Academic journal article Delta Kappa Gamma Bulletin

Preparing for CCSS Implementation: Determining the State of Web 2.0 Technology

Academic journal article Delta Kappa Gamma Bulletin

Preparing for CCSS Implementation: Determining the State of Web 2.0 Technology

Article excerpt

Introduction

In order to prepare for Common Core State Standards (CCSS), McShane (2014) advised that personnel in educational jurisdictions" ..determine their existing technological capacity" and "...accurately determine new technology needs" (p. 29). The Maryland State Department of Education, therefore, undertook a research project to investigate the preparedness of school-library personnel in local districts to offer Web 2.0 technology for instructional use by students and educators.

Rationale for the Research

Many issues are in play for integrating new instructional technologies into educational experiences, such as the adoption of the national CCSS in the United States and the expressed need for students to learn technological skills to compete in the twenty-first century. In fact, the CCSS that are being adopted by many of the educational jurisdictions in the United States (Common Core State Standards Initiative, 2014) create a major impetus for implementing Web 2.0 technologies. Panda (2014) confirmed that technology has been emphasized in the implementation of CCSS. Foltos (2014) contended that technology can boost learning in the implementation of CCSS. Clearly, implementation of instructional technology is a major component of the CCSS, culminating in many students completing the Partnership for Assessment of Readiness for College and Careers (PARCC) assessments online (PARCC, 2014). Not all states will use PARCC assessments that require online testing. However, because many may develop their own statewide online assessments (McShane, 2014), both educators and students must be proficient in use of digital tools for such assessments (Levin & Fletcher, 2014). Use of technological tools for CCSS assessment can make results of testing available faster (Levin & Fletcher, 2014).

A second major impetus for implementing Web 2.0 technologies is the realization, emerging over the past decade, that all students need the technological skills necessary to compete in the twenty-first-century workplace. Dickens and Churches (2012) contended, "It is no longer enough that we educate only to the standards of the traditional literacies. To be competent and capable in the 21st century requires a completely different set of skills-the 21st-century fluencies" (p. vi). Some experts see" ..the new literacies of online reading and communicating" (Drew, 2012, p. 334) as critical to the CCSS goal of having students college- and career-ready (Holzweiss, 2014; Rust, 2012). Partnership for 21st Century Skills (P21; 2014), Mardis (2008), and American Association of School Libraries (AASL; 2007) concurred that K-12 students need skills to make them fit for employment in the twenty-first century

Definition of Terms

The following terms used in this article may need definition;

* Blog, A blog is "an online journal comprised of links and postings in reverse chronological order. Alternatively called web logs or weblogs (derived from web + log)" (Maryland State Department of Education [MSDE], 2007, p. 25).

* Digital curation. Digital curation is defined as encompassing "...all aspects of the lifecycle of digital objects" (Gracy & Kahn, 2012, p. 32). The archival function of digital curation "...enhances the long-term value of existing data by making it available for further high quality research" (Digital Curation Centre, 2014, Home, para. 3).

* Digital immigrant, One who moves fromlittle technology expertise to incorporating technology into his or her teaching (Hammonds, Matherson, Wilson, & Wright, 2013) is a digital immigrant.

* MSDE School Library Media (SLM) Advisory Committee, MSDE has in place a School Library Media Advisory Committee comprised of 38 people, with at least one representative from each local public school district and one or more representatives from each Maryland postsecondary institution that has an AASL-accredited, graduate-level school library media program. …

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