Solved by verified expert:Submit a 2- to 3-page analysis of the case study in which you:Identify at least two stakeholders and explain their relevance to the issue described in the case study.Explain at least two problems associated with the issue.Pose at least three questions that will help you gain a better understanding of the issue.Explain how you would proceed to obtain the answers to your questions.CASE STUDY 3- Issues in K-12 Education Case Study is attached together with other resources very important to take a look.PLEASE FOLLOW INSTRUCTIONS AND SEE THE ATTACHMENTS BORE SEND THE ASSIGNMENT.THANKS!!
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RUNNING HEAD: MODULE 1-TRANSFORMATIVE AGENTS OF POSITIVE CHANGE
MODULE 1
TRANSFORMATIVE AGENTS OF POSITIVE CHANGE
EDDD 8002 EDPD 8002 EDSD 7002: Leading the Future of Education
Transformative Agents of Positive Change
Experiences and motivations to pursuing an advanced graduate degree
With at least five years in the teaching career, there are numerous experiences and
motivations I have come along which makes me feel passionate about advancing my graduate
degree. The field of teaching exposes one to the real world in that you can interact with both the
young generation and the old. Interacting with the young gives you the chance to explore the
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TRANSFORMATIVE AGENTS OF POSITIVE CHANGE
ideas the world may not have utilized. On the other hand, when interacting with the old who
mostly are the parent and the education officials, you get to know what is in the world and the
possible challenges that need to be addressed. One of the motivations that have triggered me to
advance my undergraduate degree is the need to share knowledge with the world. It is known
that people perish due to lack of knowledge. If I enhance my undergraduate degree with several
master’s degrees, am in a better position to share the knowledge I have with the world. In my
experience, I have interacted with many students and teachers who are not informed about life
and what the world requires of them. It becomes difficult for a student to study without a clear
mind of where they are headed. Sharing the knowledge with the world will mean a better
tomorrow and an informed future generation.
The other motivation is to acquire new skills in new technologies and methods that have
developed in the field of education and the related disciplines. In the developing world, some
aspects have been on the rise and which makes the world a better place. In the United States,
there are numerous technologies that are being introduced in the field of education, but very few
people are interested to know them. There are multiple skills that people can learn if at all, they
are interested in the studying (Sharma, p. 100). When I advance my undergraduate, I am in a
better position to access the new technologies in education and the related disciplines, which
make me better in the filed, which means more demand and better financial prospects. I have had
an experience whereby some of the teachers are not knowledgeable about some aspects that are
used in the Spanish system of education. All this has been brought about by ignorance of what
they need to know. The teachers make the teaching system pathetic since they pass the ‘laziness’
to their students.
Explanation of how my topics relate to issues in education
RUNNING HEAD: MODULE 1-TRANSFORMATIVE AGENTS OF POSITIVE CHANGE
The questions I addressed were my job, my knowledge, and my experience. On the first
topic about my post, I am currently working as a High School Spanish and Computer Science
teacher. I am also a part-time facilitator in one University while also working for HCC in dual
enrolment for the Spanish Language. The jobs that I am currently holding have become so
crucial in the education field as they give me the opportunity to learn more about the Spanish
language and the culture. Concerning the computer science that I teach, I have also come to learn
about so many challenges with the current education system more so concerning technology. The
education system has been forsaken whereby most of the students are yet to access the required
technology to carry on with their studies (Heddy, p. 725).
The other topic I addressed was with regards to my education. At this point, I hold two
Masters in Education and currently continuing for an EDh. As a student with the above degrees, I
have had encounters with the different stakeholders in education including other students at my
level. Some issues have been of help to them regardless of the challenges that they point out to
face. Many people who define how they have benefited from it have continuously addressed
issues like teamwork. This has helped me to implement the teamwork scheme in the school am
currently teaching which gives the students a better chance to study and to interact.
The last topic is on my experience where I have taught for almost five years now and worked
with the various companies above. All the knowledge I have has taught me a lot about education.
Education is said to be the key, and it indeed is. Everything about work is based on knowledge
and therefore the need to incorporate the real-life activities in school as opposed to having them
theoretically.
Problems with the above topics
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TRANSFORMATIVE AGENTS OF POSITIVE CHANGE
About my education, the issue is on the system of teaching, which should be restructured
in that the training is more of interactive activities as opposed to theoretical works. The teachers
should be more interactive with the students making sure what they teach applies to the lives of
the students and open up their minds to a better life.
The problem about my job is that there is still the gap between education and the work
environment. As I outlined, there is the need to have a system of learning where the students are
virtually in the workplace as they study. This helps as they progress in life and are employed
where they can critically solve issues without much struggle.
From the experience I have, I have noted that people do not embrace the education after
they are employed, or they are done with school. I work with people who are actively involved in
the education process, but most of them work to be paid but not embrace the education system.
The problem should be addressed, and people should be taught to appreciate and support the
system for a better tomorrow (Heddy, p. 725).
Goals
One of the goals I would want to achieve is to serve and support others. The education
system is all about helping and supporting more so when dealing with the youths who are
vulnerable (Sharma, p. 100). After am competent with the new technologies and what have you,
I will make sure every student who comes my way will learn something new to help them in
their lives. The other goal is to invest in my future. As more as I would like to help others, I also
want people to learn from me after I succeed in life. It is better being an example rather than
telling people about others who have achieved in life.
RUNNING HEAD: MODULE 1-TRANSFORMATIVE AGENTS OF POSITIVE CHANGE
Becoming a transformational agent
From my purist of the topic above, I am ready to become a transformational agent
through the knowledge and experience I got. Leadership is the best word I would use since the
exposure, and the skills I acquired will help me in that. In education, instilling knowledge into
others is what best describes a leader which I will be able out of the experience I got. For
example, when I complete learning about the new technologies in education, I will use that to
help more students learn Spanish quickly.
Reference
Heddy, Benjamin C., and Gale M. Sinatra. “Transforming misconceptions: Using transformative
experience to promote positive affect and conceptual change in students learning about
biological evolution.” Science Education 97.5 (2013): 723-744.
Sharma, Garima, and Darren Good. “The work of middle managers: Sensemaking and
sensegiving for creating positive social change.” The Journal of Applied Behavioral
Science49.1 (2013): 95-122.
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TRANSFORMATIVE AGENTS OF POSITIVE CHANGE
Issues in K-12 Education Case Study
Document 3
This is an authentic document from United States Department of Education. It explains
the role of technology in education and explores non-traditional settings for K-12
education. A common set of standards would likely include some form of digital literacy,
either in performing specific tasks while utilizing technology or measuring student
achievement. Consider the function of technology while debating the use of standards in
education.
Use of Technology in Teaching and Learning
Technology ushers in fundamental structural changes that can be integral to achieving
significant improvements in productivity. Used to support both teaching and learning,
technology infuses classrooms with digital learning tools, such as computers and hand
held devices; expands course offerings, experiences, and learning materials; supports
learning 24 hours a day, 7 days a week; builds 21st century skills; increases student
engagement and motivation; and accelerates learning. Technology also has the power
to transform teaching by ushering in a new model of connected teaching. This model
links teachers to their students and to professional content, resources, and systems to
help them improve their own instruction and personalize learning.
Online learning opportunities and the use of open educational resources and other
technologies can increase educational productivity by accelerating the rate of learning;
reducing costs associated with instructional materials or program delivery; and better
utilizing teacher time.
The links on this page are provided for the user’s convenience and are not an
endorsement. See full disclaimer.
Virtual or online learning: 48 states and the District of Columbia currently support
online learning opportunities that range from supplementing classroom instruction on an
occasional basis to enrolling students in full-time programs. These opportunities include
dual enrollment, credit recovery, and summer school programs, and can make courses
such as Advanced Placement and honors, or remediation classes available to students.
Both core subjects and electives can be taken online, many supported by online
learning materials. While some online schools or programs are homegrown, many
others contract with private providers or other states to provide online learning
opportunities.
Full-time online schools: The following online or virtual schools enroll students on a
full-time basis. Students enrolled in these schools are not attending a bricks and mortar
school; instead they receive all of their instruction and earn all of their credits through
the online school.
State operated
© 2014 Laureate Education, Inc.
Page 1 of 6
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The Florida Virtual School – An online school that provides full-time learning
opportunities to students in grades K-12. Districts can also work with Florida
Virtual School to provide blended learning opportunities to students by enabling
them to access online courses from school sites. Additional link here.
Utah Electronic High School – An 18-year-old online high school providing a
range of courses to students year round. The school can award diplomas to
students who are home-schooled, have dropped out, or are ineligible to graduate
from a traditional high school for specific reasons.
North Carolina Virtual Public School – An online high school offering 120 courses
to students both during and after the school day. The courses offered include
Advanced Placement and honors courses, world languages, electives, credit
recovery, and online college courses. The school also provides test preparation
and career planning services to students.
District operated
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Karval Online Education – A public K-12 online school for Colorado residents that
provides a free computer for the family to use while the student is enrolled and
provides reimbursement opportunities to offset Internet and other educational
expenses. Dual credit courses are available to juniors and seniors.
Campbell County Virtual School – This school serves Wyoming students in
grades K-6. Families of enrolled students are loaned a computer and receive
subsidized Internet access, as well as materials including CDs, videos,
instructional materials, and hands-on tools and resources to complement the
interactive online elements of the program.
Salem-Keizer Online – This online Oregon high school is an accredited program
of Roberts High School in the Salem-Keizer Public School District in Oregon. The
school provides 24/7 learning opportunities to students living within the
boundaries of the school district and who are not enrolled in their neighborhood
public school. Tuition is only required for students enrolled in summer school
courses.
Charter operated
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Guided Online Academic Learning Academy – An online public charter high
school in Colorado for students ages 14-21. The Academy offers more than 200
courses to students as well as a variety of support services, activities to support
student-to-student interactions, and drop-in centers to facilitate enrollment,
counseling, assessments, and other services.
Blended learning: Blended learning opportunities incorporate both face-to-face and
online learning opportunities. The degree to which online learning takes place, and the
way it is integrated into the curriculum, can vary across schools. The strategy of
blending online learning with school-based instruction is often utilized to accommodate
students’ diverse learning styles and to enable them to work before or after school in
ways that are not possible with full-time conventional classroom instruction. Online
© 2014 Laureate Education, Inc.
Page 2 of 6
learning has the potential to improve educational productivity by accelerating the rate of
learning, taking advantage of learning time outside of school hours, reducing the cost of
instructional materials, and better utilizing teacher time. These strategies can be
particularly useful in rural areas where blended or online learning can help teachers and
students in remote areas overcome distance.
State operated
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Michigan Virtual School – Michigan’s students are able to take online classes
and access online learning tools from their middle and high schools via this
virtual school. Michigan Virtual also provides full-time learning opportunities to
middle and high school students. Districts in the state work with the virtual school
to grant course credit and diplomas to students.
District operated
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Walled Lake Consolidated School District – This Michigan district’s online
summer school credit recovery program was expanded to include online learning
opportunities during the school year. Students can now enroll in up to two online
courses each semester while continuing to attend school for at least four hours a
day. Eleventh and twelfth graders may also choose to enroll concurrently in
postsecondary courses via a partnership with a local community college. The
credit recovery program reduced per-student costs by 57 percent and the district
estimates that by offering two online courses during the school year it has been
able to save $517 per student on instructional costs.
Riverside Virtual School – This school makes interactive courses available to
students in Southern California and to other students in rural schools in the state.
Students in grades 6-12, including those who are homeschooled, may enroll fulltime.
School operated
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San Francisco Flex Academy – This high school is a five-days-a-week hybrid
school that provides an online curriculum that personalizes learning and enables
students to move through courses at their own pace. These online courses are
taken at the school site and are supported by credentialed teachers.
Rocketship – This elementary charter school network in California is a hybrid
school model. Each day, students attend the Learning Lab where they use
computers to support their individual learning needs. These Labs do not require
certified teachers, enabling Rocketship to reinvest the savings in training,
Response to Intervention, higher teacher salaries, facilities, and academic deans.
While students are in the Lab, teachers are engaging in planning.
Carpe Diem Collegiate High School – Carpe Diem is a hybrid school in Arizona
that offers computer-assisted instruction and onsite teacher facilitators. This
model enables students to progress as they demonstrate mastery.
© 2014 Laureate Education, Inc.
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iPrep Academy – This Miami-Dade County Public School offers a teacherfacilitated virtual curriculum to 11th graders. Its motto is “learn anytime, anywhere
at” and at the students’ own pace. The curriculum includes Advanced Placement
and honors courses, distance learning opportunities that enable students to
engage with their peers from around the world, and applies real word
experiences to learning.
Open educational resources: Open educational resources are teaching, learning, and
research resources that reside in the public domain and are freely available to anyone
over the Web. They are an important element of an infrastructure for learning and range
from podcasts to digital libraries to textbooks and games. It is critical to ensure that
open educational resources meet standards of quality, integrity, and accuracy—as with
any other educational resource—and that they are accessible to students with
disabilities.
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Open High School of Utah – This school uses open educational resources to
create an open source curriculum. To create this curriculum, teachers gather and
sort through open source materials, align them with state standards, and modify
the materials to meet student needs.
CK-12 – CK-12 FlexBooks are customizable, standards-aligned, digital textbooks
for grades K-12. They are intended to provide high-quality educational content
that will serve both as core text and provide an adaptive environment for
learning.
Leadership Public Schools (LPS) – In each of the four LPS schools, teachers
work together to utilize open-source materials to meet the specific learning needs
of their students. Through a partnership with CK-12, LPS has developed College
Access Readers, a series of online books with literacy supports embedded in
them to meet the individual needs of students, from advanced to underperforming students.
Khan Academy – The Khan Academy is a not-for-profit organization providing
digital learning resources, including an extensive video library, practice
exercises, and assessments. These resources focus on K-12 math and science
topics such as biology, chemistry, and physics, and include resources on the
humanities, finance, and history.
Mooresville Graded School District – This North Carolina district launched a
Digital Conversion Initiative to promote the use of technology to improve teaching
and learning. In addition to the use of laptop computers and other technologies
as instructional tools, the Initiative led to a shift to digital textbooks which are
aligned to the state’s standards.
Vail Unified School District – This Arizona district has replaced textbooks with a
digital learning environment that enables every school in the district to take
advantage of an online tool to create digital textbooks and support effective
teaching.
Use digital resources well: Schools can use digital resources in a variety of ways to
support teaching and learning. Electronic grade books, digital portfolios, learning
© 2014 Laureate Education, Inc.
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games, and real-time feedback on teacher and student performance, are a few ways
that technology can be utilized to power learning.
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High Tech High – High Tech High (HTH) is a network of eleven California charter
schools offering project-based learning opportunities to students in grades K-12.
HTH links technical and academic studies and focuses on personalization and
the connection of learning to the real word. To support student learning and
share the results of project-based learning, HTH makes a wealth of resources
available online, including teacher and student portfolios, videos, lessons, and
other resources.
New Technology High School – At this California school, student work is
assessed across classes and grades, and feedback is made available to
students via online grade books. These grade books are continually updated so
that studen …
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