In Society Today: The Education System Including Teac 317898

In Society Today The Education System Including Teachers And Student

In society today, the education system, including teachers and students, can benefit from the use of technology, such as podcasts. Many students in current times are excelling and well-versed with technology, and their education can become a part of these inventions and assist them with learning and assessment. Material and background information for academics on the podcast can be supported by current curriculum and lesson plans within each school. A podcast can allow teachers to provide their students with material and lessons, especially those who require extended or remedial academic support for further learning. Additionally, teachers can utilize podcasts to offer revised and relevant material that students can study at times that best fit their schedules, thereby enhancing classroom instruction in the future.

Students can also create their own style of podcasts to aid their learning and academic development while sharing these resources with peers within their school and across other schools, enabling download and exchange of experiences. Podcasts serve as a tool for students to compile questions for their teachers if they do not understand certain material or need further explanation. In some cases, teachers can develop individualized lesson plans using podcasts for students who require extra assistance in specific academic areas. This tailored instructional approach helps students develop necessary learning skills through engaging and accessible content.

Different learners process information in various ways; visual and auditory learners benefit significantly from auditory content such as podcasts. Audio recordings can enhance comprehension and retention for auditory learners by providing lessons that they can listen to repeatedly, facilitating better understanding of the material. Muppala and Kong (2007) emphasize the importance of podcasts' time-shifting ability, which allows learners to access educational content anytime and anywhere without constraints of location or schedule. This portability fosters a flexible learning environment where students can revisit lessons as needed to clarify doubts or reinforce understanding.

Podcasts also serve as a means to improve specific skills such as writing, research, problem-solving, time management, speaking, and vocabulary. Assessment remains a crucial component of education, influencing what and how students learn both individually and collectively (Boud). Effective assessment constructs coherence among curricular components, guiding instructional decisions and providing feedback on student progress. Sanmartà highlights the interconnectedness of teaching, learning, and assessment processes, asserting that valid assessments are critical to meaningful educational outcomes.

The increasing administrative and managerial reporting requirements within higher education underscore the importance of assessment data, which inform decisions regarding student progress and curriculum effectiveness (Gardiner, 2002). Educators use this data to tailor instruction, identify strengths and weaknesses, and develop strategies aligned with students’ needs. For students with disabilities, assessments must employ multiple tools and strategies to accurately measure abilities and inform individualized educational plans, as mandated by the Department of Education (Georgas et al., 2003).

Assessment methods that incorporate diverse strategies—such as testing, observation, and dialogue—are essential for accurately diagnosing disabilities and developing appropriate interventions. Reliability and validity of assessment tools, as emphasized by scholars like Budoff and Feuerstein, are vital to ensuring accurate measurement of students’ learning potential (Budoff, 1967, 1987; Feuerstein, 1977, 1981). Dynamic assessments, such as the Learning Potential Assessment Device (LPAD), have evolved to capture students’ ability to learn and improve through targeted training (Feuerstein et al., 1979).

In the United States, enrollment in higher education continues to grow, with statistics showing that 69.2% of high school graduates enrolled in colleges or universities in 2015, with over 20.5 million students attending college in 2016 (BLS, 2016). This trend highlights the importance of assessment in facilitating higher education access and success. Proper assessment practices influence college readiness and ongoing student achievement.

Cultural differences significantly impact the fairness and effectiveness of intelligence testing (Georgas et al., 2003). Cultural norms influence how individuals think, communicate, and perform on assessments, often resulting in score disparities among different cultural groups, such as African Americans, Hispanics, Native Americans, Caucasians, and Asians. The Standard Binet Intelligence Scale (SB5) is considered one of the most culturally fair measures, as it minimizes cultural bias and provides a more equitable assessment across diverse populations. Addressing cultural bias remains a critical challenge for psychologists and educators aiming for valid and reliable evaluations.

In conclusion, integrating technological tools like podcasts and refining assessment strategies are vital for advancing the contemporary education system. Podcasts offer flexible, accessible, and engaging methods for teaching and learning, accommodating diverse learner needs. Meanwhile, rigorous, culturally sensitive assessments ensure accurate measurement of student abilities, supporting equitable educational opportunities. These innovations collectively contribute to a more inclusive, effective, and adaptable educational landscape in society today.

Paper For Above instruction

References

• Boud, D. (2013). Assessment and Student Learning: Practice, Policy and Research. Routledge.
• Clark, D., & Walsh, S. (2004). iPod-learning. White paper. Brighton, UK: Epic Group.
• Georgas, J., Weiss, L. G., van de Vijer, F. J. R., & Saklofske, D. H. (2003). Culture and children's intelligence: Cross-cultural analysis of the WISC-III. Academic Press.
• Gardiner, L. (2002). Increasing Managerial Reporting Requirements in Higher Education. Journal of Higher Education Policy and Management, 24(3), 247–260.
• Budoff, M. (1967). Variations among deficits detected by standardized tests. Educational and Psychological Measurement, 27(2), 317–339.
• Feuerstein, R. (1977). Instrumental enrichment: An intervention program for cognitive modifiability. University of Pittsburgh.
• Feuerstein, R., Rand, Y., & Rinaldi, M. (1979). The Learning Potential Assessment Device (LPAD). University of Pittsburgh.
• BLS. (2016). College Enrollment and Workforce Data. U.S. Bureau of Labor Statistics. Retrieved from https://www.bls.gov
• McGhee, D. E. (2018). The Cultural Bias in IQ Testing: Myths and Realities. Psychology Today.
• Holt, T. J., Bossler, A. M., & Seigfried-Spellar, K. C. (2017). Cybercrime and Digital Forensics: An Introduction. Routledge.