Matthew Lynch

Matthew Lynch published in Equity, Matthew Lynch, Policy & Reform January 20, 2016

Creating a Gender Responsive Learning Climate for Girls

In a responsive model of instruction, teachers seek out and include examples of achievements from both genders. While women have come a long way since the days of Dr. Edward Clarke, it is still difficult to find a curriculum that reflects an equitable picture of female accomplishments. Progress has been slow to incorporate gender-fair terminology into textbooks. Girls need to read about role models in science and mathematics — not just see pictures of women in lab coats with occasional references to females in the text.

The accomplishments of minority women, women with disabilities, local women from the community, and working class women all are important to help present a complete, realistic and equitable picture of female role models in society. It is valuable for young women to see the variety of ways in which females can impact their communities and their society, regardless of race, ethnic background or financial status. Teachers help overcome gender inequities and change present perceptions by presenting accomplishments, and experiences, of both men and women.

A balance of the particularistic and the inclusive is required. It is not healthy or productive to promote the historical female experience as completely negative — or to emphasize the struggles and minimize the triumphs — such an approach presents an unrealistic picture and may produce bitterness. Nor is it positive to emphasize men as the “oppressors” — this fosters resentment. Balance promotes equitable, respectful, and cooperative relationships with men in society.

There are many important reasons to emphasize women’s achievements. One of the most important is to build girls’ self-esteem. Blame the magazines, the movies, the models — blame Barbie — pin it on the pin-up girls, but the fact remains: girls struggle with the mixed messages about body image. Particularly impressionable adolescent girls struggle with bulimia, anorexia and the obsession with weight, and sometimes self-inflict injuries and other damage to their bodies.

Many girls who are bulimics and/or cutters have indicated that these actions are the only aspects of their lives over which they have control. Teachers lack the ubiquitous influence of the media to manipulate girls’ self-image. Advertising often pitches to the fundamental needs of the subconscious mind. Sex sells, to be frank — and while we cannot deny it, we do have some means to counter it.

Girls must be guided to see their potential in areas other than the physical. One helpful strategy is to acquaint young girls with the accomplishments of great women, including: Phyllis Wheatley, Marian Wright Edelman, Rosa Parks, Clara Barton, Mary Shelley, Jane Addams, Shirley Chisholm, Elizabeth Blackwell, Sacagawea, Wilma Mankiller, Isabel Allende, Deborah Sampson Gannett, Dolores Huerta, Frida Kahlo, Maya Angelou, Sonia Sotomayor, Margaret Sanger, Unity Dow, Sally Ride and other women who overcame great odds to be strong and successful.

Each of these women are a standout figure in history or in society because of her hard work, her inner strength and her determination. In a society where supermodels and sex appeal are overvalued, adolescent girls must be reminded of their important inner qualities.

Matthew Lynch published in Matthew Lynch, Policy & Reform, Teachers January 20, 2016

Are Bilingual Programs Worth the Extra Effort and Expense?

The debate on the best way to educate ELL students continues, with little promise of a clear-cut way to proceed emerging anytime soon. Meanwhile, the diversity of languages spoken in U.S. schools continues to expand. Languages include Spanish, Hmong, Urdu, Arabic, Russian, Chinese, Polish, Korean, Tagalog, and Swahili…and that doesn’t cover everything! Achieving the goal for all students to obtain a satisfactory level of learning is often compromised by the cultural, social, and language differences among various groups. The inability to provide the best approach for the learning needs of ELL students places them at greater risk of falling behind.

The original enthusiasm for bilingual programs has diminished, and these programs are now criticized as ineffective. Support for the immersion model has also declined, and initial supporters now believe ELL students simply aren’t learning English quickly and thoroughly enough. They now suggest that the immersion program does not facilitate ELL students’ ability to cope with American culture, not only in school but also beyond school boundaries. The slower learning curve experienced by ELL students in immersion programs may plague them for the rest of their lives.

This belief is based on research suggesting that Hispanics who were enrolled in bilingual programs from the 1970s through the 1990s have earned less money on average than Hispanic students educated during the same period in an English-only setting. Hispanic high school dropouts who were in English-only classrooms are also fewer in number and more likely to return to school later. Immersion makes it difficult for the teacher to provide support for all students’ needs. In the case of a complex assignment such as a research paper, language and usage are challenging even for fluent students. The further complication of using a second language puts ELL students at a serious disadvantage if they don’t have special support. The immersion method of teaching has yet to establish itself as an effective program for minority students.

Supporters of the transitional and developmental models insist that students taught at least some of their core academics in their native language can better keep pace with their English-speaking peers. According to research studies, transitional instruction in both the native language and English helps students learn English more quickly and effectively. Transitional instruction helps students become more literate in their native language, which in turn improves their ability to learn English.

An issue that complicates the education of the ELL learners is the lack of training among teachers and the apparent lack of urgency on the part of states to ensure highly qualified ELL teachers. Most states have no requirements for new teachers to demonstrate competency in ELL instruction. And most states do not have incentives for teachers to pursue a license or endorsement in ELL instruction. Regardless of the model chosen, qualified teachers are necessary for quality programs.

Bilingual programs—are they helpful or harmful? Please leave your thoughts in the comment section below.

Matthew Lynch published in Matthew Lynch, Policy & Reform January 19, 2016

The Ultimate Demise of Common Core – Part II: The Parents

It’s been said that Hell hath no fury like a woman scorned, but in the case of Common Core implementation, I’d say the word “parent” could easily be inserted. Facebook, Twitter, Pinterest, message boards – you do not have to look very far to find a post, thread or entire account dedicated to a common hatred for Common Core. Facebook pages titled “Common Sense against Common Core” and “Against Common Core” have fans who are passionate about dismantling the initiatives that are ruining the educational journey of their kids and dumbing them down for testing. A viral meme reads “Wow! This Common Core homework makes so much sense… said no parent, ever.” Parents appear to be both confused and angered by Common Core benchmarks that, at least in theory, are designed to improve national learning standards.

On Monday, I wrote about the ways in which I believe politics will contribute to the downfall of Common Core initiatives. Today I want to look at the ways parents will eventually succeed in the same way.

It’s just too darn hard.

The heightened concepts of learning and retaining Common Core materials means that some students will get left behind. The aggressiveness of the learning campaigns, however, make it difficult for teachers to spend extra time on subjects or circle back to them once most of the class has retained them. In a perfect world, this is where the parents would step in and fill the gap, or at least hire a tutor to do it. Ever since No Child Left Behind legislation, however, the assumption is that public schools are responsible for the total learning process of all their students. Parents who find that Common Core is leaving their own children behind find it easier to point the finger at the standards instead of initiating a way to make them work for their kids.

The “I don’t understand it” mentality.

Particularly when it comes to math, some of the new-fangled methods that Common Core implements are foreign to parents. Moms and dads who remember excelling in elementary school math are suddenly befuddled by the homework questions their second-graders must figure out. Parents, even the very young ones, did not use many of the tactics now in place in K-12 classrooms and certainly were not required to learn as many complicated subjects at such a young age. This lack of comprehension translates to lack of confidence – and causes parents to become defensive about the materials their children are expected to learn.

Stop teaching my kid to the test.

Parents are a finicky bunch when it comes to education. They want the best career opportunities for their kids but resent the idea of teaching too specifically for the simple sake of scoring higher on an assessment test. The items on state assessment tests, more than ever, are designed to test the knowledge set deemed appropriate for the future economy (in part, at least). Though parents want the best job opportunities for their kids, they don’t want knowledge to be so narrowly dispersed. The truth is that no teacher has enough time to teach everything to his or her students. Some of that learning must happen at home and in other real-world applications.

Standards are a calculated guess as to what learning materials should be prioritized among U.S. students – not an end-all-be-all list. Parents see items that they deem “important” missing from Common Core standards and believe it signals a complete dysfunction of the benchmarks. The growing movement to protest or even eliminate standardized tests is being driven mostly by parents. Though it’s unlikely that they will ever truly succeed on this front, their outspoken concerns about Common Core will eventually aid in dismantling the standards – particularly if their political representatives are listening.

In the last part of this series I’ll write about the ways the logistics of Common Core standards will lead to their downfall.

Do you think parents are right in their Common Core complaints, or off-base?

Matthew Lynch published in Higher Education, Matthew Lynch January 19, 2016

Grading Obama on Higher Education: Part I

By Matthew Lynch

Several weeks ago, I discussed President Obama’s education record in my introduction to education class. In particular, we talked about P-20 education, which begins in preschool and ends with graduate school. Predictably, the debate became quite contentious. Most of us had to agree to disagree on the most central points of educational politics. Partly in response to this debate, though, I decided to write an assessment of Obama’s education record in several areas of P-20 education issuing a letter grade (A-F) to make my position on his record abundantly clear.

To start things off, let’s take a look at the president’s major postsecondary education initiatives.

Expansion of Community Colleges. In July, 2012, President Obama proposed the American Graduation Initiative, intended to put more money and planning into community colleges, helping to promote more affordable options and high levels of training for all prospective college students. As part of this initiative, the Health Care and Education Reconciliation Act will pour $2 billion over the course of four years into an expansion of career training at community colleges, focusing on the high-demand health care field.

According to the White House website, the goals of the Obama community college program include:

• Teaching basic skills through remedial and adult education.
• Further developing online courses for more student flexibility and accelerated programs.
• Creating educational partnerships to give students more course options.
• Building partnerships with businesses that would allow worksite education that has current labor market emphasis.

Enforcement of the DREAM Act. The Development, Relief and Education for Alien Minors, or DREAM, Act will an estimated 2.1 million young people in the U.S. with access to an education and amnesty from deportation. While Obama’s administration has stressed the ethical points of this act, rightfully so, it offers may economic benefits for America as well.

The Center for American Progress estimates that the DREAM Act will create 1.4 million new jobs by the year 2030 and that it will infuse some $329 billion into the U.S. economy.

Pell Grant Increases. The President has also pledged to double the amount of funding available in the form of Pell Grants over the next three years. Unlike student loans, Pell Grants do not need to be repaid. For the 2011–2012 school year, the maximum award amount was $5,550.
While a Pell Grant cannot cover all of the college costs, it goes a long way towards covering in-state tuition or community college courses. All students can apply for the program, too, and students receive aid awards based on financial need andcost of attendance.

By 2017, the maximum amount awarded to students is expected to rise to $5,975. By 2021, the Congressional Budget Office estimates that 820,000 more Pell Grant awards will also be available. The money will come, in part, from restructuring to the distribution of federal student loans. By implementing a direct student loan program, instead of a bank-subsidized one, $68 billion will also be saved by the year 2020.

Higher College Tax Credits. The Obama-Biden administration plans to triple the current tax credits available to students and parents of students paying college expenses, too. The American Opportunity Tax Credit gives a $2,500 tax credit maximum per student and students can claim it for four years.

According to the IRS, up to 40 percent of the credit is refundable, up to $1,000, to people that file even if no taxes are owed. In addition to courses and fees, the new tax credit also covers related costs like books, supplies and required class materials.

Income-Based Loan Repayment. President Obama has often said that he believes that paying for college should not overwhelm graduates. As a reflection of this, he has pledged to expand income-based repayment options to keep the bills from college from becoming unmanageable. Around two-thirds of college students have debt of over $23,000 upon graduation. This can be especially difficult for students that want to enter public service jobs and those who face unexpected financial hardships like unemployment or serious illness.

Beginning in 2014, students can limit payments to 10 percent of income – a reduction from 15 percent in the previous law – which means a reduction of $110 per month for unmarried borrowers that owe $20,000 and make $30,000 per year. An estimated 1 million borrowers will be positively impacted by this change in repayment options. In addition, borrowers that make monthly payments will be allowed debt forgiveness after 20 years. Public service workers like nurses, teachers, and military employees will receive debt forgiveness after just 10 years.

This concludes Part I of “Grading Obama on Higher Education.” In Part II, I will continue to assesses President Obama’s performance in the area of higher education..

Matthew Lynch published in Ask An Expert, Matthew Lynch, Teachers January 19, 2016

Getting the Most Out of Student Teaching Mentorship

Whether an official part of a student teaching internship or a more informal relationship garnered in your work place, mentorship is a great opportunity to learn from someone with experience in the field and to receive advice without worrying about how it will affect your marks or measured performance.

You can get the most out of a relationship with your mentoring teacher when you take responsibility and are proactive in the process. You’ll take responsibility when you do the following:

Take the initiative when it comes to having your needs met as a protégé. Soon after being assigned a collaborating/mentoring teacher, find an opportunity to talk about what you’d both like to get out of the mentoring experience. Agree on roles and a schedule for meetings.

Take responsibility for your personal well-being. To establish a healthy, safe, and nurturing relationship with your collaborating/mentoring teacher as well as with your students, it helps greatly if you yourself are well centered. As a teacher, it’s helpful to spend time with family and colleagues to talk about mutual ideas and problems

A mentor’s goals for the mentees usually include guiding the intern in:

– developing theoretical knowledge

– practical skills

– adopting positive and professional dispositions

– evaluating the intern’s teaching practice

The collaborating/mentoring teacher is responsible for providing guidance and feedback as necessary, and communicating with your college advisor about your progress and participation. You should try to develop a good working relationship with your collaborating/mentoring teacher. As well as having an influence over your academic performance, he or she is also a valuable source of learning and guidance and can be considered as one of the resources during your teaching education. Your degree of involvement in the classroom activities will be based largely on your relationship with your mentoring teacher.

Matthew Lynch published in Matthew Lynch, Policy & Reform January 19, 2016

6 Saddening Facts about Childhood Obesity and Unhealthy Body Image

The rate of obesity among children is skyrocketing—and this is something to worry about. After all, as you might expect, obese children are at a higher risk for diseases such as diabetes, arthritis and heart disease.

But there are some other things that you might not know about childhood obesity and its implications.

1. For example, did you know that…by the age of four, one out of every five children is obese? Yes, a full twenty percent of children are obese by the time they are four years old.

2. Obese children also tend to have low self-esteem, poor grades, and are less likely to attend college (particularly girls).

3. Children from low-income families and those of Hispanic, African American and Native American heritage are at a higher risk of falling prey to obesity.

4. Poor diet and lack of exercise are the two main culprits. Simply put, sedentary behaviors are on the rise. The average American youth watches 1,500 hours of television per year and they go to school an average of 900 hours per year – the math right there should tell you something about where our kids are learning the most, and how it is being absorbed.

During the 1500 hours of television watching, experts tell us that children are mostly eating high calorie snacks. Additionally, American society is riddled with fast food, refined foods and processed foods that calorie laden. Is it any surprise that so many children in this country struggle with their weight?

5. Television and other activities at home are not the only factors to blame, though. Our K-12 schools are also playing a role in the rise in obesity and unhealthy lifestyles among kids. To start with, many schools lack physical education programs, with a mere 4 percent of elementary schools, 8 percent of middle schools, and 2 percent of high schools offering daily physical education.

6. Perhaps the oddest point when it comes to the rising rate of obesity is this: American culture teaches children that thin is better, and that you simply cannot be too thin. Rising rates of anorexia and bulimia among young women and men are the result of poor messages about body image that children frequently hear. These eating disorders generally begin between the ages of 11 and 13, particularly for girls. In fact, nearly half of all girls from grade 1 to grade 3 want to be thinner. The top wish for girls ages 11 to 17 is to lose weight.

Obviously, messages American children receive from the media and society in general need to change. Young girls learn that to be attractive and to be a success, you must be thin. Boys receive similar messages and learn that thin and muscular is the preferred body type. As a result, boys as young as 10 years old are bulking up at the gym and many young men are taking steroids to build muscle, at great detriment to their overall health.

So on one hand, children learn that they need to remain thin to be attractive and successful. But on the other hand, they do not have the resources to establish healthy eating habits on any level – and schools are really no help.

For schools to really get behind a healthy approach to body image, diet and exercise, an atmosphere that promotes acceptance of self and the importance of overall health should be established. Classroom and learning materials should portray different body types and images. Ensuring students know a thin body isn’t necessarily a healthy body and that healthy bodies come in all shapes and sizes is also important. It is not enough to simply tell them though; students need to be equipped with healthy lifestyle tools to make the right choices when they are on their own.

What do you think we as Americans do to better address both the obesity and unhealthy body image issues that run rampant among K-12 students? Please leave a comment in the comment section below—I would appreciate hearing your thoughts.

Matthew Lynch published in EdTech & Innovation, Matthew Lynch January 19, 2016

Libraries of the Future: Where Trends Are Taking K-12 Public School Libraries

Modern K-12 public libraries will offer intensely engaging learning environments to all students. How they will go about doing this is less certain but the principle trends are readily identified in various research efforts.

The goal of this post is not absolutely to regurgitate the details of high-brow research, but rather to summarize the key points, to paint a picture of what the libraries of the future will look like and how they will support students, teachers, administrators, and even parents.

The first thing to note is that students are going to have, at their disposal, a greater range of resources than ever before (and that is saying something). A principle goal of school libraries is inevitably to engage students and to provide them with skills necessary to effectively function in academic life. With the help of qualified libraries, students learn to independently research and expand their reading and writing via library resources.
Modern library resources, though, include a whole range of elements, from ebooks, to academic databases, to innovative programs that allow students to explore their creative inclinations, learn new skills, and apply their learning in innovative ways.

A key component of future libraries will be increased effectiveness as well as greater access to these types of elements. More K-12 public school libraries will learn to automate their resource management strategies and develop rewarding collaborative partnerships.

Teachers will likely see an increase in direct library supports for the classroom too. Research consistently shows evidence for the general finding that student with access to full-time, qualified librarians and to large library collections perform better in standardized tests for reading and writing.

Administrators are likely to see more return on their investment in library resources. Inevitably, the cost-efficiency of libraries is very likely to increase. This is a general trend in technology, anyway, with new technologies and features such as remote access to resources helping to reduce the general costs associated with library management. Librarians can readily expand their library resources without having to take up additional space.

Parents and students may very well enjoy better access to their public school libraries from home, too, since remote access is set to be a definite future trend. Perhaps most interesting, though, as I touched on before, is the expansion of partnerships. For instance, some public schools have taken to partnering with their local libraries and with online organizations such as Limitless Libraries and MyLibrary NYC. The latter is a major innovation launched in 2011 to essentially combine public library and school library resources for students in New York City, allowing students to request materials from any of the three public library systems that serve the area.

Anyone particularly following library trends and looking to remain up to date must also allow that there will be some further changes and shifts to come. Technology is an inevitably dynamic thing and it is having an impact on most things, education perhaps higher on the list than most.

The test for public school libraries will be the maintaining of a balance between access to resources – innovative access where possible – and managing associated costs. The good news, long-term, is that the future trends look set to help this balance, not hinder it. In the end, though, only time will really tell which trends stick among those that we are already noticing, and what new technologies will do for school libraries in the longer-term.

Read all of our posts about EdTech and Innovation by clicking here.

Matthew Lynch published in Diversity, Equity, list, Matthew Lynch January 18, 2016

3 Things Every Educator Should Know about Supporting LGBT Students

With a staggering 90 percent of LGBT students experiencing verbal harassment related to their sexual orientation, it is obvious that Lesbian, Gay, Bisexual and Transgender, or LGBT, students have additional barriers to overcome. Dealing with discrimination toward LGBT students is a very real concern for teachers and though students have come a long way, they can still be cruel to those that they perceive as different. Peers of LGBT students frequently single them out for bullying and physical and verbal abuse.

Bullying has real implications for LGBT students, leading to high rates of absenteeism. Thus, as an educator, it is important to consider these three things as we strive to make our educational environments safer for LGBT students.

Mental health is a serious issue. As Dr. Victor Schwartz, medical director of a non-profit organization that promotes emotional health among college students has discussed previously, LGBT students in particular often struggle with mental health problems. Suicide is the leading cause of death among LGBT teens. Transgendered teens are 20 times more likely to contemplate, attempt, and complete suicide.

To help someone who is struggling with their sexuality—or with others’ attitudes regarding their sexuality—Schwartz recommends that you “make sure they know you are supportive and willing to talk about anything. Let them make decisions about their sexual orientation on their own terms and when they are ready. If someone reveals their sexual orientation to you, it is important to be supportive and allow them to talk through their feelings and fears. Coming out can be a difficult process and it helps to have a strong support network.”

Anti-gay bullying contributes to an achievement gap. The levels of harassment targeting LGBT students sometimes lead to absenteeism, and even to dropping out of school completely and never obtaining that very important high school diploma.

LGBT students of color are three times more likely to skip school because they do not view schools as safe places, adding to the achievement gap between the races that educational policymakers are so desperately trying to narrow.

Teachers have a legal responsibility to address anti-gay abuse in schools. Legislation indicates that failure to intervene in these circumstances may jeopardize teaching certificates and licenses. Lambda Legal Defense cautions that if teachers and counselors are not actively helpful (or worse, hurtful) they may be guilty of legal violation in their failure to address the abusive anti-gay behavior. In many states, this could jeopardize a teacher’s certificate, as some state laws expressly forbid discrimination on the basis of sexual orientation.

In recent years, many high schools have formed Gay-Straight Alliance clubs. Like other after-school special interest clubs, supportive teachers sponsor these groups, and meet periodically to plan social events, public and community service projects, and promote understanding among all students. Sometimes these organizations meet with resistance from the community, administrators, and school officials on the grounds of conservatism, avoidance of controversy, and the fear of promoting an agenda counter to the majority values of the local demographic. Make no mistake, however, GSA clubs are protected under the Equal Access Act [20 U.S.C. § 4071], which states that if a school receives federal funding and has non-curricular clubs, a Gay/Straight Alliance student group is entitled to recognition just like any other student group.

It does not matter what a teacher’s personal ideology is. As educators, we have a professional commitment to make the classroom and the school a safe environment for all students. Educators must provide positive role models and supportive, responsive intervention. We must actively deliver the message that bullying, prejudice and hate are wrong in all circumstances. All school personnel are responsible for keeping abusive language and behavior out of the classroom and the school culture.

Click here to read all our posts concerning the Achievement Gap.

Matthew Lynch published in Diversity, Equity, Matthew Lynch January 18, 2016

Should We Rewrite American History Books?

“History has a point of view; it cannot be all things to all people.” – Samuel Taylor

When it comes to textbooks, every school district in the nation has its own system for ordering. What a district chooses impacts what the students in those boundaries learn. When it comes to subjects like math, science and even English there are some absolute truths that must be followed. When it comes to history or social sciences though, there is some wiggle room. These subjects have their own facts, of course, but the perspective can make all the difference. Of all topics, these have the ability to be biased or slanted towards a particular group.

Since the early 1990s there has been a push to make the American history lessons taught in K-12 classrooms more multicultural in their approach. From the truth behind Christopher Columbus’ alleged ruthless ways to the acknowledgment that Thomas Jefferson bore children with his slaves, the Puritanical, patriotic approach to America’s founders has been questioned – at least by some. Is it right to put these men on a pedestal? Is it wrong to point out their flaws? Which is more important – the truth or shared nationalistic beliefs?

The latest iteration of these arguments comes out of Texas. A coalition of Hispanic-American educators and over 50 organizations have petitioned the State Board ofEducation to have Mexican-American history placed on a list of over 200 electives available in Texas high schools. The list in place now includes electives like Web gaming and floral design. The petition is meeting opposition, however, because of the danger of its “leftist” ideals. Board members also cite the expense (one former member cited “millions” when it comes to price tag) and say that there is no reason to officially add the course since school districts already have the authority to teach it if they want.

Given that logic, there was probably never a need to add floral design, or Web gaming, to the official list either. Yet somewhere along the way that “cost” was justified.

Yet the history of the state told from the perspective of the ancestors of its majority student group is not worth putting on the official list.
The refusal in Texas speaks volumes to the opposing histories that exist in this country. American history has come to mean anything from a migratory European perspective. But the term “American” itself cannot be contained to just one simple definition, or one region of the world. The people here are multicultural and multiethnic, and each home country’s history IS a part of the American one. Yet some educators would rather compartmentalize the rich, vibrant and diverse histories into teachable units with a common theme. I don’t believe that gives students a full perspective on their histories and those of their fellow citizens. The narrowness in our own history classrooms leads to greater close-mindedness when it comes to other areas of the world, too.

There are history and social studies teachers who do a good job presenting more than one side to each story, and those teachers should be applauded for their efforts. But for K-12 students to have a fuller, well-informed view on their own histories and futures, courses like Mexican-American history need to be taught, along with Asian-American, African-American and any other type of “American” ones. We need to give our students the credit to come to their own conclusions about their country, and not leave out inconvenient details. By essentially censoring what they learn, we do our students a great disservice and our country, too.

What do you think? Is it possible to expand the depth of history classes and still have students with shared values?

Matthew Lynch published in EdTech & Innovation, list, Matthew Lynch January 18, 2016

(Yet) 5 More Educational Technology Concepts Every Teacher Should Know

In previous articles, I wrote about some emerging educational technologies and technology concepts that every teacher must keep track of to be more effective in the classroom, from virtual laboratories to prototyping. In this final installment of this series, you will discover even more concepts that will revolutionize K-12 education as we know it. A couple of these must-know technologies would have been unbelievable a few years ago. Take a look at the following five:

Student-led planning. When special education students reach high school, they are being called upon more and more to have input into their individual learning plans. This is to prepare these students for more independence in adulthood. It also gives teachers more insight into the methods these students favor when it comes to learning. Instead of dictating what and how special education students should learn, student-led input helps chart the course toward academic and life skills.
Holography. Holography was just science fiction a few years ago, but it’s now becoming a reality in some fields, such as medicine. This imaging technique, which allows one to see a 3-D view of an image, has yet to become a part of everyday classroom activities. Holography introduced in classroom activities would change entirely how some subjects are taught. Biology, physics, astronomy, and chemistry could be taught on an entirely different level (S. H. Kim & Bagaka, 2005).
Time-management tools. These tools are variations on calendar software. They can be used to schedule your appointments, or you may want to take advantage of more complex features. Some tools can be viewed online, affording access for more than one student at a time. A teacher can arrange appointments or make a note of due dates for assignments so that all students in a class can keep track of such details. Most of these tools allow the option to put some information in private mode, too, so the administrator can choose which calendars people can see and which cannot. Most of these tools include a feature allowing teachers to arrange meetings and groups.
Virtual reality. Experiential education has been used as an instructional method for years. Field trips have always served to introduce students to real-world issues, to supplement learning by helping students get a fresh perspective on what they have learned in books. Technology using virtual reality, however, has introduced new levels of experiential education. Virtual 3-D worlds allow students and teachers to visit places otherwise impossible to visit without it. They can go to space, deserts, or foreign countries without physically traveling there.
Natural user interfaces. In its simplest definition, a natural user interface (NUI) uses the body’s movements to achieve certain outcomes. In the consumer market, examples of NUIs include the Nintendo® WiiTM, Xbox KinectTM, and the iPhone virtual assistant, Siri. The potential in the field of K–12 education is still being realized but will certainly lead to developments in the next half-decade. Students who are blind, deaf, or have physical disabilities or autism can better learn through use of this still evolving technology.

Advances in technology have influenced every aspect of modern life and are having an enormous impact on education. Technology can promote student engagement, immerse students in real-world issues, enhance discussions and workshops, and facilitate formative assessment. Plus, as students today are often digital natives, very familiar with technology.

However, the new technological advances do not come without their problems. There’s a significant digital divide between students with access to technology and students, mostly from lower socioeconomic backgrounds, who don’t have the same level, range, and consistency of access.

Furthermore, students may spend too much time using their devices and the Internet includes information that may be harmful as well as helpful. Without clear parameters, teachers may become overly focused on technology to the detriment of information transfer.

Nonetheless, these advances will prove to assist in the education of students in the near future. Observing the development of these technologies closely will reveal the ways in which they will change learning.