New Tech High Schools

My opponent states that regarded the cosmopolitan cities like the ones he gave for an example; are still using the old way of teaching methods in high school, but cosmopolitan cities means that you could find a different nationality of people background, ethnics, values and beliefs in one city. But that doesn't always mean that they are always likely to succeed in a world of economics. My opponent also makes a point only on the economy world. Where here in the United States the students here don't stay on one topic when learning that make sure that we are well rounded and that we are well prepared for the world ahead of us. To where I have notice that the students over seas all focus on that one thing that they want to be. You mention that high school is just a place for grabs, but with out the knowledge that are receiving in high school as well as the preparation that New Tech High School have offered I don't think that the students such as my self will be prepared ready to go into that environment. Isn't it better to have some sort of experience with what you may be facing after high school? In more and more schools today, technology is recognized as an instructional tool, not as a subject of instruction. Still, many educators, less familiar and less comfortable with technology than their students, struggle to seamlessly integrate a growing list of technology tools into their regular curriculum. So, to help you make the best use of technology in your schools and classrooms this year, we asked the Education World Tech Team to share some of their favorite technology integration lessons, activities, and strategies with you. "Using technology in the classroom is becoming easier for teachers," instructional technology consultant Jamey Swineherd told Education World. "Students are coming to class with more skills. Whether a teacher requires it or not, most students use technology for their projects. " Effects When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast. The student is actively making choices about how to generate, obtain, manipulate, or display information. Technology use allows many more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons. Moreover, when technology is used as a tool to support students in performing authentic tasks, the students are in the position of defining their goals, making design decisions, and evaluating their progress. More collaboration with Peers Another effect of technology cited by a great majority of teachers is an increased inclination on the part of students to work cooperatively and to provide peer tutoring. While many of the classrooms we observed assigned technology-based projects to small groups of students, as discussed above, there was also considerable tutoring going on around the use of technology itself. Collaboration is fostered for obvious reasons when students are assigned to work in pairs or small groups for work at a limited number of computers. But even when each student has a computer, teachers note an increased frequency of students helping each other. Technology-based tasks involve many subtasks (e. g. , creating a button for a HyperCard stacks or making columns with word processing software), leading to situations where students need help and find their neighbor a convenient source of assistance. Students who have mastered specific computer skills generally derive pride and enjoyment from helping others. Improved Design Skills/Attention to Audience Experiences in developing the kinds of rich, multimedia products that can be produced with technology, particularly when the design is done collaboratively so that students experience their peers' reactions to their presentations, appear to support a greater awareness of audience needs and perspectives. Multiple media give students choices about how best to convey a given idea (e. g. , through text, video, animation). In part because they have the capability to produce more professional-looking products and the tools to manipulate the way information is presented, students in many technology-using classes are reportedly spending more time on design and audience presentation issues. An Elementary school teacher quoted the following, They also do more stylistic things in terms of how the paper looks, and if there is something they want to emphasize, they'll change the font . . . they're looking at the words they're writing in a different way. They're not just thinking about writing a sentence, they're doing that, but they are also thinking about, "This is a really important word" or "This is something I want to stand out. " And they're thinking in another completely different way about their audience. --Elementary school teacher How are the students engaged? If we are successful, we create classrooms which engage students in solving problems, making decisions and exploring intriguing questions. They spend their time mastering basic skills like computation, reading and writing, but often as not these skills are applied to issues and challenges drawn from the world about them or the world discovered "online" which might be thousands of miles away. According to the survey, 59 percent of Americans agree that "information technology is a vital tool that can help educate our students by providing access to video and other dynamic content" and that more should be done to incorporate information technology into the learning process. Americans recognize that understanding science and technology is important to success in the 21st century workforce, 69 percent of Americans believe that science and math courses should be made mandatory for grades 7 through 12. Competitiveness in a global marketplace is indeed a key issue facing the United States. And by a slim majority Americans also believe that the U. S. education system should take a more global approach to its curriculum. Fifty-four percent of Americans said that schools should place a greater emphasis on teaching a global perspective. Finally, despite the growing need for problem-solving skills in an innovation society, Americans are not prepared to base student grades on collaboration skills by shifting coursework away from individual achievement. Only 32 percent of those surveyed said they support a grading system that is in favor of teaching students how to work more effectively in groups, this includes basing 25 percent of a student's grade on group work. Instead, 58 percent said educators should continue to promote and focus efforts on individual performance. It seems to be the right way to go in America, and it could be the beginning of a start that could take its tool over seas.