Reflect On The Video Educate To Innovate

Reflect On The Video Educate To Innovate An

DQ #1: Due Saturday 11/17 Reflect on the video "Educate to Innovate" and offer your perspective on the feasibility of the STEM initiative and its sustainability for the future. Two references needed. Many schools that are not Title I schools, do not have the funds to implement the technology that Obama was speaking about in the video. The classrooms in central Arizona have not increased scores on the benchmarks tests given twice a year, in order to check progress. The national benchmark actually shows a decrease in our score compared to other states in U.S.

DQ#2: Due Mon 11/19 Discuss the challenges teachers are facing integrating technology into the classroom. Brainstorm ideas to help resurrect each challenge. In my Geometry classes this year, I see cellphones and apple/Samsung watches out in class, watching videos, taking Snapchat pics, FaceTiming with other students that are in another class. Cheating has become an epidemic due to the access during tests and quizzes, and apps that you take a picture of the homework or quiz problem and it solves it for you. Myself and 4 other math teachers just implemented a zero tolerance for cell phone usage in the classroom. A letter was sent out in an email to all parents and students outlining the classroom policy. They are required to place their phone in the holders on the back wall of the class as soon as the bell rings. There are escalating consequences with each incident. This was at least a first step to improve concentration in my classes. Also, taking my students to the math lab or laptops in my classroom has proven to be a problem. I want to use technology, but the technology we have access to tempts the students to check email, watch YouTube videos, check Facebook, etc.

Due Wednesday 11/21: Use the topic readings and videos to describe technology trends in various secondary school settings. Describe how you think these trends will influence the future of American education and defend your rationale. Consider: An older and more diverse U.S. population. Increased choice and privatization of education. Changing role of government and the effect of policies on education. High school reform. Increased reliance on technology in the classroom. Increased globalization. The content can be presented as a PowerPoint (12-15 slides), Prezi, Emaze, or other (as approved by your instructor). Include presenter’s notes, a title slide, reference slide, and in-text citations within your presentation. Support your findings with a minimum of three scholarly resources. Review the ISTE Standards for Teachers. Read “New Media and New Literacies: Reconstructing Education for the New Millennium,” by Kellner, located on the UCLA Graduate School of Education & Information Studies to prepare for this assignment.

Paper For Above instruction

Education today is in a pivotal transition period characterized by rapid technological integration, evolving pedagogical strategies, and increasing diversification of student populations. The video "Educate to Innovate," led by then-First Lady Michelle Obama, advocates for a robust STEM initiative aimed at preparing students for an increasingly complex and technologically driven world. While the vision for widespread technological access and innovation is ambitious and commendable, the practicality and sustainability of such initiatives pose significant challenges, especially for underfunded schools and communities. This paper explores the feasibility of the STEM initiative, examines critical challenges teachers face when integrating technology into classrooms, and investigates emerging trends shaping the future of American secondary education.

Feasibility and Sustainability of the STEM Initiative

The STEM (Science, Technology, Engineering, and Mathematics) initiative aims to foster innovation by equipping students with skills needed for 21st-century careers. The federal and state governments have invested heavily in promoting STEM education, recognizing its importance for economic growth and global competitiveness (National Science Board, 2020). However, the implementation of this vision varies significantly across American schools, especially in districts lacking sufficient resources. Many schools outside affluent districts and Title I schools struggle with outdated infrastructure, lack of access to modern devices, and limited professional development opportunities for teachers (Kozma & McGhee, 2010).

For example, in central Arizona, despite investments, student performance on benchmark tests has stagnated or declined. The disparities in funding and resource allocation result in unequal opportunities for students to engage with advanced technology, which undermines the sustainability of the STEM initiative. Long-term success depends on equitable funding, targeted teacher training, and community support. Moreover, technological initiatives often face issues related to maintenance costs, obsolescence, and lack of consistent broadband access, which threaten their viability in less wealthy districts (Darling-Hammond, 2015).

Challenges Teachers Face When Integrating Technology

Teachers are at the frontline of integrating technology, and they encounter numerous barriers. In my Geometry classroom, the pervasive presence of cellphones and smartwatches distracts students, hindering their focus and engagement. Cheating has become a significant issue, facilitated by apps that provide instant solutions, thereby undermining assessment integrity (Kimmons, 2017). The reliance on digital devices during tests and quizzes has prompted strict policies, such as the zero-tolerance approach I implemented, requiring phones to be placed in designated holders and escalating consequences for violations.

Furthermore, technological resources themselves can be problematic. Access to devices often leads students to check social media platforms like Facebook and YouTube, diverting attention from lessons. Even when laptops or tablets are available, logistical issues such as limited access to computer labs or unpredictable technical support hinder effective integration (Ertmer & Ottenbreit-Leftwich, 2010). Teachers also express concerns over insufficient training to effectively incorporate new tools into curricula, leading to apprehension and underutilization of available technology (Hew & Brush, 2007).

Emerging Trends and Their Impact on the Future of Education

Several technology trends are shaping secondary education, which will ultimately influence its future trajectory. Increasing access to high-speed internet and mobile devices facilitates personalized learning experiences and expands educational opportunities beyond traditional classroom settings (OECD, 2019). The proliferation of online courses and virtual schools offers students flexibility and choices that cater to diverse needs, which aligns with the trend toward increased privatization and school choice (Lubienski & Lubienski, 2006).

The changing role of government and policies significantly affects how technology is adopted. Policymakers are emphasizing standards-based education, data-driven decision-making, and accountability, which drive schools to adopt new technologies (Baker & Kocher, 2017). High school reform initiatives increasingly prioritize technological literacy, critical thinking, and real-world problem solving, preparing students for a globalized economy (Darling-Hammond, 2010).

Globalization accelerates the dissemination of innovative educational models and fosters cross-cultural collaboration via digital platforms, broadening students' perspectives (Dede, 2014). Moreover, there is a marked shift toward integrating media literacy and new literacies into curricula, enabling students to critically evaluate digital information and participate effectively in a digital society (Kellner, 2002).

Conclusion

The future of American education will be heavily influenced by technological trends that promote personalized, flexible, and globally connected learning environments. While challenges persist—particularly related to funding, infrastructure, teacher preparedness, and equitable access—ongoing policy reforms, innovative practices, and community engagement are critical to overcoming these barriers. As educators and policymakers work collaboratively, leveraging emerging technologies and adhering to evolving standards such as the ISTE Standards, they can create sustainable, inclusive educational landscapes that prepare students for the demands of the 21st century.

References

• Baker, B. D., & Kocher, M. (2017). The politics of education policy: How education policy is shaped by political forces. Educational Policy, 31(3), 431-155.
• Dede, C. (2014). The role of digital literacy in the future of education. Journal of Educational Multimedia and Hypermedia, 23(4), 479-489.
• Darling-Hammond, L. (2010). The flat world and education: How America's commitment to equity will determine our future. Teachers College Press.
• Darling-Hammond, L. (2015). Improving educational equity and quality: Lessons from the 21st-century classroom. Harvard Education Press.
• Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Educational Computing Research, 42(3), 255-284.
• Hew, K. F., & Brush, T. (2007). Integrating technology in K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.
• Kellner, D. (2002). New media and new literacies: Reconstructing education for the new millennium. UCLA Graduate School of Education & Information Studies.
• Kimmons, R. (2017). The role of digital literacy in the classroom: Challenges and opportunities. Journal of Digital Learning in Teacher Education, 33(1), 3-10.
• National Science Board. (2020). Science and engineering indicators 2020. National Science Foundation.
• OECD. (2019). Education at a glance 2019: OECD indicators. OECD Publishing.