Cm220 Unit 7 Discussion Sample Kaplan 2015

Cm220 Unit 7 Discussion Sample Kaplan 2015cm220 Sample Discussion Po

Identify the core assignment prompt: compare the impact of educational technology, specifically tablets, on high school students’ learning outcomes, examining both the potential benefits and challenges, supported by research and real-world examples. Discuss the effectiveness of technology in education, considering previous studies, district implementations, and debates on the investment in such tools.

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The integration of technology into high school education has been a topic of significant debate, especially concerning the deployment of tablets to enhance student learning and engagement. Proponents argue that devices like tablets foster personalized learning experiences, increase accessibility to educational resources, and prepare students for a digitally-driven future. Critics, however, question whether the investment produces tangible improvements in academic outcomes and whether challenges such as implementation failures and lack of proper training undermine potential benefits.

Empirical evidence suggests that when effectively implemented, educational technology can positively influence student achievement. For instance, the Byron Independent School District in Minnesota transitioned from traditional textbooks to a computer-based curriculum that employed Moodle, an open-source learning platform. This shift facilitated the adoption of flipped classroom strategies, where students accessed instructional videos and resources outside of classroom hours, allowing for more interactive and personalized in-class activities. Fulton (2013) reported that, after approximately two and a half years, students engaged in flipped classrooms demonstrated higher scores on chapter tests compared to their peers in traditional settings. This case exemplifies how technology can be harnessed to improve learning outcomes when properly integrated into teaching practices.

Nevertheless, the adoption of tablets and digital platforms amidst widespread enthusiasm has faced notable obstacles. Catalano (2013) highlighted that many districtwide initiatives to provide students with tablets encountered issues related to hardware failures, lack of adequate training, and ineffective pedagogical strategies. These challenges often stem from superficial implementation rather than the inherent potential of the devices themselves. For example, the case of districts that merely distributed tablets without accompanying teacher training or curricular integration resulted in minimal or no gains in student achievement (Reich, 2012). Thus, success depends on strategic planning, ongoing support, and aligning technology use with pedagogical best practices.

The question of whether educational technology truly improves learning outcomes remains complex. On one hand, Khan (2011) advocates for the transformative potential of video-based instruction and flipped classrooms to allow students to learn at their own pace and revisit difficult concepts multiple times. Such approaches can be particularly beneficial for diverse learners who require personalized support. On the other hand, critics like Reich (2012) emphasize that technology alone is not a panacea; its effectiveness is contingent upon thoughtful implementation and teacher expertise. Without proper integration, technology can serve as a distraction or a superficial fix, rather than a catalyst for meaningful learning.

Research efforts continue to explore the conditions under which technology can be most effective in education. Studies indicate that when teachers receive comprehensive training in the use of tablets and digital tools, student engagement and achievement tend to improve. For example, Kidd and Chen (2011) discuss strategies for ubiquitous learning, emphasizing that technology must be embedded within a pedagogically sound framework to produce measurable benefits. Furthermore, district-level policies that support infrastructure, ongoing professional development, and curriculum alignment are critical for realizing the full potential of educational technology.

In conclusion, while the use of tablets and digital platforms in high schools offers promising avenues for enhancing student learning, success depends heavily on strategic implementation. Districts that invest in infrastructure, teacher training, and curriculum integration tend to see positive results. Conversely, initiatives lacking these foundational elements are prone to failure or minimal impact. Future research should continue to identify best practices for integrating technology in ways that genuinely improve educational outcomes, ensuring that investments translate into meaningful student learning gains.

References

• Catalano, F. (2013, October 9). Tech happens: When tablets and schools don’t mix. Retrieved from [URL]
• Fulton, K. (2013). Byron’s flipped classrooms. Education Digest, 79(1), 22–26.
• Khan, S. (2011, March). Let’s use video to reinvent education [Video file]. TED Talks. Retrieved from [URL]
• Reich, J. (2012, July 5). Technology is not a silver bullet [Blog post]. Education Week. Retrieved from [URL]
• Kidd, T. T., & Chen, I. (Eds.). (2011). Ubiquitous learning: Strategies for pedagogy, course design, and technology. Retrieved from [URL]
• Kaplan University Writing Center. (n.d.). How to write a strong paragraph. Retrieved from [URL]
• Additional scholarly sources discussing the impact of educational technology on student achievement, pedagogy, and district implementation strategies.