The unifying theme for this ePortfolio, which I have touched on in my introduction and on most of my pages, is the importance of integrating technology into low-income schools. Children who come from neighborhoods surrounded by poverty, do not have the learning opportunites or resources that other children their age who come from more affluent neighborhoods, are able to take advantage of. Low-income students do not have the financial means to participate in elaborate field trips, science experiments, camps, or other in-depth authentic assessment practices. By integrating computers, video, and other technological aspects into their daily and academic lives, the doors of opportunity are suddenly opened.
Gaming and simulations give students the chance to be a part of a world where they are able to travel to other countries, dissect creatures and plants, participate in online discussions with peers in different cities, and also learn through fun, hands on activities.
PowerPoint lessons allow teachers to engage their students in the material, by not only creating fun and interesting presentations, but by also teaching students how to create their own. Low-income students may not have the resources needed to create these types of projects at home, and by having them in school, students take control of their learning and their creativity and truly shine.
Authentic assessments tie directly to the items above. Low income schools and students need real-world problems posed in the classroom since they are faced with them every day. Allowing students to foster their own means of assessment in addition to creating their own sense of understanding, breaks the normative method of teaching which simply involves a pencil and multiple choice questions.
The idea of equality in school should not seem far-fetched, although, today it is hard to see if this dream can achieved. By educating teachers, students, administrators, and communities about the possibilities which lay in technology, perhaps some of the barriers presented can be overcome.
By being exposed and reflecting upon these issues, I feel that I have become a better and stronger teacher. Technology is no longer a frustration, but a friend. My students have motivated me to come up with more and more technologically driven lessons and the results are wonderful. I plan on continuing taking technology courses in order to stay up-to-date with all the changes that take place. I know that my students are thriving because I took a chance at making something that was hard for me into a joy for them. I only hope that other teachers will take the risk and do the same.
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