Context
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The demographics of the community in which I teach are critical to the problem that I am addressing in this unit. I teach in a small, rural district in
mid-Michigan. Specifically, I teach computers and Technology Lab in the 7th
and 8th grades. I have two different classrooms. First is a computer lab with
31 desktop computers where students are taken through the METS requirements in preparation for the 8th grade technology assessment. Students are also given instruction in the programs and software that they are “expected” to be able to use in high school. Primarily, this includes the Microsoft Office suite of software. Other technologies, like Web 2.0 –based software, research skills, site evaluation skills, copyright and fair use laws, the history of computers and others 21st Century skills, are also taught. Students are in computer class for the entire year, but they rotate days with Physical Education classes so I rotate 7th and 8th grade classes every other day.
My other classroom is a Technology Lab with 16 computers running proprietary career/unit exploration software. Career courses are delivered through third-party software that the students log into via a server-based internet connection. Topics covered in this
class are: Digital Photography, Computer-Aided Design, Animation, Web Design, Computer Problem Solving, Plastics, Electronics, CO2 Raceway, Video Production, Computer Graphic Design, Auto Exploration, Biotechnology, Aerodynamics, and Desktop Publishing. The objective is to allow students to get a taste of what each of these career areas has to offer.
My students are from a rural, farming community and mostly blue collar families. Our district is predominantly Caucasian with minorities making up about 6-8% of our total student population. Average household income for the district area is about $34,984.00.
Our school district has roughly 1200 computers and laptops in all 4 of its district buildings that are connected to two different RESA's through redundant fiber backbones that put every device at gigabit network speed to the devices we maintain and support. Also, it should be noted that our district, two years ago, added a density-rich wireless infrastructure that can support every student having a wireless device without affecting network quality or performance. Our district also has a full scale TV broadcasting studio and an international radio station, which we will utilize to create our video segments that we will share with other students.
Our district has in-house technology support that is extremely responsive to requests and daily problems. Most requests for
immediate support are answered within 30 minutes and resolved quickly. I serve as part of the technology support staff and serve on four school board committees including: finance, building and grounds, instructional council and technology committee (as chair).
mid-Michigan. Specifically, I teach computers and Technology Lab in the 7th
and 8th grades. I have two different classrooms. First is a computer lab with
31 desktop computers where students are taken through the METS requirements in preparation for the 8th grade technology assessment. Students are also given instruction in the programs and software that they are “expected” to be able to use in high school. Primarily, this includes the Microsoft Office suite of software. Other technologies, like Web 2.0 –based software, research skills, site evaluation skills, copyright and fair use laws, the history of computers and others 21st Century skills, are also taught. Students are in computer class for the entire year, but they rotate days with Physical Education classes so I rotate 7th and 8th grade classes every other day.
My other classroom is a Technology Lab with 16 computers running proprietary career/unit exploration software. Career courses are delivered through third-party software that the students log into via a server-based internet connection. Topics covered in this
class are: Digital Photography, Computer-Aided Design, Animation, Web Design, Computer Problem Solving, Plastics, Electronics, CO2 Raceway, Video Production, Computer Graphic Design, Auto Exploration, Biotechnology, Aerodynamics, and Desktop Publishing. The objective is to allow students to get a taste of what each of these career areas has to offer.
My students are from a rural, farming community and mostly blue collar families. Our district is predominantly Caucasian with minorities making up about 6-8% of our total student population. Average household income for the district area is about $34,984.00.
Our school district has roughly 1200 computers and laptops in all 4 of its district buildings that are connected to two different RESA's through redundant fiber backbones that put every device at gigabit network speed to the devices we maintain and support. Also, it should be noted that our district, two years ago, added a density-rich wireless infrastructure that can support every student having a wireless device without affecting network quality or performance. Our district also has a full scale TV broadcasting studio and an international radio station, which we will utilize to create our video segments that we will share with other students.
Our district has in-house technology support that is extremely responsive to requests and daily problems. Most requests for
immediate support are answered within 30 minutes and resolved quickly. I serve as part of the technology support staff and serve on four school board committees including: finance, building and grounds, instructional council and technology committee (as chair).