Running Head: INTEGRATING SCHOLARSHIP
As educators in technology, the most significant issue we are facing is that our students
are not appropriately educated on how social media affects and can ruin students lives through
negative posting and circumstances at hand.
This issue goes hand-in-hand with educational technology. Teaching students what is
proper to post on Internet sites is an essential skill that must be learned at a young age. Seventh
graders are the biggest victims and corporate of publishing negative information about their
classmates and other students. Over the last two years, I had an opportunity to teach students
what was appropriate to post on social media sites.
A significant problem we face as educators in technology is that constant change is
inevitable in our society of technology. Therefore, the skills that we need to continue to teach
students can fail to effectively position them to maximize the benefits of technology as we are
also reluctant to adopt new technologies based on ethical concerns. This issue relates to
educational technology since teaching students the most recent skills will enhance their learning
experience. Majority of the students have a smartphone and have access to the internet and yet
spend most of their time in social media without utilizing unique values of such gadgets. I have
come across unique discoveries such as learning assistants, yet I don't see such new interventions
being included in the curriculum or emphasized in class.
As identified in the week one assignment, the most significant problem is that
technology keeps on evolving day in day out and educators are reluctant to adopt some of this
new technology because of some ethical concerns and other issues (Bulman & Fairlie, 2016).
Teaching students their new skills in new technology will enhance their learning capabilities and
will make learning more fun.
Most of the students own smartphones and they know how to operate them; they as
well spend a lot of their time online mostly watching or reading materials that are not adding
value to them (Collins & Halverson, 2018). These smartphones should be utilized well through
the help of a tutor who should teach the students unique and exciting ways they can use their
gadgets to acquire useful information. This paper seeks to explain the background of this
problem and clearly explain that the problem surely exists.
The background problem analysis
The background of this problem is that teachers lack professional development. In order
to keep up with the modern advancement of the new technology, teachers need to be
professionally trained on how to efficiently make use of the new technology (Collins &
Halverson, 2018). This training is not done; thus, the teachers relying on their understanding,
and others are not technologically oriented.
Another background problem might be, not every teacher and student is exposed to
new technology at home. Internet access and is not sufficient for everyone (Henriksen & Fisser,
2016). This makes it difficult for teachers to use technology to enhance education because
students come from different backgrounds. Those who come from a family of the low social
economy might have difficulties getting internet connections and even gadgets.
Regardless of how much we as educators, we want digital education to be enhanced in
schools, we need to put into consideration the matter of affordability and income. In as much we
are assuming that every student has access to a smartphone, as well we are ruling out the fact that
we all come from different background and we cannot have equal privileges (Collins &
Halverson, 2018). Those from a higher social, economic background will have good access to
the internet compared to the one from a lower social, economic background.
The ethical issue is another factor that comes in when it comes to digital learning. Teachers
are reluctant to venture into teaching the students on new skills in technology not only because of
the gradually evolving of technology but also of the disruption, disturbances and disciplinary
cases it might bring up in schools. In the current generation, students are labeled as Cyber
wanderers or digital rebels.
The teachers are concerned with the fact that if the digital training is carried out the class
sessions will be challenging to handle and so far so right there are means that have been invented
to regulate a digital class (Henriksen & Fisser, 2016). With technology being much cheaper
nowadays, there is a new trend that has come up in education it is commonly known as bring
your device which is initiated as BYOD. This is technology education that is disrupting class,
and that is why the teachers are reluctant in teaching technology due to such ethical issues.
In conclusion, therefore, there are so many background problems that inhibit technology
education in schools today. Some of these problems are inevitable and need much attention
before technology education can be incorporated into the curriculum (Bulman & Fairlie, 2016).
Some trends and understanding will need to be put into consideration incorporation with issues
on equity. As noted in the above discussion, all these factors need to be looked into and
considered before embarking into digital learning and before incorporating technology education
in the curriculum.
Bulman, G., & Fairlie, R. W. (2016). Technology and education: Computers, software, and the
Internet. In Handbook of the Economics of Education (Vol. 5, pp. 239-280). Elsevier.
Collins, A., & Halverson, R. (2018). Rethinking education in the age of technology: The digital
Revolution and schooling in America. Teachers College Press.
Henriksen, D., Mishra, P., & Fisser, P. (2016). Infusing Creativity and Technology in 21st
Century Education: A Systemic View for Change. Journal of Educational Technology
& Society, 19(3).
Below is an analytical framework that can be used to identify clearly the background problem in
the sector of technology in education and maybe come up with appropriate solutions to these
Bring your own device
and disruptions in class
thus making learning
Putting in place
sessions difficult to
facilities for learning.
Students and teachers
Acquire ways to bring
are from a different
equality in digital
education by making it
accessible to everyone.
limiting some of them
access to the internet.
The difference in
matters of interest
Some students and
Making the technology
teachers might not be
in education to be
oriented thus reducing
their interest in digital
Paragraphing with the MEAL Plan
Every paragraph should have one main idea. If you find that your paragraphs have more than one
main idea, separate your paragraphs so that each has only one main point. The idea behind a
paragraph is to introduce an idea and expand upon it. If you veer off into a new topic, begin a new
E - Evidence or Examples
Your main idea needs support, either in the form of evidence that buttresses your argument or
examples that explain your idea. If you don’t have any evidence or examples to support your main
idea, your idea may not be strong enough to warrant a complete paragraph. In this case, reevaluate your idea and see whether you need even to keep it in the paper.
A - Analysis
Analysis is the heart of academic writing. While your readers want to see evidence or examples
of your idea, the real “meat” of your idea is your interpretation of your evidence or examples:
how you break them apart, compare them to other ideas, use them to build a persuasive case,
demonstrate their strengths or weaknesses, and so on. Analysis is especially important if your
evidence (E) is a quote from another author. Always follow a quote with your analysis of the
quote, demonstrating how that quote helps you to make your case. If you let a quote stand on its
own, then the author of that quote will have a stronger voice in your paragraph (and maybe even
your paper) than you will.
Links help your reader to see how your paragraphs fit together. When you end a paragraph, try to
link it to something else in your paper, such as your thesis or argument, the previous paragraph or
main idea, or the following paragraph. Creating links will help your reader understand the logic and
organization of your paper, as well as the logic and organization of your argument or main points.
Duke University (2006). Paragraphing: The MEAL plan. Retrieved from https://twp.duke.edu/uploads/assets/meal_plan.pdf
DOC/700 – Week 3 Rubric
Analyze and Evaluate
Provided 1-2 pages
Executive Summary template utilized
Three peer reviewed journal articles from your professional field and published
within the last 5 years were used to substantiate the discussion
completed and provided as an appendix
Analyze and Evaluate
Provided differing perspectives from authors
Provided supporting evidence
from weeks 1 and 2 incorporated
Doctoral Level Title Page
Times New Roman 12 pt
Double Spaced and Indented Paragraphs
Citations formatted to APA standards
Reference Page formatted to APA standards
Reference entries formatted to APA standards
Proper Grammar & Punctuation
Conciseness and clarity
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