__Article 4__
What Research Says: Training Teachers For Using Technology
Brand, Glenn (1997). What research says: training teachers for using technology. Journal of Staff Development, 19, Retrieved 10, 5, 2007, from http://www.nsdc.org/library/publications/jsb/brand191.cfm?
According to the US Office of Technology Assessment, the lack of teacher training is one of the greatest roadblocks to integrating technology in schools as well as the fact that most districts spend less than 15% of their tech budgets on staff training. Due to this, it is no wonder why many teachers still do not feel comfortable using and integrating technology into their curriculum. However, with proper staff development on the use of technology, this roadblock can be lessened if not eliminated.
After reviewing many journals this article provided insight into what a well-structured staff development program looks like. The first quality of such a program is time. Teachers must be give substantial time to master the skills and then transfer the knowledge into the classroom. The article suggests that staff development sessions take place after or before school and if possible at a site away from the school so that teachers can better focus.
Another important aspect to consider is that of varying needs. It is very evident that the people on most staffs are at different levels of technology. Some are using it effectively and some don’t know how to email. By giving the staff a needs assessment and offering a variety of group levels, the development program can benefit all. I think this is very important to remember when creating staff development. The sessions must be flexible and not “one size fits all”, just like the way we teach is no longer “one size fits all”. Also, the article points out that teachers need to be recognized and rewarded for using technology.
The article also stresses the importance of having technology resources teachers to support and help after the staff development has taken place. People will be more apt to use what they have learned if they know someone is there to support them. I could not agree more with this and have seen what happens when tech. resource teachers are eliminated. I am sad to say that many of the projects people used to do no longer happen at our school because the tech teachers are now gone.
Finally, the article mentions that training must be ongoing and systematic and be clearly supported by the administration. Once the staff is made aware of the vision consistent and valuable staff developments must be offered to enhance the vision.
Overall, I agree with the message of the article. I think too often my school bypasses technology. I can honestly say that in the four years I have been at my school that we have never had any on-site technology staff-development other than learning new administrative programs; a sad truth and one that I hope to change.
District Plan Evaluation
In my opinion the School District of Waukesha has done a good job with the writing of its technology plan and when it is compared to the DPI review/approval form I found it to meet most of the requirements. However, what looks good on paper is not always what is followed.
In terms of have an introduction, the vision is very clear, “to create an environment that prepares students to be responsible competent users of information and technology, leading to improved student achievement and opportunities.” Also, the plan shows that some research on the impact of instructional technology and library media services has been done. All tech coordinators and media service persons have taken surveys and have had their roles re-defined to help better meet today’s students’ needs.
When it comes to the needs assessment area, the district has examined technology issues in many ways. First, all principals participated in the Principals’ Executive Program funded by the Bill and Melinda Gates Foundation and took the TAGLIT online survey which was then used to generate information about the use of technology. Not only were administrators involved in creating the plan but so were department chairs, tech teachers and librarians. However, no classroom teachers were on the committee- something I feel should be improved. Consultants were also brought in to help develop and revise this plan and consider the needs. There is also clear information about previous plan goals, resources, teaching learning practices, and staff proficiency. However, when it comes to the staff being informed of all of these proficiencies I can honestly say I have never heard a word about technology proficiencies at my school nor had others in my department.
In terms of goals and objectives, everything is clearly laid out and mapped out with dates and current progress. The goals to focus on improving student achievement and equity issues do exist. However, I do not know if all these goals will be able to be accomplished seeing that we no longer have technology teachers due to last year’s budget cuts. The same can be said for the implementation and action plan. While it looks great on paper, it actually happening would be a miracle considering our district’s current status. This part of the plan definitely needs to be revised.
The section about monitoring progress and evaluation of the plan has been established and a lot of the responsibility falls on the building administrators. The district also produces a program called Bright Lights to showcase what it is doing with technology for the community to see. I do wonder, however, how the administrators’ evaluations are evaluated.
Within the appendix all of the necessary policies and procedure are outlined. Again, the plan is there but whether our not it is being followed is up for debate.
Overall, the district’s technology plan is 190 pages and it looks great on paper. These 190 pages are something that the normal teacher does not even glance at. In fact, no one in my department knew that one even existed. I feel this plan should be summarized and actually emailed out to all staff members at the start of each school year. Or, at least, each site should make its technology plan known. Also, all of the readings that we have done have stressed the importance of constantly updating the plans. Our plan was created in 2004 and will not be revised until 2009! In this time I feel our goals have drastically changed and so has our budget- we don’t even have technology teachers anymore, yet there are responsible for many different actions- only time will tell.
Week Four Work
__Chapter 4 Summary: __
The ways in which schools organize its administrative tasks have surely changed over the years. No longer are the manila folders clogging the file cabinets, for today schools are staying somewhat clutter free through the help of computer applications. Though the effectiveness of computers in classrooms continues to be a debatable subject, many have accepted the effectiveness of computers to aid in administrative tasks with open arms. Schools tend to use three broad categories of administrative applications: databases to manage data and information, electronic spreadsheets, and office automation.
The most important of the above three categories is databases. Databases help to organize mass amounts of information into simple and logical records for both students and staff. Databases continue to get more complex and it is important for all districts to constantly maintain and upgrade their database systems. I am constantly impressed at the amount of information I can get about a student in my district’s writing ability by using the data warehouse our district purchased a few years ago.
Electronic spreadsheets have also changed the way schools stay organized and report information. I cannot imagine life without spreadsheets. Spreadsheets allow for frequent analysis and manipulation of numbers and data. The time that spreadsheets can save is truly incredible. The spreadsheets also help in the planning process because they can allow people to see the “what ifs” easily. As the yearbook advisor, I am constantly using spreadsheets to organize information. In fact, this year was the first year we used an online-survey for our senior class versus the traditional paper and pen survey. The website we built then tabulated all the results and put everything into a nice neat spreadsheet that gave us the results immediately versus the days upon days it took us in the past to tabulate the results. Because of office automation, we were then able to take the results from the spreadsheet and put them right into a neat word-processed sheet. I can’t tell you how happy I was when I figured this out.
Speaking of office automation, it is also a very important part of administrative applications. While it once basically referred use of word processing, now, with the invent of the Internet and “suites” the merging of information is happening with spreadsheets and databases. When everything can work together it can save people a ton of time- one of the best things about technology.
Another important administrative software that is used by most schools in the country is email. While my district has yet to give each student an account, each teacher has an account that helps both parents and other teachers stay in contact about student progress. Again, I can’t imagine teaching without email- I guess I would sure be racking up my cell phone bill-calling parents.
Lastly, this chapter talked about five specialized computer applications that many districts use. The first being “portals” or homepages for schools. Our school has a homepage that is filled with important information for students and parents. Statistical software packages are also quite common as well as test-scoring equipment and automated calling systems- all of which my district uses. Finally, energy management was also listed as an important administrative piece of software. The only drawback to our district’s program is that my classroom in always freezing and there is no way to turn it up.
All in all, it is important to recognize the impact administrative software has had on schools and it’s important to keep updating it so a district does not get left behind.
SOFTWARE EVALUATION FORM
Positives
Overall I really like this form, which is why I choose to use it. It is a form that my group and I created for one of our other classes. After doing some research I have added some other questions that I found on other evaluation forms to make this form even better. I had problems formating it in the table so please, wherever it says Excellent, Good, Okay, Weak, Unacceptable, NA please not that this should be in checklist form. I can email you a word docment if necessary.
• Check format makes it easy to use
• Fast to fill out, yet thought is required
• Comprehensive short-answer questions
• Asks what type of staff-development is needed to effectively implement this program
• Has teachers compare this program to others that have been evaluated. This ensures that other programs have been looked at and evaluated
• Takes into consideration the needs of both students and staff
• Asks about cost and future updates for the program
- Addresses what standards the program utilizes
Negatives
• No section for parental use- a lot of administrative programs tend also to be used by parents (ex: grading programs)
• Does not require the evaluator do to research in the setting it will be used or look at other institutions that have used the program in the past
• Is it detailed enough? I don’t know if anything is ever detailed enough.
SOFTWARE EVALUATION FORM
General Information
Title Publisher
Copyright Version
License Type Platform PC Mac
Media Type Install Type
Hard Drive Space Needed RAM Needed
Anticipated Cost Grade Levels
Other Products Needed to Use Software
Subject(s) Addressed
Category of Software
Presentation Simulation Tutorial
Reference Tool/Authoring Drill and Practice
Administrative Word Processing Mapping
General Software Quality Evaluation
Excellent Good Okay Weak Unacceptable NA
Ease of Installation
Ease of Initial Use
Manual Usefulness
Sound Quality
Graphics Quality
Other:
Detail any operational problems encountered during installation:
Standards this software addresses:
How would this program help our school to run more effectively?
Content Value Excellent Good Okay Weak Unacceptable NA
Is the design educationally sound
Current Content
Content Reliably Accurate
Methodology Appropriate
Graphics Quality
Free of Errors
Real Life Content
Student/Teacher Use if needed: Excellent Good Okay Weak Unacceptable NA
Age/Grade Appropriate
Gender Neutral
Sensitive to Diversity
Adaptable to Cooperative Learning
Adaptable Difficulty Level
Interactive
Fun to Use
Clear Instructions
Intuitive Use
Easy to Understand, Useful Help files
Easy to keep student records
Value Excellent Good Okay Weak Unacceptable NA
Purchase Value
Educational Value
Overall Rating
Student Benefit
What type of child would benefit most from this product
What type of child would benefit least from this product
Teacher/Administrator Benefit:
What type of teacher/administrator would benefit most from this product?
Teacher/Administrator Benefit:
What type of teacher/administrator would benefit least from this product?
Desired functions missing from this software
Explain how this product meets, or does not meet, its educational or administrative goals.
Why should our district purchase this program versus the others you have looked at?
What type of staff development would be needed to ensure this program is implemented effectively? Explain in detail.
Week Three Work
Article Three Review
Yip, F and Kwan, A (2006). Online vocabulary games as a tool for teaching and learning
English vocabulary Electronic version. Educational Media International, 43(3),
233-249.
Yip and Kwan (2006) investigated the usefulness of online games and their effect on Chinese students’ retention of new English vocabulary words. The independent variable for this study was instruction: online vocabulary games done individually versus teacher facilitated traditional face-to-face activity-based lessons using no technology. A dependent variable was students’ retention of the vocabulary words, which was measured by a pre and post-test. The second dependent variable was students’ attitude toward vocabulary learning via online games vs. traditional teacher facilitated activities. This was measured by a survey questionnaire created by the researchers and a group interview given only to students in the experimental group.
The sample for this study included 100 freshman students majoring in engineering at a large university located in China. The age, background and English proficiency of all students noted as homogeneous. 87% of the students were male compared to 13% female due to the tradition of engineering being a male discipline. The 100 students were assigned at random and broken into six groups, three that received treatment and three that did not. Three teachers taught one control and one experimental group the same sets of vocabulary words.
In order to conduct this study, students were first given a pretest of 30 fill-in-the-blank questions on vocabulary words in 30 minutes. The teachers did not talk about future lessons on the words, discuss that there would be a post-test, or give students feedback on the test. The test was strictly used to measure prior knowledge of the vocabulary words. To carry out instruction, both groups were given two 50-minute vocabulary lessons per week for six weeks. Students in the experimental group, those using the online games, had lessons which were student driven and the primary role of the teacher was to make sure the students were on the correct websites. The games gave the students the immediate feedback typically given by a teacher. The control group, those using teacher facilitated traditional face-to-face activity-based lessons without technology, was taught a variety of vocabulary learning strategies. Students in the control group made mind maps, drew pictures, wrote definitions, and presented vocabulary words to the class.
In order to measure students’ vocabulary retention, the students were given a post-test three weeks after all the vocabulary words had been introduced. The researchers waited the extra three weeks to ensure the words had been retained versus simply learned for a test. The experimental group outscored the control group on the post-test, which indicated that learning with the use of online-games is more effective than face-to-face activity-based learning. In terms of attitude toward learning with online games versus learning through face-to-face activities, 68% of the experimental group preferred the online games versus traditional vocabulary learning methods. Also, 55% of the experimental group believed the games increased their interest in vocabulary learning. The results of the five randomly selected students interviewed found that the games made it easier for them to remember new words on the same theme. They also stated that the repetition of the words in the games helped them remember words and the simplicity of the games developed their confidence. Students did note that the results they obtained from the game did not always reflect their knowledge because some got too caught up in the “game”. All students interviewed also stated if they were given the choice to learn vocabulary through online games or traditional face-to-face activity-based lessons they would choose the online games because they were more fun.
Reflection
One way I have been integrating technology into my classroom is through a computer program called Quia. This program allows teachers to create quizzes, post vocabulary, and create a variety of drill and practice drills and games. Specifically I use it with vocabulary, for my students seem to dislike the concept of vocabulary studying. Since using Quia, I would have to agree with Yip and Kwan seeing that my students’ attitudes toward vocabulary learning have increased as well as their comprehension and retention scores. When asking my students why they do better when I create drill and practice games for the vocabulary versus the traditional study methods we use, they tell me they enjoy playing the games and it does not seem as school-like. Also, many of my students have stated that they enjoy the competition that the games create. I am happy to say that students who failed a lot of my vocabulary quizzes from the past year were getting 100% and actually using the words in their writing after using Quia. All in all, this experience has reinforced that the students we teach today are digital natives and we as teachers must find a way to reach them and gaming may turn into a new learning strategy.
Week Two Work
Article Review 2
See, John (1992). Developing effective technology plans. The Computing Teacher, 19, Retrieved May 1992, from http:// www.nctp.com/html/john_see.cfm
The article “Developing Effective Technology Plans” by John See discusses what it takes for a school district to develop a technology plan that truly works. Although the article was written a few years ago, it contains great insight and is still relevant when discussing technology planning- sometimes older is better. First, See states that a technology plan is not something that should not be intact for five years; it should be revised yearly seeing that technology changes so quickly. Though many districts require its plans to span numerous years for budgeting purposes, this does not mean that the plans need to remain in stone, an important concept for many districts to grasp. Remember, just because it is in the plan does not mean one needs it if it is becoming obsolete. Something my school found out when it purchased overhead projectors rather than elmos or data projectors.
Secondly, See believes plans should focus on output rather than input. Instead of worrying about how many of a type of technology one has, focus on what can and will be done with the technology that is available or will become available. Asking this question will help staff and students to “work smarter, not harder” which seems to be the motto of the twenty-first century. The article also stresses the importance of doing one’s research to ensure he/she is buying the best product to meet the established goals. Trying to “unify” a district with one type of computer is not possible and in fact can be dangerous. Instead, explore different types and try new things.
See also believes that technology should not be used to teach only the technology. When it is being used, students should be learning real-life skills. He makes a great point saying that we concern ourselves over teaching literacy and the writing process but often fail to teach the process of technology. Having students produce a video may be time consuming, but it is something that they most likely see in their future. The way our students learn is changing. He feels a lot of teachers do not take the time to implement technology because they are focused on getting to a certain place in the text. Instead of relying so heavily on the text, he encourages teachers to support and enhance the curriculum through technology. Again, this is a change that must happen and will only happen if teachers are given proper training.
Of course money is an issue when planning for technology. While technology can be costly, so can new textbook adoptions that districts seem to do every few years. Just think, as soon as some of those books are printed, they may be out of date at the rate our world is changing.
Most importantly, See stresses the fact that in order for teachers to use technology effectively, the technology plan must include a professional development section that is created by a team of staff, not simply the administrators. There must be a shared vision that is supported by all and developed through training sessions. I find it amazing that for the past three years my district has focused on literacy and not once have we received training on any type of technology. Obviously, our technology plan needs to be revised, especially the section regarding staff development.
Chapter 3 Summary
This chapter deals with technology leaning and equity issues. It begins with a discussion on the role of how much technology should be used in school. While some believe that using technology can replace teachers, others believe that it must be integrated with traditional classroom teachers. One system that does just this is the integrated learning system (ILS). This technology is used to perform the teacher’s function in combination with regular classroom instruction led by a teacher. Benefits of the ILS include: individualized instruction, exceptional data measuring, and thoroughness of content. I believe a combination of ILS and regular instruction does truly help to individualize instruction and while reaching a variety of learning styles. Also, with all the budget cuts and increased class sizes, I can see how using ILS could greatly help teachers- now it is just a matter of some districts getting the technology.
Next, the debate on when children should start being exposed to computers is discussed. Studies have found that elementary students with proper guidance, software, and hardware are cognitively ready and can benefit from computer experiences. When choosing software for the students to use, it is important to pay attention to reading level, ease of use, and relevance to the curriculum. Most importantly, the computer should be a tool that is integrated into the curriculum, not a subject in itself. Personally, I can’t believe how far technology has come from elementary students. When I was a kid, all we got to do was play Numbermunchers or Oregon Trail during computer class for 20 minutes once a week.
The use of computers with students with special needs has also proven to be beneficial. Computers for many students with special needs have made their educational learning better. For some with severe disabilities, technology has helped to remove barriers from their lives and for some it has even become their main way of communication. It thrills me to see students with autism and other disabilities using the computer to communicate. I also appreciate the simple features word processing has given to students with dyslexia. For many, technology is becoming an equalizer.
Another issue to keep in mind when doing technology planning is gender issues. Studies have shown that males tend to favor computers more than females. In order to break this inequality, schools should require both sexes to take technology course, educate others about the stereotyping, establish positive role models and integrate computer curriculum when possible and relevant.
Minority issues show how technology is not always equal. In general, minority students have less opportunity than Caucasian students when it comes to technology use. While the gap is narrowing, Caucasian students tend to attend districts with more computers and more programs available. When planning, it is important to consider the types of software students will be using, ensuring that no stereotypes are presented.
Socioeconomics should also come into play when planning for technology. Studies show that race and family income relate directly to access to technology; however, the gap is narrowing. It is important for administrators to look at how their schools are offering technology outside of the school day so that all students have a fairer chance. The school I work at has many minorities and students of low socioeconomic class. As a teacher, I have to be conscious of what I assign and can’t require students, without giving them a few days, to do Internet activities or word process all papers. Doing this would be unfair to all my students.
Great summary of the chapter - Louis
Summary of Chapters 1 and 2
Chapter 1
While much of the business world has been quick to adopt and effectively use technology, schools have lagged behind. One reason is that schools do not have teachers who feel prepared to effectively integrate the technology into the curriculum. Since the 1980’s school have started to jump leaps and bounds with technology using it both for administrative and instructional tasks. However, many teachers still lack confidence with technology and would like to see improved software for instructional purposes while the administrative tasks have made much headway. Research has shown that in order for technology to be used effectively proper planning must occur. Planning includes a shared vision, training, evaluation, and feedback at both the district and site level.
I feel that this chapter is very accurate. Schools do lag behind the business word when it comes to technology. I know a lot of this has to do with funding. I also agree that many educators are not using the technology that is available to them to its fullest- hence more training is needed. Currently at my building I see this situation, we have two SMART boards in our department and only two teachers (including myself) know how to use them!
Chapter 2
There is no set definition for the word planning. However, most have come to consensus that planning enables people to better prepare their organizations for the future. It is important to note that school operate as social systems- they are part larger whole and many different groups of people and needs must be considered while planning. Educational planning has four major elements. The first major element is comprehensiveness. While it is impossible to completely understand everyone person in the school, it is important to have a very good total view of what the school’s environment is. Basically, a good comprehensive plan helps link individual needs and objectives to overall instruction goals. The second element of planning is collaboration. It is very important to involve a variety of administrators, specialist, and classroom teachers on a committee when coming up with a plan. Having a lot of expertise will only improve the plan. Involving many different people helps to establish a commitment, another element of the planning process. When people understand the plan they become committed to its goals. Finally, the last step in the planning process is continuity. Planning is something that never ends. As the book stated, “an organization is like a living organism that continually responds and adjusts to environmental stimuli” (21). Due to this, it is extremely important to constantly evaluate the plan, objectives, and goals with various methods including formal and informal assessments.
Because technology is constantly changing it is important for school districts to have a solid technology plan. This plan can typically last for 3 to 7 years. Such a plan should be written so that all members of the community can be aware of the goals. While carrying out the plan it is very important to constantly evaluate and give feedback to the plan, hence, the plan should change.
Schools typically have two types of technology planning: administrative applications and instructional applications. The goal of administrative applications tends to be technology that improves administrative productivity and efficiency. While it is important to get the central office involved in this planning, building staff should also be involved. Involving the building staff will help to establish commitment. Instructional application planning goals include improving students learning as well as preparing students to live in a technologically advanced world by using technology tools. Both types of planning need to analyze their environments, evaluate, and review. Remember, planning is an ongoing process.
Needs Assessment Reviews
In order for a change to happen there must be a need. One way to find that need is to complete a needs assessment. A needs assessment is a tool that measures how things are and how things should be. This type of assessment is done in many different types of organizations including school districts. The biggest reason why a needs assessment is important is so that before an institution makes an investment they understand where their company is and where it needs to get. In the case of technology, needs assessments are extremely important for school districts to utilize- technology is not cheap and we can’t make assumptions.
After spending much time researching I have found two different needs assessments that I think would help school districts. The first needs assessment was created by the Maricopa County Small School Consortium for use in its schools. I feel it is a tool that would typically be given to administrators and department groups. I feel it would be an assessment that the whole English department would sit down together to discuss and then send a representative to a site meeting to share the department’s feelings and needs. This assessment asks individuals to take a close look at how technology is being used at a variety of levels including: curriculum integration, professional development, equitable use of technology, infrastructure and telecommunication needs, and administrative needs.
A technology need is identified first. Then, the group must explain the current district profile. I feel it is always good to talk about where the group is and then where they want to go and finally how they will get there. The next column is for the group’s vision or future needs. Lastly, there is a box for questions and comments. I feel this type of assessment along with discussions and informal observations would truly help a school to establish its technology plan.
Citation:
Maricopa County Small Schools Consortium, (2006). MCSSC Needs Assessment Worksheet. Retrieved September 13, 2007, from Needs Assessment Web site: www.septa.arizona.edu/BIA%20Admin/Presenters/technology%20planning/TechPlanNeedsAssessmentworksheet.rtf
The next needs assessment that I found valuable was created by An Educator’s Guide to Evaluation the Use of Technology in Schools and Classrooms. It is a technology needs assessment survey for classroom teachers. I like it because it is in a spreadsheet format and I can imagine it would be easy to tabulate the results. It also breaks things down into simple and clear categories. Let’s face it, teachers are very busy people who want to maximize their time- this survey does just this. The survey starts by focusing on what technologies the participant has used. It them moves to asking about the types of technologies he or she has used for his/her job. It also asks how computer-aided instruction is being used in the classroom as well as how individuals would rate possible future technologies to help impact and support instruction. This is important to see if the technologies are being or would be used effectively. Finally, the last section of the assessment focuses on staff development activities. Not only does it ask staff to rate the training that they have received, it asks for how much training they would like in specific areas. I believe this part of the assessment is crucial because it can help the district to see where its staff members are and where they would like to be, which helps to develop a commitment.
Citation:
An Educator's Guide to Evaluating the Use of Technology in Schools and Classrooms, (1999, December). Archived: Technology Needs Assessment Survey. Retrieved September 13, 2007, from Appendix C- Examples of Technology Surveys Web site: http://www.ed.gov/pubs/EdTechGuide/appc-5.html
Article Review #1
Friedman, Thomas (2005). The world is flat. New York: Farrar, Straus, and
Giroux.
The World is Flat by Thomas Friedman is a non-fiction account of the history of the twenty-first century. Specifically, the major theme of this book is change. It focuses on why major changes have come about and how these changes have impacted our world. Interestingly enough, advances in technology is what the book credits as making our world “flat”. The book contains ten “flatteners” and discusses how each one has changed our world.
The first flattener is the fall of the Berlin Wall. Not only did the government of Germany change because of this historic event, but so did governments around the world. The fall led to freedom for many and the adoptions of common sets of standards, including that of technology. Computer programs began working together to create better operating systems.
The second flattener is when Netscape went public. The increased use of the Internet lead to the fiber optic boom that linked people in America easily to people in China. This changed the way both individuals and businesses do communication forever.
Software, another flattener, also changed the way people do business. Instead of taking orders by hand and counting inventory, computers programs could now handle this daunting task. Global offices were also created.
Flattener number four is open sourcing, a concept that changed the productivity of people. Instead of reinventing the wheel this concept encouraged people to add and share free software programs, hence promoting collaboration.
Outsourcing and Off shoring, flatteners five and six, have changed the business of hours of America. Instead of working eight to five, there are some companies that literally never sleep. These companies can easily hire people in China and India to answer phone class and transcribe information. However, one disadvantage to outsourcing and off shoring is that many jobs have left America, changing our country drastically.
Due to the invent of great software programs flatteners seven and eight and, supply chaining and insourcing, ensures that companies can constantly keep up with supply and demand. Companies such as Wal-Mart and UPS are constantly using technology to help keep them one step ahead.
One of the biggest changes in our world is the way in which people access information, flattener nine. What used to take hours of time in a library can now take a few seconds with the help of search engines like Goggle. Also, with the invention of flattener 10, mobile devices, people can now work and communicate from anywhere.
After reflecting upon the ten flatteners, one can truly see how technology has changed our world. Many believe more changes have happened in the past twenty years than ever before. While some people are resistant to a lot of the technological changes, others embrace them. Also, many who are resisting the changes are finding themselves left behind in the twentieth century. Overall, The World is Flat will make the reader ponder and appreciate all of the changes that have occurred and wonder what will happen in the future.
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