Technology Expansion Essay -- Technology, Education, Teacher

Technology Expansion Technology expansion in Georgias K12 education indicates that learners demand cutting and more intriguing academic experiences to achieve success in a wireless technology rich culture (Hennessy, Harrison & Wamakote, 2010). The Georgia Department of Education (GaDOE) developed a political platform to meet the 2008 ISTE National Technology Standards (NETS-T) number 5 Engaging in professional growth and leadership (Oliver, 2010). The Georgia K12 technology stick out mandated the expansions of information and information technology (desktop, wireless technology, handhelds tools, and portable video players) in K12 classrooms. Essentially, this expansion along with Internet access created a new way to access and send information, thus, impacting teaching and learning in a social constructivism (SC) way. The GaDOE (2008) technology plan was designed to address teacher attitudes and determine slipway technology contributes to submitwide objective s to K12 public school students. In essence, the GaDOEs plan also focuses on achieving benchmarks, strategies, and evaluations. To issue common goals to combine efforts of GaDOE, opposite state-funded education organizations, municipal systems, and education partners supplementary underwent challenges with educational technology innovations. To address the No Child Left Behind (NCLB) act of 2001 guidelines and state guidelines enforced their state technology plan. The technology plan is also in place to utilize as a guide for both federal and instructional state technology funding (GaDOE, 2008). All school district teachers participated in the Georgia Technology Plan for 2007-2012 mass. The purpose of the survey was to assess teacher feedback and address ways... ...ional usage. Kay and Lauricella utilized an anonymous, online survey to gather data. The data collections provided assistance and a framework for best practices regarding wireless laptops usage. Kay and Lauric ellas (2010) concurred that there are no conclusive analysis for the general cosmos quasi-experimental methods concerning reliability and validity of the data. Although, the population in Kay and Lauricellas (2010) study was college and university student, K12 students will inevitably be faced with working with technology in not only the higher education world, but also in the workforce. Teacher training can facilitate technology based activities aligned to grouchy curriculum strategies, employ basic information and technology skills on the K12 level. Innovative technology provides students with an edge on advanced technology (Weston & Bain, 2010).