Businesses Marketing Technology to Elementary Schools and its effect on Technology Integration in the Classroom

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TABLE OF CONTENTS

SECTION 1: INTRODUCTION1

Background of the Problem3

Problem Statement6

Purpose Statement7

Research Question8

Rationale of the Study8

Conceptual Framework10

Assumptions12

Limitations12

Scope and Delimitations13

Significance of the Study13

Reduction of Gaps13

A Review of the Professional and Academic Literature14

Understanding the Concept of Classroom Management15

Implementing Change in the Classroom17

Academic Performance and Disruptive Behavior19

No Child Left Behind and Student Achievement19

Using Education Reform to Improve Academic Scholasticism20

Social Reform22

Use of technology in education23

Use of technology in classrooms26

Technology use and students academic success29

Use of marketing software31

Barriers of technology integration33

Summary and Transition36

REFERENCES38

Section 1: Introduction

Copious amounts of deliberation given to cultivate and encourage students' academic success concentrate on topics such as, curriculum, instructional strategies, and interventions or services for struggling learners (Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008, p. 5). Although these issues are continually addressed, obstructions to learning still persist for several students. According to the Center for Mental Health in schools at UCLA (n.d.), approximately one-third of students are failing in their academic studies because of psychosocial problems that prohibit them from being attentive and engaging in classroom instruction. This data induces a prompt to call for “new directions for addressing barriers to learning” (Adelman & Taylor, 2006, Introduction section, p. xxi). Such directions should go beyond explicitly academic interventions to teaching both academic content and behavior, as teaching both may change the other (Algozzine, Wang, &Violette, 2011).

It is commonly assumed that aggressive children are socially unskilled and considered insignificant in relation to peers who differ from them (Farmer &Xie, 2007). However, this is a misconception, as findings from Estell, Farmer, and Cairns (2007) supported the view that some aggressive children are socially integrated in the classroom social structure, are solid members of peer groups, and can have a high social status (p. 157). Social skills training may reduce aggressive behavior in marginalized children (p. 156). Systemic attention to children's well being from conception may also help avert aggressive behavior (Edelman, Holzer, &Offner, 2006). Interventions to diminish aggression are inclined to focus on youth with social difficulties. Growing acknowledgment of these endeavors must also deal with peer support processes and allow student contributions within peer surroundings (Rodkin& Hodges, 2003). In relation to the past research the school dynamics indicate that when students of same age get along they try to they select and synchronize their behavior with one another (Farmer et al., 2007). Based on their evaluations of other studies, Farmer and Xie (2007) suggested that there are two societal views of aggression in school: the first involves disruptive youth who are socially marginalized; the second involves youth who are associated with other peers and are influential within the social context. This discovery suggests that aggression is part of familiar social dynamics in classrooms and that it may contribute to various roles as youth unite their social worlds. Numerous interventions intended to address aggressive behavior in school have centered on a skill deficit or social marginalization framework and have focused on socially incompetent youth (p. 470). However, this approach should be expanded ...