Goduti1

GraceGoduti
AdvancedPlacementLanguageandComposition
Mr.Rhodes
February272014
CareerinEducation
Beep.Beep.Beep.Thestartlingsoundofthealarmclocksoearlyinthemorningawakensthe
devotedemployeeearlierthantheroostercrows.Thearomaoffreshlygroundcoffeeprovidesalifeline
forthefirstfewhoursofthelongday,aritualperfectedoveryearsofexperience.Burdenedby
regulations,lackofrespect,overcrowdedconditions,lowpay,anddifficultiesfaceddaily,thisworker
preparesforanotherlongdayjusttomakeendsmeet.Whilethesetroublesmayapplytoanynumberof
fields,theyperfectlyexemplifythejoboftheunsunghero,theteacher.Eachschoolyear,teachers
tirelesslyhelpdevelopthemindsandheartsoffuturedoctors,lawyers,politicians,andbusinessowners.
Inordertosurviveinthisdemandingfield,schoolteachersmustutilizecuttingedgetechnologyand
practiceflexibilityamidsteverchangingcurriculumandmethodsoftesting,allthewhilemaintaininga
caringandpatientdemeanortoendurethepressuresandchallengesofteachinginAmericatoday.
Thebeginningofeducationdatesbackto2500B.C,whentheSumeriansandEgyptiansbegan
teachingthebasicsofreadingandwriting(Education97).Duringtheriseofeducation,thelearning
centeredaroundtheSumerianscreationofthefirstwritingsystem.Althoughthiscreationbroughtjoy
andpridetotheSumerians,thecomplexsystemchallengedthepeople,thusbringingforththecreation
ofasimplerandorganizededucationsystem.Sincethedifficultyoftheoriginalwritingprocessconfused
manystudents,educatorstaughtstudentsbyemployingamethodofcopyingandrepetition.These
newfoundschoolssoonaddedwriting,reading,andcalculationtotheirstudies,andbythecompletionof

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theireducation,theSumeriansintroducedanewsocialclassknownasScribes.Priestsservedasthe
maininstructorsfortheschoolstudentshowever,priestgenerallyonlyallowedupperclassfamiliesto
attendandthenumberofmaleslargelyoutweighedthenumberofgirlsintheclassroom.These
classroomssoonexpandedtotheeasternshoresandcontinuedtogrowthroughouttheworld(97).
Withtheformationoflanguageandthewrittenword,schoolsslowlyevolvedoverthousandsofyears
intowhatAmericarecognizesasthepublicschoolsystemtoday.
PubliceducationinAmericaoriginatedintheMassachusettsBayColonyin1647,whenanewly
passedlawrequiredthedifferentcommunitiesinMassachusettstoprovideapublicschoolfortheearly
Americanssettlers(Education102).Thetownsetrequirementsfortheestablishmentoflocalschools.
Forexample,townswithaminimumof50familieshadanobligationtosetupanelementaryand
religiousschoolwithinthearea,andtownswithaminimumof100familiesrequiredaLatingrammar
schoolaswell.Priortotheselaws,schools,suchasthefirstLatingrammarschoolbuiltin1635,already
existed,butattendanceremainedoptional,however,inthe1700spubliceducationinAmericatookoff
manycolonieschangedthenameofthesecondaryschoolstoacademieswhichofferedmorespecific
classesthangrammarschools(102).Theseacademiesalsoallowedfemales,someevenrestricting
attendancetoonlyfemales.ThegrowthofeducationrapidlyincreasedandneartheendoftheAmerican
RevolutionaryWar,over18higherinstitutionsdevelopedintheUnitedStates,includingthefirststate
collegeNorthCarolinaUniversityatChapelHill,in1795(103).

Throughoutthe1800s,moreAmericansdesirededucationandbelieveditfundamentalin
obtainingthegoaloftheAmericanDream.Asaresult,manysuggestedthattheUnitedStatesprovide
free,taxfinancedschoolsandbecausethegovernmentrantheschools,patriotismreplacedreligion.
Publiceducationcontinuedtoevolveandtheeducationsystemaddedstateboardsofeducationin1837

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(Education103).LawspertainingtoschoolattendancealsospreadthroughouttheUnitedStatesand
by1918,everystaterequiredtheschoolstoadheretothislaw(103).Bythe1900s,stategovernments
generouslyincreasedtheirfinancialaidtopublicschoolsasenrollmentcontinuedtoincrease.However,
afterWorldWarII,thisschoolgrowthcreatedalargeneedformoreschools,teachers,andmoney.By
the1960s,manyteachersstartedfeelingrobbedoftheirrights,andformedorganizationstotryand
preventthesesituations.(104).Theseorganizationsbecameviolentandruthlesseverywherebut
effectiveinprovidingteacherswitha70%raise(104).Educationcontinuedtogrowandbythe
twentyfirstcenturythenumberofstudentsenrolledinpublicelementaryandsecondaryschools
increasedmorerapidlythananypreviousframetimeinthenation(104).Astheenrollmentinpublic
schoolssteadilyincreasedovertime,sohavetheeducationalrequirements,standards,anddemandsfor
educatorsthemselves.
ManycollegesinNorthCarolinaofferaneducationdegree.Primarilyduetothedemandfor
teachersintheUnitedStates,over57collegesinNorthCarolinaofferthiscareerpath(College
Search).Someinclude,AppalachianStateUniversity,BelmontAbbeyCollege,UniversityofNorth
CarolinaatChapelHill,UniversityofNorthCarolinaatCharlotte,andWakeForestUniversity
(CollegeSearch).AmongtheseGardnerWebbUniversity,PeaceCollege,UniversityofNorth
CarolinaAsheville,andUniversityofNorthCarolinaatCharlotterankasthemostwellrespected
(ElementaryEducation1269).Toearnadegreeinelementaryeducation,onemustreceivea
bachelorsdegreeaswellasspecificlicensesandcertificationsdependingonthestate.Classesrequired
include,mathematics,physicalscience,socialscience,music,art,literature,psychologyoflearning,
teachingmethods,andchildpsychology(Teachers283).Duetotheriseandimportanceof
technologyinschools,teachersmustalsotakeclassesprovidingthemwithinsightandskillsin

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technology.Schoolsalsorequirestudentstotakepartinastudentteachinginternshipwhichprovides
greatexperiencebybringingaprospectiveteacherintoanactualclassroomtogetthefeelofthefield
andtodeterminewhethertofurtherpursuethecareer(Teachers283).TheStateBoardofEducation
generallyprovidesthelicenseandcertificationforthoseearningadegree.Certificationsbreakupinto
differentclassesandgradelevels.Forexample,certificationintheearlygradesincludepreschool
throughgrade3,elementarygrades1through6andsometimesthroughgrade8,middlegrades5
through8,andthesecondarysubjectareas7through12(284).Eventhoughthegovernment,which
differsperstate,requirespublicschoolteacherstoearnabachelorsdegreeandmaintainthebasic
certifications,privateschoolsdonothavetofollowtheserequirements,eventhoughtheygenerallydo
soasawaytomakesuretheirteachershavesimilarexperience.Certificationsalsovarybystate,but
themajorityofstatesperiodicallyrequiredevelopmentalclassesforteachers(ElementarySchool
Teachers319).Thiscollegeprocesstakesatremendousamountofefforthowever,therewardsfar
exceedanychallengeonemustfaceincollege.
Everycollegestudentseekingadegreeineducationwilltakenumeroustestsalongtheirjourney,
however,thePRAXIStestcompletesthestudentspath.AdministeredbytheEducationalTesting
Service,thePRAXIStestensuresthataprospectiveteacherscapabilityandperformancewill
exemplifysufficiencyinaschool,andthattheteacherpossessesthenecessaryskillsinordertorun,
organize,andcontrolanefficientclassroom.Thetestmainlycoversthebasicsubjectareasofeducation,
andthescoreoftheexamvariesbythestatestandards(Wynne14).Althoughdifficult,thePRAXIS
test,arguablythemostimportantandtryingtestateachermusttake,providesgreatexperienceforany
hardworkingteacher.
Althoughcertificationsandrequirementsforeducationvary,onethingremainsthesame:

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effectiveteachersmusthavecertainattributesforsuccessfulteaching.Eventhougheveryonehashisor
herownteachingstyle,eachneedtopossesscertainqualitiesforaneffectiveclassroom.Qualities
includingcommunicationskills,creativity,instructionalskills,andpatience(Teachers283).When
workingineducation,teachersmustnotonlycommunicatewiththeirownstudents,butwiththe
studentsparents,specialeducationteachers,andadministratorsaswell.Discussionswithsomeofthese
individualsincludegrades,strugglesintheclassroom,disciplineissues,andlessonplans.Creativity
withinateacher'slessonplan,whilestayingattentivetoalldifferentlearningstyles,isveryimportantand
powerfulforanactiveandmotivatedclassroom.Alongwithcreativityandcommunicationcome
instructionalskills.Sinceelementaryschoolstudentscannotprocessinformationasquicklyasother
gradelevels,teachersneedtoknowhowtoinstructstudentsinaloving,caring,andyetfirmwaysothat
studentsunderstandandshowinterestinthesubject.Finally,teachersmustdemonstratedailyastrong
degreeofpatiencetoendurethelonghours,countlessquestions,unappreciativeparents,impatient
students,learningdisabilities,andpoorconditions(ElementarySchoolTeachers319).Nonetheless,
therewardsofteachingfarexceedthetroublesateachermustfaceonadailybasis.
Elementaryschoolteachersplayavarietyofroleswithintheirfield.Theymustplanlessonsin
Math,Reading,Science,SocialStudies,andsocialskills,constantlyevaluatethestudents,keepthe
parentsupdated,gradestudentsworktodetermineprogress,andpreparefortheendofthe
gradestandardizedtests.Teachersneedtoconstantlyutilizecreativewaystokeepthechildrenactive
andinterested.Teachersandstudentsspendthemajorityofthedayintheclassroomhowever,students
oftentravelbetweenclassesfortheirextracurricularclassessuchasart,music,andlanguage.
Elementaryschoolteachersworkineitherprivate,public,orcharterschools.Teachersalsocome
beforeorafterschooltograde,prepare,andconversewithparentsandotherteachers(Elementary

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SchoolTeachers316).Teachersfollowthesameschoolscheduleasthestudentswithsummeroff,
however,teachersspendthemajorityofthesummerpreparingfortheupcomingschoolyear,andsome
evenworkextrajobstosupplementthepoorsalaryteachersreceive.Somedistrictsrequireteachersto
workyearroundschedulesbutincludebreakseveryeightweeksaswellasafiveweekwinterbreak
(317).
Studentsexperiencealldifferenttypesofstressthroughouttheacademicyearthatteachersmust
monitortoensureanemotionallyhealthyclassroom.Studentsmayfeelburdenedfromaheavy
workload,extracurricular,homelife,andsocialpressures.However,thedreadedendofyeartesting
oftencausesagreatdealofanxietyandstressonthestudent,teacher,andschool.Thepossibilityofa
studentrepeatingagrade,ateacherlosingajob,andaschoolclosingasaresultofpoortestscores
weighsheavilyastheacademicyearscomestoaclose.Whenstudentstakesatest,theymustusetheir
workingmemoryinordertorecallwhattheyhavelearnedandstudied,however,theworkingmemory
alsoholdsanxietiesandworries(Paul).Whenstudentsbecomeanxious,theyoftenforgetwhatthey
preparedforandstudied,resultinginapoorgradeonatest.Females,AfricanAmericans,andLatinos,
haveahigherriskoftestanxietybecauseofthepressuretoprovetheirintelligencecomparedtowhite,
maleclassmates(Paul).Althoughelementaryschoolstudentsdonothavetotakethesamerigorous
testsastheirmiddleschoolandhighschoolcounterparts,researchersstillseetestanxietyinchildrenthat
manifestsindifferentways.Theymayexperiencestomachaches,havedifficultysleeping,orusethe
restroomasanescapeduringthetest.AwomannamedHeidiLarsoncreatedaninterventionfor
elementarystudentstoseeifschoolscouldreducetestanxiety(Paul).Sheinstructedthestudentstolie
onmats,closetheireyes,andpracticebreathingandmusclerelaxationexercises(Paul).Theschools
comparedthegroupswhotookpartintheexperimentversusthosewhodidnot,andtheresultsproved

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thatthosewhoutilizedtherelaxationmethodsdidnothaveasmuchtestanxietyasthosewhodidnot
participateintheexercises(Paul).Stressaffectseveryoneinadifferentway,andfindingawaytocope
withstresswillprovidealifelineforstudents,andteachersthroughouttheiryearsofschool.
Withendofyeartestingstress,thepossibilityofcheatingmaytemptsometeacherstocheat.
However,onefamouscheatingscandalatVenetianHillsElementarySchool,locatedsouthofAtlanta,
demonstratedtherepercussionsofsuchcheatingactions.In2010,Georgiastateinvestigator,Richard
Hyde,begantheAtlantaGeorgiacheatingscandalcasetouncoverthemysterybehindtheexponentially
hightestscoresandgradesinanareafilledwithpoorandneedystudents(Winerip).Toaidinhis
investigation,Hydeaskedthehelpofanundercoverinvestigator,athirdgradeteacherbythenameof
Mrs.Parks.Seventeachersintheschool,alsoknownasthechosen,spenteveryafternooninrooms
withoutwindowssecretlyimprovingthestudentstestscoresbyerasingandreplacingthewrong
answers.Theprincipaloftheschooloversawthecheatingthathadtakenplacesince2004andwore
gloveseverydaytohidefingerprintevidenceonanyanswersheet(Winerip).Mrs.Parksparticipated
withthechosenonesandforweeksworehiddenwirestorecordherconversationwiththeother
teachersinvolvedinthescandal.Thescandallastedfortwoandahalfyearsandinsteadofjust
supervisingtheteachers,theybegantosupervisethedistrictsuperintendent,BeverlyL.Hall.Duringher
timeassuperintendent,hightestscoresearnedherfameasSuperintendentoftheYear,atriptothe
WhiteHouseinhonorofherperformance,andover$500,000inbonuses(Winerip).Eventually,the
schoolsamazingtestscoresarousedsuspicionandthetruthcameout.PolicechargedDr.Hallwith
racketeering,influencingwitnesses,theft,conspiracy,andmakingfalsestatements(Winerip).Shedenied
thesechargesandclaimedshehadnothingtodowiththecheating,however,thedistrictattorney
beggedtodiffer.MultipleteachersclaimedtheyassistedinthecheatingoutoffearofDr.Hal,landthe

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factthattheycouldlosetheirjobs.Intheend,Hydeshardworkedpayedoffand82firedteachers,
andprincipals,confessedtoparticipatingintheAtlantacheatingscandal(Winerip).Despitethepossible
temporarygloryandfame,cheatingneverpaysoff,andneverwill.
Althougheveryteacherenduresdailystruggles,specialeducationteachersdealwithunique
challengesonaregularbasis.Likeelementaryeducation,manyschoolsinNorthCarolinaofferSpecial
Educationasamajorbecauseoftheneedforthesetypesofteachers(intheNorthCarolinaandthe
UnitedStates.)SomeofthecollegesinNorthCarolinaofferingthismajorinclude,EastCarolina
University,ElonUniversity,HighPointUniversity,WestCarolinaUniversity,andtheUniversityof
NorthCarolinaatGreensboro,Charlotte,andWilmington(CollegeSearch).ToearnaSpecial
Educationmajordegree,onemusthaveatleastabachelorsdegreeandacertificationofaprofessional
trainingprograminSpecialEducation.Manystatesoftenrequireamastersdegree(forthemajor)
becauseofthecomplexityofthecareer.Forthisreason,ittakesamuchlongertimetobecomea
SpecialEducationthanaregulareducationteacherbecausemanystatesrequireafifthyearofcollegeor
somesortofgraduatelevelpreparation.TypicallygrantedbytheStateBoardofEducation,allspecial
educationteachersmustobtainalicenseinSpecialEducationinordertoworkintheirfield
(TeachersSpecialEducation290).SpecialEducationteachersworkwithstudentswitheithermildor
moderatedisabilitiesincludingemotional,physical,andmental(SpecialEducation).Theyteachthe
differentsubjectsinschooljustlikeanyotherstudent,however,theymayincorporatelifeskillsand
teachatavariedpaceusingmultipletechniques.Theymustassessallthestudentsaccordingtotheir
needs,developanIndividualizedEducationProgram(IEP)foreach,andconstantlycommunicatewith
parents,counselors,andadministrators.Specialeducationteachersworkinalltypesofschools,from
preschooltohighschool.Theseteachersneedskillsincommunication,criticalthinking,andpatience

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becauseofthedifficultyofthejob(SpecialEducation).Althoughthejobhasmanyhardships,helping
astudentinneedandservingastherolemodelmakesthestruggleworthwhile.
Specialeducationteachersworkwithstudentswithalldifferenttypesofdisabilities,andcan
specializeininstructingstudentswithdifferentdisabilities.Teachersofthephysicallyimpaireddetermine
thecurriculumandinstructanygradelevelfromelementarytohighschool.Teachersofthementallyand
emotionallyimpairedfocusonsocial,andbehavioralskills,andbasicschoolsubjects.Teachersofthe
hearingimpaireduselipreadingandspecialcommunicationtoinstillcriticalskillsandmaterial.Finally,
teachersofthevisuallyimpairedutilizesystemslikeBrailleorlargeprintmaterialsintheclassroom.
(OccupationSpecialties).
Overtheyears,salaryhasremainedoneofthebiggestchallengesforallteachers.Thesalaries
ofallschoolteachersdifferfromstatetostate.Alaskareignsthehighestpayingstatewithanaverage
salaryof$69,130,however,10%ofAlaskanteachersmadeashocking$103,190(Explore
Careers).Mississippiholdsasthelowestpaidstatewithasalaryof$41,720(ExploreCareers).
NorthCarolinaalsoplaceslowonthelistwithanaverageof$43,200,however,CMS(Charlotte
MecklenburgSchoolSystem)recentlysetagoaltoraisethepayofNorthCarolinateacherstothetop
ofthelist(ExploreCareers).Thisyear,CMSdecidedtofocusonraisingsalariesandbonusesfor
teachersinCharlotte,especiallythosewhoworkinthelowsocioeconomicareas.Professionals
understandthatiftheywantgoodteachersforthefuture,theyneedtoraisethesalaryornoonewill
enterthefieldofeducation(ChangestoPay).Someofthechallengesinclude,shouldthestatebase
payonperformance,howtofairlydistributethemoney,andwherecanpeoplefindthemoney?Last
year,teacherssentabillproposingtopayteachersaccordingtoperformance,alsoknownasmeritpay,
tothehouseforapproval.Thehouseapprovedthebillhowever,noonehadthemoneytobacktheplan

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(BigIdeas,NoMoney).CMSconstructedmanydifferentplanslikethis,includingan8%payraise
forthoseteachinginpoorsocioeconomicareas,anda12%raiseforthoseteachingtheharderCommon
Coresubjects.Thesegroupsalsocreatedaplanwhichstatedthatafterateacherhastaughtatleast
threeyears,theymaytakeanadditionaljobwithintheschooltoachievearaise.Jobscouldinclude
leadershiproleswithintheschools,dataanalysis,classroominstruction,andtechnologyinstruction.
Teacherswouldnotreceivethepayunlesstheykeptupwiththerequirementsandperformedtotheir
highestskilllevel.Thepaywouldrangeanywherefrom$1,000,to$25,000(BigIdeas,NoMoney).
ThesedesiredsalarybonusesonlyexemplifyafewofthemanyexamplesNorthCarolinaneedstocome
upwithtoday,inordertosuccessfullypreparethefutureofthecountry.
Notonlydopoorsalariescreatefailingteachers,itcreatesfailingstudentsaswell.In2010,the
SuperintendentofRhodeIslandFrancesGallo,createdaplantofireallteachersatCentralFallsHigh
Schoolfortheirhorribleperformancerates(Zezima).FrancesGalloproposedthisplantorecreatethe
school.Ina5to2vote,Gallosplanwonandtheschoolfiredover100teachersandfacultymembers
(Zezima).Galloknewheneededtodothisinordertopassstatestandardsandhaveagraduationrate
above48%(Zezima).Hemadesureallnewteachersunderwentprofessionaldevelopmentclassesto
makesuretheproblemwouldnotoccuragain.Theoriginalcauseofproblemstemmedfrompoorpay
whichtranslatedintoalackofmotivationandpoorperformance(Zezima).Thisfurthersthenationwide
caseforincreasedpayasameansofmotivatingandretainingqualityteachers.
Anotherconcerningchallengewithintheeducationsysteminvolvesthenegativecycleofhiring
poorteachersforlowsocioeconomicareas.Manyassociationshavecreatedprogramsthroughoutthe
Unitedstatestoaddressthisproblem.TheKIPPprogram,foundedbyMikeFeinbergandDaveLevin,
recruitshighlydedicatedteacherstoworkininnercityareas(Evanetal.).Over82KIPPschools

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occupy19statesinAmerica,however,theseschooldaysandteachersdifferfromregularschools
(Evanetal.).Theschooldayslengthenhowever,theyhave85%graduationrateinschoolsthatnormally
haveamuchlowerpercentile(Evanetal.).KIPPteachersmustexemplifydedication,care,patience,
knowledge,andworklongerthanusualhourstomakesuretheirstudentssucceed(Evanetal.).
Teachersevencarryaroundacellphonededicatedforstudentcommunication,sotheymayhave
accesstocalliftheyhaveaquestionaboutatestorhomework(Evanetal.).Theteachersmust
constantlyupdateparentstoassurechildrenremainontherightpathtograduate.Theseschools
individuallytraintheirstudentstoworkhard,showkindnesstoothers,andexemplifygoodcharacter,
ratherthanjustteachingthebasicCommonCore.Levinputcharacterasatopprioritybecausehe
noticedthattheKIPPalumniwhograduatedfromcollegeandobtainedjobshadextraordinary
personalitiesandsocialskills(Tough).Anothernonprofitorganization,TeachforAmerica,centers
aroundthewelfareofmanyfuturedoctors,lawyers,andpoliticiansoftheUnitedStates.Createdby
WendyCopp,thisprogramrecruits4,100graduatesfromIvyLeaguecollegestopoor,innercity
schools(Evanetal.).TeachforAmericahasdoubledinsizeovertheyearsand61%oftheteachers
remaininthisprogramaftertheendoftheirrequiredtwoyears(Evanetal.).Programslikethese
providehopeandinspirationforteacherseverywherebecausethewitnessestheimportanceofteaching
toAmerica.
Tenure,anotherchallengewithinthefieldofeducation,providesjobsecurityforteachersfora
certainamountoftime.Manyarguethattenuresgiveteachersreasonnottoworkashard,carefortheir
students,andputanysortofrenewedeffortintotheirjob(Tenure,inEducation).In2007,police
arrestedatenuredteacherforsexcharges(Tenure,inEducation).Althoughsentencedtotwoyearsof
jail,thisteacherstillreceivedapaycheckandearnedover$122,000inthe34monthsshedidnotteach,

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becauseofhertenure(Hughes).Professionalscontinuetoquestionandfightovertheissuesoftenures,
butonlytimewilltellwherethisdebatewillendupinthefuture.
Inlightofthefacteducationhasexistedforthousandsofyears,technologystepsonthescene
asarelativenewcomer.However,noonecanargueagainstitsabsoluteimportanceforbothteachers
andstudentsintheeducationalsystemtoday.MooresvilleSchoolsinNorthCarolinaexemplifyagreat
exampleofasuccessfulkickoffwithtechnology.MooresvilleSchoolssawtheimportanceof
technologyandpurchasedapricyMaclaptopforeverystudentintheschool(Schwarz).The
technologyintheschoolhasgonesosuccessfully,thatgraduationrates,testscores,andeven
attendanceincreaseddramatically.Technologyallowsteacherstohelpstudentslearnaccordingtotheir
ownabilities.Althoughthetechnologyhasprovensuccessful,thecostofthelaptopsrequiredcutbacks
ononeimportantissue,teachers.Mooresvillefired37teachersbecauseofthelaptops,makingclass
sizesgofrom18to30(Schwarz).However,Mooresvilleschoolsclaimthattheincreaseinclasssizes
didnotcreateproblemsbecauseoftheefficiencyofthelaptops(Schwarz).Schoolsupanddownthe
eastcoasthaveheardaboutMooresvilleandcometowitnesstheimplementationofthelaptopsinthe
classroom(Schwarz).AlthoughnoteveryschoolhasthesameamountoftechnologyasMooresville,it
willnotbelongbeforeotherscatchup,andsomeoneinventsanewpieceoftechnologythatwillfar
betteranyschoolthananypieceoftechnologyeverdidbefore.
Technologypositivelyimpactsschoolsinmultipleways,suchasprovidingindividualized
teaching.Sinceeverystudentslearnsatadifferentpace,technologyenablesthemtolearnattheirown
speedandreviewcriticalconceptsifneeded(King).Technologyalsoengagesthestudentsinthelesson.
Forexample,studentscantakeonlinetest,warmups,quizzes,andlabsthatincludepictures,videos,
andlecturestohelpstudentslearnandengageinthetopicmore.Plus,studentsconsideriPads,laptops,

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iPhones,andanyothertechnologyproductsfunandliketodiscovernewwaystousetheirIpads
(GullenandZimmerman).Teacherscanusethistoexcitethestudents,makingthemunderstandandpay
closerattentiontotheirsubjectsinafunandexcitingway.
Technologybringsaboutsomechallengesalongwithitsbenefits.Sinceitisconstantlychanging,
teachersfinditverydifficulttostayuptodatewiththecurrenttechnologicaltrends(Allison).Laptops
alsodistractstudentswhocannotfocus.Laptopsholdtheportaltomillionsofgames,chattingapps,and
socialmediasites,allinonepieceoftechnology.HowcanastudentfocusonBiologywhentheycan
readaboutallthenewgossipontheirfavoritewebsite?Thisisasourceofgreatdistractionforthe
studentandfrustrationfortheteacher,whoofteninterrupttheclasstoaddresstheabuseoftechnology
(Porter).Somearguethatlearningbecomestooquickandeasy,slowingdownthecuriosityofthe
student'smind.Overdependenceontechnologycancreateasterileclassroomwithlimitedcreative
discussionandmeaningfulinteraction.(GullenandZimmerman).Ultimately,teacherswillhaveto
embracetechnologywhileenforcingnewstandardsofconducttoensuretheclassroomintegrity
Amongstthemyriadofhottopicsfacingteacherstodaynewlikeeducationalrequirements,endofgrade
testing,classroomchallenges,payraises,disparityamongschools,andeverchangingtechnology,one
thingremainsconsistent,goodteachersgetoutofbedeverymorningtotryandmakeadifference.
Americaowesitssuccesstoteacherswhohaveinspiredgreatmindssincetheinceptionofthenation
andhopefully,inthefuture,itwillsupportthisprofessionmoreferventlythanever.

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