Educational Consulting Plan Utility of Mobile Technology in K-12 Grade Level

GEOTECH PUBLISHING HOUSE (GPH) A publisher's home for readers and writers.

SUBSCRIBE | YouTube

Facebook • Instagram • TikTok

Educational Consulting Plan

Educational Consulting Plan Utility of Mobile Technology in K-12 Grade Level

Prof. Lianie Jean

Undergraduate Research Samples

GEOTECH UNIVERSITY

Fall 2021

Abstract

Instructional planning to include technology education learning goals, resources, and standard performance outcomes are relevant factors for grades K–12, particularly mobility as a requirement. Education-Technology-Communication (Edu-Tech-Com) is geared towards the industry alignment of resources to progress and improve in this era. Educational policymakers face the dual obligation of effectively serving the needs of their increasingly diverse student body." (Bass, p. 2, 2005) Relationships are built for individuals to develop better interactions. As such, the features of automation, educational journals, hardware, software, learning management platforms, and apps are vital for the efficiency and effectiveness of institutions. Instructional planning to include multiculturalism is an element of the relationship-building model for academic progress. Many studies have shown growth in the use of mobile devices over the past decades. Perhaps more research is necessary to ascertain its significant use. It is pertinent to understand the resources that are accessible to children in grades K–12.

Keywords: Mobile, policymakers, research

Literature Review

Many reviews of literature about educational technology have shown it to be useful and interactive. There's been more demand for the development of architectural plan design, web, cloud-based, stream, podcast, network, broadcast, email, and IP. Innovative practices in school create a better workplace. Our goal is to provide a detailed coverage of the current challenges and enabling technologies along with recommendations and reflections for various stakeholders.

In this work, we review the recent status of methodologies and techniques related to the construction of digital twins, primarily from a modeling perspective (Rasheed et al., 2020). More professionals are likely to take initiative and explore more effective ways of imparting knowledge. The role educators play as change agents in students' lives must be towards socio-economic progress.

Mendiola, L. O. (2022) conducted a study with elementary teachers to learn about their experiences with their use of technology in their learning settings. Congruently, Orhan G. et al. (2018) researched student teachers' perceptions of educational technologies' past, present, and future; that research revealed two focus groups were formed to learn more about educator views and experiences with educational technology.

Rogers, K. (2021) explained that integrating educational technology to address disparities in education has implications for school social work.

The respondents indicated that the problems were the availability of the resources and a lack of support (both staffing and professional development) to be able to successfully implement technology in their classrooms. This research acknowledges the education, communication solutions currently investigated to determine the performance outcomes and opportunities from which students will benefit. In fact, this is a consideration of learning plans for K–12, in consultation with educational policymakers, researchers in education, and the demands of the global workforce.

A plan to succeed using mobile devices must incorporate strategic games and organizer software. A previous study examined what teachers knew about the district's technology plan, how technologies have influenced how educators teach, and their perceptions of how students learn when digital technologies are used. It also investigated the availability of resources to teachers; the findings were that teachers were assisted to use educational technologies and to communicate with others regularly as part of implementing the standards.

Method

Participants in this study will participate in this anonymous research voluntarily, and consent is required for the duration of the task. This researcher will gather data from three different facets to analyze the data and prepare reports. The first step will be a series of observations scheduled to determine K–12 resources. It is argued that the educational psychologist's job is to give kids and teenagers more agency over and comprehension of their own learning and the context in which it occurs (Todd et al., 2000).

The second step is to conduct a face-to-face interview with selected educators to gather data. For example, the features of automation, educational journals, hardware, software, learning management platforms, and apps are key elements to address during the interview. The data collection related to the research is necessary to ascertain the scope of technology education in teaching-learning.

The third step is to coordinate a mini-workshop with students in grades K–12, engaging them in relevant tasks to measure interest in and understanding of the program. Recent developments in computational pipelines, multiphysics solvers, artificial intelligence, big data cybernetics, data processing and management tools bring the promise of digital twins and their impact on society closer to reality. A digital twin is a virtual representation of a physical asset enabled through data and simulators for real-time prediction, optimization, monitoring, controlling, and improved decision making (Rasheed et al., 2020).

This method ensures a wide range of perspectives relating to the integration and use of technology among the respondents. This would additionally indicate that the types of educational technology tools being used in the context of teaching and learning activities are subject to maximum variation sampling, which is a search for differences in perspectives based on gender, age, experiences, and behaviors. Thus, the research approach adds to the knowledge base-content of technology education.

Discussion

Education-Technology-Communication (Edu-Tech-Com) is geared towards the industry alignment of resources to progress and improve in this era. As such, the features of automation, educational journals, hardware, software, learning management platforms, and apps are vital for the efficacy and effectiveness of institutions. In the process of better preparing K–12 students, there must be more development of architectural plan design, web, cloud-based, stream, podcast, network, broadcast, email, and IP.

Innovative practices in school create a better workplace. Without a doubt, a digital twin—also known as a computational megamodel, device shadow, mirrored system, avatar, or synchronized virtual prototype—plays a transformative role in how we develop the modularity of multidisciplinary systems to address fundamental obstacles that aren't addressed by the current, evolutionary modeling practices (Rasheed et al., 2020). More educators are likely to take initiative and explore more effective ways of imparting knowledge.

Understanding how new teaching tools work is important. Establishing a dynamic approach to the trends of educational mandates is likely to improve teaching and learning.

The market for information may be filtered to the extent of prioritizing, task-oriented, and time-efficient.

The recommendation for the district is to foster greater collaboration between administration and teachers to make a technology plan that has a clear vision for the role of technology in teaching and learning. The plan should include discussion on key areas, including updating equipment, adding professional development, one-to-one computing, and improving access and equity to technology resources. These findings are consistent with themes identified in the literature review.

Results

Mobile devices will continue to grow in the direction of supply and demand. Educators are certainly part of the market analysis; the interest of the user is not compromised, as is the demand for improving cybersecurity, instructional apps, and software solutions. Research about K–12 readiness for newer changes in using mobile may account for work efficiency and engagement.

A closer analysis approach to assessing these results is not limited to: (1) learning styles: students were hands-on or required redirection; (2) learner engagement: initiative and motivation. There's been more demand for the development of architectural plan design, web, cloud-based, stream, podcast, network, broadcast, email, and IP. Innovative practices in school create a better workplace.

Big Data, AI, and Machine Learning's Place in Digital Twinning: A Systematic Review of the Literature, Opportunities, and Challenges (Rathore, S. et al., 2021) as a significant research for this current study. More professionals are likely to take initiative and explore more effective ways of imparting knowledge. The role educators play as change agents in students' lives must be towards socio-economic progress.

Conclusion

As consulting firms continue to strive towards effective practices of using mobile in grades K–12, experts are collaborating in the development. Educators are likely to embark on the preparation of the preliminary teaching-learning process. In consideration of learning styles, the trends in education and social norms must reveal the kinds of patterns that are useful and align with standard-based procedures.

References

Mendiola, L. O. (2022). Elementary Teacher Experiences Regarding Use of Technology in the Western Pacific Islands.

Orhan G. Et al., (2018). Student Teachers' Perceptions on Educational Technologies' Past, Present and Future. Journal of Distance Education, v19 n1 Article 10 p 136-146.

Rasheed, A., San, O., & Kvamsdal, T. (2020). Digital Twin: values, challenges and enablers from a modeling perspective. IEEE Access, 8, 21980–22012. https://doi.org/10.1109/access.2020.2970143

Rathore, S. et al (2021). The Role of AI, Machine Learning, and Big Data in Digital Twinning: A Systematic Literature Review, Challenges, and Opportunities, in IEEE Access, vol. 9, pp. 32030-32052, doi: 10.1109/ACCESS.2021.3060863.

Rogers, K. (2021). Integrating Educational Technology to Address Disparities in Education: Implications for School Social Work. Children & Schools, v43 n4 p 225-233.

Tanski, Sarah P. (2019). Enhancing District Educational Technology Plans: Assessing a Suburban School System's Needs.

Todd, E., Hobbs, C., & Taylor, J. (2000). Consulting with children and young people: Enabling educational psychologists to work collaboratively. Educational and Child Psychology, 17(4), 107–115.https://doi.org/10.53841/bpsecp.2000.17.4.107

GEOTECH PUBLISHING HOUSE

📱 516 688-4330

📧 geotechpublishinghouse.gtph@gmail.com

Website: www./Publication

Publication Type: Journal Articles

Reports - Evaluative

Education Level: N/A

Audience: Educators, Teachers, Policymakers

Language: English

Sponsor: Fortunate Affiliate Network

Authoring Institution: GEOTECH UNIVERSITY