relevant materials.
· Base courses on topics that have cultural appeal to heritage Spanish speakers
· Promote self-selected project

Ø Motivational Methods
· ARCS model of motivational design applied in an instructionally relevant manner.
i Relevance
· Goal Orientation: present the objectives and useful purpose of the instruction and specific methods for successful achievement.
· Motive Matching: match objectives to student needs and motives.
· Familiarity: present content in ways that are understandable and that are related to the learners' experience and values.
ii Confidence
· Learning Requirements: inform students about learning and performance requirements and assessment criteria.
· Success Opportunities: provide challenging and meaningful opportunities for successful learning.
· Personal Responsibility: link learning success to students' personal effort and ability
iii Satisfaction
· Intrinsic Reinforcement: encourage and support intrinsic enjoyment of the learning experience.
· Extrinsic Rewards: provide positive reinforcement and motivational feedback.
· Equity: maintain consistent standards and consequences for success.
Keller (1987)
· Promote Behavior Indicators of Highly Motivated Students
i Attendance and discipline
ii Participation and completion of work
iii Task persistence and acceptance of errors
iv Quality of task involvement
v Independent learning
vi Interest and liking
Ø Open the doors to the greater community
· SNS classes will become a chapter member of Sociadad Hispánica de Amistad
· Promote interaction and facilitate oral and written activities that build students' academic and professional skills in Spanish.
i Ensure that students make correspondence with someone in a different Spanish speaking country via email.
ii Ensure that students correspond with a Hispanic community leader or other Hispanic professional in the community

III Assessment
Ø The quality of assessment and teacher feedback
· Clear goals and expectations
· Clear expectations about writing quality
· Multiple methods of assessment
· Provide feedback for improvement
· Opportunities to improve
Ø Assessment before instruction
· Students eligible for SNS and Instructor will fill out an evaluation form concerning previous learning/teaching experiences, feelings about course content, and levels of proficiency and issues of personal/student motivation.
· An analysis of the student’s prior levels of achievement in Spanish foreign Language and other disciplines will be used to cater course content.
Ø Formative
· Observational methods, assignments, and periodic student/teacher self evaluations will take place to student measure student engagement in the classroom and identify what methods students benefit most from.
· Student will create an electronic portfolio for learning and assessment that will encompass all completed and ongoing activities.
Ø Summative
· A summative assessment will occur at the conclusion of each semester.
· Instructor and student participants will revisit the evaluation form and fill it out accordingly.
· Evaluation forms and prior levels of cross disciplinary achievement will be measures according to individual progress, as well as progress of the class as a whole.
Ø National and State Assessments
· Students will participate in all mandated assessments, Spanish Competency Exam, Spanish Regents Exam, And AP placement if pertinent.
· Assessments will be administered according to IEP if applicable.

IV Budget Cost
Ø Personnel
· An existing Spanish language teacher, one with experience in teaching native speakers and possess a high level of oral fluency will be assigned to the course.
· Administrative staff and additional school personal will be utilized in facilitating connections to the community.
· Chapter Fee: Sociadad Hispánica de Amistad $25.00 charter fee and $5.00/participating student member
i Application Form

Ø Professional Development
· Upcoming Conferences
i American Association of Teachers of Spanish and Portuguese
ii Heritage Languages in America
iii Sociadad Honoraria Hispáica
· Resources and Readings
i Alliance for the Advancement of Heritage Languages
ii Center for Applied Linguistics
iii Spanish Textbooks
iv ACTFL
v UIC
Ø Teaching Resources
· Information Technology
i The existing resources, the network between BCSD and Dell, will be incorporated into the course content.
ii Technology specialist and library staff will help to bridge information technology skills on a need be basis.
· Books
i Español escrito: Curso para hispanohablantes bilingües, 5th Edition. ISBN-10: 0130455679: $76.00/ Book
This program takes reasonably fluent native speakers of Spanish and turns them into competent native readers and writers of Spanish. Using a flexible format that enables selection of material that best corresponds to the needs of their particular class. Features 20 chapters, ranging from elementary to advanced, which offer something for students of all levels.
ii Nuevos Mundos:
This reader and its accompanying workbook are designed primarily for the Hispanic bilingual student whose home language is Spanish but whose dominant language is English. The program provides students with the opportunity to develop communicative and academic skills in Spanish, as well as knowledge about Hispanic cultures. Throughout, the text provides ample opportunities to read high-interest thematic selections prepare for and present formal class presentations in Spanish, and practice writing in a variety of modes and styles (www.amazon.com). $48.95/Book
· Spanish Magazine
i Juntos Magazines
Each magazine focuses on six Spanish-speaking locations. The many articles, games, surveys, and polls get students reading, writing, and talking. $15.47/Set of 6 magazines
· EBooks
i Houghton Mifflin
ii Holt, Rinehart and Winston
Interactive EBooks with activities, quizzes, readings, and links to internet resources.
Price available upon request.


Conclusion:
Cultural differences, or minority status, shape behaviors and perceptions. Hispanic students differ in demography and history and therefore face different issues in schools which historically have not been geared towards teaching to a diverse multicultural student population.
Hispanic families often view employment as the primary measure of socio-economic advancement however, Latino families need recognize that earning a college degree is much more valuable towards increasing a student’s lifetime earning scenario. Therefore, there must be a cultural shift in expectations.
Hispanic youth who have typically had low academic expectations need to see school involvement as legitimate by conceptualizing and affirming their ethnic and racial identities across varied curricular settings.
As an agent of change, in a changing society, it is essential to think outside the provincial box representative of our schooling environments. The responsibility of this framework lies duly on students as independent learners, and teachers as guides. Hispanic students usually possess oral fluency but lack reading and writing skills. Many Hispanic students do not have opportunities to develop their native language. If we want Hispanic students to develop their Spanish Language skills as educators we need to provide Hispanic students that opportunity. In providing this opportunity, we will also be providing them a sense of belonging, cultural identity, appreciation and pride for their family heritage and better opportunities in society.



References:

Dell assists N.Y. school district , Austin Business Journal, (2203). Retrieved January, 12, 2007 from http://www.apastyle.org/elecgeneral.html.

Hancock, Z. (2002). Heritage Spanish Speakers’ Language learning Strategies. Center for Applied Linguistics. Web site: http://www.cal.org/resources/digest/0206hancock.html.

Homes 101 http://www.homes101.net/

Kendall, J. S., Snyder, C., Schintgen, M., Wahlquist, A., & Marzano, R. J. (1999). Asking the Right Questions: A school change tool kit. A distillation of subject-matter content for the subject areas of language arts, mathematics, and science. Aurora, CO: Mid-continent Research for Education and Learning.
Lumsden, L. S., (1994) Student Motivation to Learn. (ERIC Document Reproduction Service No. ED370200).
Meece, J. (1997) Improving Student Motivation: A guide for Teachers and School Improvement Teams. (ERIC Document Reproduction Service No. ED 410197).
The Children’s Motivation Place http://academic.reed.edu/motivation/current_studies/peers.html.
Valdés, G. (1991). Minority and Majority Members in Foreign Language Departments: Toward the Examination of Established Attitudes and Values” ADFL Bulletin. Web Site: http://www.adfl.org/adfl/bulletin/v22n2/222010.htm.

Valdés, G. (1995). The teaching of minority languages as academic subjects: Pedagogical and theoretical challenges. The modern Language journal, 79, 300-327.

Valdés, G. (2001). Heritage language students: Profiles and possibilities. In J.K. Peyton,
D. Ranard, & S. McGinnis (Eds.), Heritage languages in America: Preserving a national resource (pp. 37-77). McHenry, IL and Washington, DC: Delta Systems and Center for Applied Linguistics.

Williams, P. (1995) Computer-Based Technology Impact on Student Achievement
Retrieved January 110, 2007 from http://www.devanyland.com/mandmar.html.
Brewster, C. and Fager, J. Increasing Student Engagement and Motivation: From Time-on-Task to Homework. Retrieved on January 13, 2007 from http://www.nwrel.org/request/oct00/textonly.html .

Week Three Topics
Change Management
Schools choice and challenges
Effective teaching Methods

Reactions to reading material

When thinking and writing my educational change proposal, I had the most difficulty with the process section. However the reading, Asking the right questions: A School Change tool kit proved to be an incredible resource that helped clarify writing my process. This resource was a wealth of information for everything you need to know, for anyone who is interested in making positive change in the school at any level. Thinking about the three domains describe, allowed me to better organize my thought in terms of what needs to be carried out. In addition, on Wilson’s Curriculum Pages, there are six steps for devising a plan for change. They are simple and easy to follow and further facilitated the organization of my final project.

In addition, through the readings, a comprehensive list of the different schooling options began to emerge: Public schools, Private school, Charter schools, Magnet schools, Voucher schools and home school options just to mention a few. Each option comes with its own advantages and disadvantage. The information provided concerning Charter schools seemed to make charter schools appears to be a dismal option in comparison to the others. I personally like the thought of home schooling, even though that makes my job less of a demand. On occasion, I have met children that have been home schooled and they tend to be extraordinary individuals. Magnet schools appear to really grasp the student’s interests and engage students in the learning process. The downfall is that enrollment is limited. While trying to bridge the gap of education inequality some how it may contribute to inequality via limited enrollment.

Class Discussion and Activities
The last discussion of our short but sweet class incorporated all the issues that we have been discussing this month in terms of school, schooling, education and society. This discussion was facilitated by presenting our educational change proposal.

Adam’s proposal about schools with in a school sounded interesting yet complex. I was unaware that a few of the local school districts are incorporating this thought into their educational plans. I would like to know more about how it works and how the resources are allocated. Other then student-teacher proximity, I wonder what some of the other benefits would be. I think that there should be some rational to the division, maybe assign students to a particular school after assessing the student and evaluating their interest or learning styles.

Educating Parents was proposed by Jennifer. I believe that education always has a positive affect regardless. However, I believe that this would be a challenge and the ultimate goal should not just be educating the parents about the benefit of their child’s education but also, the benefits of further educating themselves. And contrary to some un-thought-out comments English second language learners, minorities and individuals that live in poverty care just as much, or just as little, about their child’s education as do non-minorities, middle and upper-class parents.

Carlye touched on curricular standards for extracurricular activities. It is hard to know where to draw the line with the contract. I feel as though it is a great idea yet, I don’t believe it should not be applied across the board. Some after school activities that may be considered extracurricular may actually be academic in nature. These activities scaffold a students learning and may bring about positive learning outcomes by fostering motivation. I agree that American youth is diverse with different learning styles, intelligences etc., and that sportsmanship is definitely a quality characteristic, yet I do not feel as though playing ball is academic or a right to our students. Sure your student may love to play ball and relate to it, then refer to it in math, but the reality is that sports are not academic. Our concern should be providing our students with the skills necessary to be productive and participate in a global community.

Applications of course content to future teaching
This past week and throughout the course I have learned as great many things that I plan to bring into my professional career. Just thinking about society and our schools as little societies makes me aware of the multitude of issues effecting our student on a daily bases. Some common issues are poverty, immigration drugs and alcohol, peer pressure and bullying. Multiply that by the fact that no two students are a like, each student learns in their own way via their own intelligence makes me realize that I have my work cut out for me.

I must incorporate, in a caring manner, kindness, understanding, commitment, conventional and non-conventional methods and practices to reach every student in every possible way. My goal is to make them intrinsically engaged, to guide them in their journey, while they acquire the skills they need to be creative and knowledge, life long learners, in life’s journey.

Concluding Statement
The idea, or goal, would be to change school and schooling as we know it. We need to make every school as engaging as the magnet school, with the resources of a private school, and the one on one attention that home schooling provides

Someplace Central School District
Intercity, New York
January 14, 2007

Chair of Multicultural Curriculum
123 School Drive
Intercity, NY 12345

RE: Curriculum Changes

Dear Parents, Teachers, Students and the Greater Community:
Hello, My Name is . I have been employed by the Somewhere Central School District for the past seven years as a social studies teacher in Somewhere Central High School. I have recently received the honor of appointment as Chair of Multicultural Curriculum. Intercity is a small community that has been rapidly changing in population and demographics, it has been bestowed upon me the responsibility of bringing the curriculum current and in accordance with the needs of our diverse student population.
As a product of a bi-racial union I understand the importance of a multicultural curriculum. Establishing a curriculum sensitive to the needs of students, one in which they can identify and see the relationship of their lives to education and schooling, will encourage students to become life long learners.

Curricular changes will not occur overnight. Changes will be in the form of a well collaborated plan carried out in a cooperative manner. All levels of schooling, from the federal level to the grassroots level of the classroom, will be active participants in bringing about the necessary changes. The changes must cohere to high academic goals and standards dictated by all levels. Curricular change is a process that includes parents, teachers, students and the greater community.

Our most immediate area of concern is the social studies curriculum for grades 9-12. Traditionally the curriculum division is as follows:

9th Grade
Global History & Geography Part 1
(Beginning of time -16th Century)

10th Grade
Global History & Geography Part 2
(Beginning of time -16th Century)

11th Grade
American History
(16th Century- Current Events)

12th Grade
Participation in government (PIG)
Economics

Global History & Geography part 1 and 2 touch on Latin America, Asia, Africa and India yet the concentration, is European history. Grade 11, American History does not encompass the idea of the three Americas (North, Central and South) but rather the focus is solely on United States History. In 12th Grade the PIG and Economics courses are designed to empower students to become active and successful participants in society. Yet, if the curriculum of the previous three years does not allow the student to relate their being to history and society, what interest will students have to participate in a society, that relates little to them.

They key concepts of the K-12 social studies program are: History, Geography, Economics, and Civics, Citizenship and Government. All school and life experiences, from birth to adulthood, influence a person’s perception. The information a student receives has a direct effect over what the student will be able to do. It is important that we present pertinent information to students so that they may participate in an articulate, informed and meaningful interpersonal manner.

Due to this, the following changes will occur in the New York State curriculum for Social Studies.

9th Grade
Ancient Times
3500 BC – 500 AD
Civilization in Mesopotamia,
Egypt, Oceania, Ancient India and China,
Greece and Rome

10th Grade
Middle Ages
500 AD – 1500 AD
Dark Ages in Europe, Rise if Islam
Maya civilization, Mongol Conquest, Renaissance

11th Grade
Modern Era
1500 AD - 1800 AD
Conquest of the Americas, Liberal revolutions, Industrialism, World war, Space Age

12th Grade
Economics
20th Century: Conflicts, Issues and Trends
Participation in government (PIG)
Government and Citizens role in society.

The above, changes in curriculum framework, reflects more accurately the natural progression of the history of the world and encompasses a more diverse approach to teaching to a multicultural audience.

I am always available and open to discourse regarding the matter of improving multicultural representation in curriculum. I welcome you to contact me regarding any questions or comments you may have. I look forward to working with you in the future. Thank you for your time and have a pleasant day.
Yours Truly,


Chair of Multicultural Curriculum

Technology:
Changing Teaching and Learning Philosophies
Week Two Topics:
Technology Integration
Technology Implementation
Technology as an Agent for Change

Reactions to reading material

Technology as a catalyst for change was the concurring them of the readings. Technology is not simply computers in a classroom but a complex facet that encompasses a vast array of issues, including:
Integrating computers and technologies into schools
Implementing technologies into learning and assessments
Professional development to enhance teacher keenness within the medium
The video presentation titled, Hula to high tech, was an incredible portrayal of a schools vision, and realization of embracing technology as an agent of change. The Honolulu elementary school implemented and integrated technology across differing levels and disciplines not only to develop technological skills but also to scaffold student learning. The school demonstrated the highest levels of LOTI integration. The result was overwhelming levels of student motivation. In addition, the technology was used to prepare students to be successful in a technology rich society by promoting technological skills, public speaking skills and problem solving skills, ultimately, facilitating the principles of life long learners.
The article using Technology to support education reform was quite insightful with its diagrams on school reform. Authentic, Challenging Tasks as the Core of Education Reform is one diagram that illustrates all the different angels that can be incorporated by such activities.
For example:
§ Student Exploration
§ Teacher as Facilitator
§ Performance-Based Assessment
§ Students Practice Advanced Skills
§ Collaborative Learning
§ Interactive Modes of Instruction
§ Encompass Multidisciplinary Curriculums
While, I agree that authentic tasks will help facilitate school reform we must not forget that reform occurs at three levels: The district, state and federal level, the school level, and the classroom level. Goals have to be clearly articulated and supported by the federal state and district levels as well as within the schools and classrooms. The culture of school and schooling as we know it must change.

Class Discussion and Activities
Through class discussion and group activities we took a closer look at educational philosophy and the impact of technology on schooling.
Philosophy:
Rational investigation of the truths and principles of being, knowledge, or conduct
System of principles for guidance in practical affairs
http://dictionary.reference.com/
All schools and teachers have a set of beliefs in regards to education and learning that affects their practices. A teacher’s information literacy and learning philosophy are factors which may enhance or impede an individual’s willingness to implement integrated technologies if accessible.
Issues such as accessibility and the digital divide are very real and effect individuals, classrooms, schools and districts. Statistics show that the majority of America’s poorest families still do not have internet access in their home and that the digital divide is actually increasing. Schools and community technology centers (CTC) are ways to help bridge the digital divide. Bridging the divide will help socio-economic factors and facilitate better learning opportunities for all.
The philosophies that we considered more closely were: Behavioral Theories, Constructivist theories, Theory of multiple intelligences, as well as Differentiated Instruction and Emotional Intelligence. The fact is that our schools are diverse environments, each student and teacher is an individual one educational theory or practice is not suitable for all the different types of students and teachers. Educational theory and practices need to represent a good mixture of different ideologies. These ideologies need to be flexible, able to change just as society changes, and be adaptable when needed. This is one reason why the idea of school choice is appealing to me. There are reasons which sway me from school choice as well. Having the ability to send your child to a school that is geared towards their interest is a wonderful idea in theory. In practice however, I feel as though issues of equality might arise. Regardless, I have come to terms, you can’t make everyone happy but you can try.


Applications of course content to future teaching
Technology can be the subject of instruction or the tool. In my own teaching I plan to utilize as many of the valuable resources available from online professional development resources to electronic student and teacher portfolios. The resources are available and it is imperative that I use them to empower my students with the skills necessary to compete in this increasingly technologically rich society. As a nation we need to make a commitment to education at all levels. Every child needs to have the opportunity to use technology and to use it to support their learning. All levels, from the federal level to the individual classroom, need to plan, coordinate and support education via authentic technology incorporation.
In regards to my levels of Information literacy, I feel well prepared to the challenge ahead. I have been privileged, through my studies, and when thinking about teaching, I can’t imagine it without the use of technology. It only makes sense, from effective classroom management to positive student motivation.

Concluding Statement: Technology is not simply software and hardware components. When integrating technology into the classroom the technology becomes a valuable resource, a means for production, a student motivator and allows for individualized instruction. The Hawaii school summed it up best when the interviewee stated that they believed in the theory of Independent learning, whereas learning is the responsibility of the student and the teacher’s role is to monitor and guide. The students are the doers and learners.
Learning philosophies needs to change to incorporate technology in to teaching. Once this is achieved, school culture will change and student motivation will intrinsically follow.

Technology Improvement Proposal

What: In comparison to the changes in society, educational environments have evolved relatively modestly since the early twentieth century, yet demographics of society, socially and culturally, have been constantly changing. One major contributing factor facilitating this change in society is continuous advancements in technology. Earlier inventions, such as radio and television, changed how the American family functioned in many aspects. With the onset of the personal commuter in the early eighties, technological advancements have been rampant. The majority of American cars, homes, businesses and even jails have the most current and up to date applications yet the majority of our schools have not kept current with such global advancements.
Why: I have come to one conclusion after evaluating foreign language classrooms with varying levels of acquisition: Special education, Inclusion, Spanish 1B, Spanish 2, and Spanish AP. Little to no technological resources were incorporated into the curriculum.
Integrating technology into the curriculum can facilitate student achievement while developing the skills and knowledge necessary to be active and productive citizens in society. Technology integration is not solely computers in the classroom but a complex process. Integration incorporates the principles of LOTI and includes quality training in regards to gaining proficiency and insight into the effectiveness of the medium. In addition professional development resources, in regards to technology hardware as well as curricular implementation, need to be available for all educators.
As educators, we need to focus on utilizing technology to engage students in activities that are beyond those possible in the traditional non-technology classroom. Schools must update their technological resources and accessibility in order to be able to compete with the captivating external forces that exist on the other side of the school walls.
It is not enough that we merely place technological resources in the classroom. The key to achieving constructive learning practices and positive learning outcomes is meaningful incorporation. Incorporating meaningful technology into the curriculum will engage students, scaffold their learning and provide authentic learning experiences.
How: Teachers can start empowering themselves by:
§ Utilizing the schools technology resources
§ Aligning curriculum to LOTI and ISTE/NETS
§ Evaluating different foreign language software
§ Accessing electronic support systems designed to facilitate teachers in the development of lesson plans, units, and curriculum such as the Digital Classroom
§ Learn how to create technology-based learning projects
Teachers can start empowering their students by:
§ Implementing technology based activities
§ Utilizing PowerPoint in the creation of instructional materials
§ Engaging students in inquiry based web quests
§ Allowing students to work collaboratively to create multimedia presentations
§ Creating an e-mail relationship with another student in the target language via the internet and Computer Pals across the World
§ Implementing electronic portfolios for learning and assessment
§ Creating Digital Stories in the target language

Technology can greatly enrich the communicatively-based approach prevalent in current foreign language practice. The emphasis of foreign language study is on communicative competence or the ability to utilize language in a meaningful and functional manner. In the foreign language classroom meaningful integration will enhance cross cultural understanding by integrating authentic cultural items accessed from the web or via other mediums. Computer supported collaborative learning (CSCL) is a beneficial way to incorporate technology for the improvement of teaching but more importantly it increases student motivation, productivity and progress.

What is the nature of schooling in our society?

"There was a proposition in a township there to discontinue public schools because they were too expensive. An old farmer spoke up and said if they stopped the schools they would not save anything, because every time a school was closed a jail had to be built. It's like feeding a dog on his own tail. He'll never get fat. I believe it is better to support schools than jails." - Mark Twain

Substantive question #1 Political

If we are one nation, educating our nation’s youth to participate in a global community, why is the bulk of funding education the responsibility of the states and not the federal government?

* Why is there a failure of the Federal Government to adequately invest in educational research and development?
* Why is more money allocated by the federal government to the following rather then education?
Incarceration
International assistance ( including economic development, child health and military financing)
Diplomatic activities
Operations of embassies
Contributions to international organizations

Facts about Funding



Substantive question # 2 Economical

Economics is a major factor in effective schooling, how do we make the best use of allocated funds to create efficient schools with successful results?

* With the increase in cost of natural resources why don’t we try to promote environmentally conservative green schools?

* How can soliciting bids for services benefit our schools when companies work for profit? If schools move toward solicitation, what would be the implications on our schools?
Information on Green Schools


Substantive question #3 Social

In the United States we pride ourselves on freedom and equality; does the US educational system truly incorporate these values in the administering of education and schooling?

* The growing popularity of School choice is a solution to help rescue students from failing schools. As Americans we believe in the right to control our own destiny, does administering vouchers for school choice even the playing field for equality in education? Or does it widen the gap between the haves and the have-nots?
* Issues of school reform have become more prevalent since the late twentieth century. Is it possible that a complete overhaul of the education system as we know it, to a more centralized system with technology-orientated reform will better prepare our students for the workforce of the future?

Information on School Reform

Society & Schooling:
Influences on Education and Reform

Week One Topics:

· Teachers as Change Agents
· Educational Theories, Innovations and School Change
· The Role of Professional Development in School Reform

Reactions to Reading Material
When thinking about learning and preparing our youth to be successful in life and their endeavors, we often refer to the terms education and schooling. Although sometimes thought to be interchangeable, they differ as well. Education is the process in which one acquires information and learns different functions and symbolic expressions to be successful in a specific community. Education is a continual life long process. Schooling is just one way to achieve this. Schooling is a formal environment in which teaching and learning occur. With time, the changing demographics of our society and international communities and developments in technology, schooling, the role of teachers and the modes of education are rapidly changing as well.
Although proper teacher preparation is critical, there are many other factors that influence education and schooling. These factors include and interplay of socio-cultural, economic and political issues in relation to schools and an individual’s education.
Some of the current issues in education and schooling are:

The School-Choice Debate

• Intrasectional (Public) Choice Plans
  Magnet Schools
  Controlled-Choice Options
  Charter Schools
  Contract Schools
• Intersectional Choice Plans
  Public Voucher Plans
  Private Voucher and Scholarship Plans
• Home schooling
• Virtual Schools
• Alternative Schools
  

School Reform
· Standards-Based Accountability
· Comprehensive School Reform
· Shared Decision-Making
· Market Strategies

The Varying Socio-economic Contexts of Schools and Districts
· Racial/Ethnic Diversity
· Changing Family Patterns
· Poverty/Homelessness
· Teen Pregnancy
· Availability of Drugs and Alcohol
· Factors That Inhibit Risky Student Behavior
· Demographic Planning


The nature of society has a profound affect on schooling and education. There exist vast differences in opinions in regards to schooling at all levels. Numerous reform policies, different learning theories, student individuality, social and economic contexts are all external factors that teachers have to take in to account. This coupled with personal theories can often lead teachers to feelings of frustration in regards to unsuccessful policies and practices.
Considering the readings, there are a variety of different thoughts and opinions about remedying failing schools, unsuccessful reforms and low student achievement. Which one will work? Schools need researched based methods and practices, district need economic equality in terms of resources and parents need to be assured that their child is receiving paramount educational opportunities.

Class Discussion and Activities
Class discussions lead us to further explore some of the key concepts in this class: Education vs. schooling, teaching, learning, curriculum content, change, innovation, reform and technology. Using the example provided, we described how schooling and education has changed over the years:

• From Industrial age to information age
• From Homogeneous culture to multicultural diversity
• From Socialization by family to socialization by peers and media
• From Individualism to community

In addition, our presentations allowed us to jigsaw pieces together and peer-teach the concepts of education in changing world: Socio-political, economical and cultural factors and their influences on schooling. Unfortunately time constraints allowed for only a touch, on each topic, which is unfortunate.
The economical issues presented by group 1, Medieval Times, left me with a desire to learn more about the cost cutting trends. I found particular interest in energy performance contracting, lotteries and the pros and cons of solicitation of bids for services. With economics as a fundamental issue in regards to schooling and reform, the chosen topics on efficiency and cost effectiveness were innovative and informative. I practice efficiency and cost effectiveness in my home and wish our government and schools would do the same. We all know that the intention of lotto was to help support the schools and education system. Which bring rise to some questions about the allocation of lottery funds. In addition, questions arise about soliciting bids for services. What are the pros and cons of this? Our government has done the same by allowing privatization of roadways and bridges to foreign and international interest. In doing this, the benefit and money, has been externalized. What is the likelihood that this can happen to our schools? People who solicit bids have profit in mind not education.
The Breakfast Club, group 2, introduced the many different implications that politics play on our educational system. The examples illustrated, 8 goals for the year 2000, support to the notion that educational reform is imperative to the global achievement of American Students. As an American society I think it is important that litigation and policies start to support a more centralized system for national academic achievement. Although more power over schools and districts has been allocated towards the discretion of the state, I am not sure that I agree with this paradigm shift.
The politics of litigation is not the only way that politics affects students, education and learning. Our country is fortunate not to have war on our land. In other unfortunate areas war and politics has a big influence on facilitating and deterring education. Also, American children of military families may also suffer individually by means of emotional stress and continual uprooting.

Applications to future teaching
The article, Teachers who learn, kids who achieve, gave light to the importance of effective professional development. In regards to my own education, I feel lucky to be entering the field at this stage in development. Change can be one of the hardest obstacles to overcome. Because I don’t have any current practices, I am not faced with the difficult task of changing my current practices. As a teacher candidate I am developing innovative skills and tools that are geared toward the ideals of the twenty-first century; educational reform and differentiated instruction. The Power Point Presentation, Helping Teachers Change to More Appropriate Practice, made me realize that educational practices must continuously change to our changing society and students. The steps that I an taking now, on the road to becoming a teacher, are properly preparing me for the challenges ahead, instilling me with values of diversity, and the capability to adapt and prepare my students for their future.
Education, society and change are constant and unavoidable. The most important thing for me as a teacher is to except this and work towards helping sustain and carry out substantial effective change.

Concluding Statement

Teacher preparation has changed greatly over the years. Teacher’s roles have changes from being instillers of moral value to facilitators of education. Just as the role of teachers has changed, so has teacher preparation. With the dwindling academic achievement of American students in comparison to international students, educators and the public agree that proper teacher preparation is crucial for meaningful and effective schooling. Not only is proper preparation important so is consistent professional development.
As a teacher candidate I have to be sure that teaching is a good fit for me and my lifestyle. There are many advantages and disadvantages of being a teacher, but for me the advantages far outweigh the disadvantages. It does not matter whether teaching has achieved true professional status or not. I have never been one to consider or live by status, class or social standing. In regards to myself, most important is success. Success is not a dollar amount but a level of personal achievement that can be measured via actions and the directions in which one travels, to arise at their ultimate means, maximum implementation of potential and emotional wellbeing.