Issue link: http://digital.copcomm.com/i/3058
Textbooks Continued from page 26 gain access to digital text. It’s a big problem.” “When it comes to tech- nology, we have the haves and we have the have-nots,” says Jordan-Koch. “Many of the homes where my students live don’t have computers, and students don’t have access to technology. It is not a part of their lives. And schools don’t have enough computers for every kid. In my school alone you would need to have more computers to have kids able to read these textbooks.” In times of budgetary cut- backs, says Jordan-Koch, schools are having a difficult time maintaining their tech- nology. And making text- books dependent upon tech- nology has the potential for many glitches, he says. “You would definitely need to pump money into building up school infrastructures to be able to run this stuff.” Jordan-Koch, a literacy teacher, thinks that digital textbooks could be helpful for English learners. “It could help them pronounce a word or even read a sentence for them. Technological ly, it could enhance their ability to learn words in English and translate words into Spanish — or whatever students’ pri- mary language is.” But it could also change the way students learn and teachers teach. Students, for example, typically highlight passages in their textbook with a highlighter when pre- paring for a test. And teachers may not be prepared to incor- porate digital textbooks into their lesson plans and home- work assignments without some training. sherry posnick-Goodwin Race Continued from page 30 of teacher practices, teacher per- formance and teacher contribu- tions to improving student learn- ing through a broad and compre- hensive array of evidence.” CTA fully supports using stu- dent testing data to improve stu- dent learning, instructional strate- gies and professional develop- ment, and has long supported and advocated for growth models as a better measurement of student achievement. CTA has also led ef- forts to improve lower-performing schools in our state. The CTA- sponsored Quality Education In- vestment Act provides funding for proven education reform efforts, including smaller class sizes and teacher and administrator train- ing, and for hiring much-needed counselors in high schools. “After the governor cut more than $17 billion from public educa- tion over the last two years, teach- ers certainly agree that our schools need and deserve more money,” says Sanchez. “But calling lawmak- ers into a special session to rewrite state education laws so California can apply for federal Race to the Top grants before the guidelines have even been finalized and with- out public discussion is a knee-jerk reaction that our state can’t afford — and could undermine the achievement and progress our stu- dents and schools are making.” dave earl carpenter The savings, prizes and support you deserve, at the time you need them most. 10% OFF DOUBLE SAVINGS WIN A LAPTOP* 1 OF 4 — $500 VALUE EACH BONUS POINTS STUDENT REWARDS PROGRAM SHOPPING SPREE* WIN 1 OF 4 $500 GIFT CARDS FREE 30-DAY TRIAL INDIVIDUALIZED LESSON PLANS MEMBER SAVINGS AT THE NEA BOOKSTORE ONLINE COMMUNITY FREE SITE ACCESS AND TOOLS FREE SUBSCRIPTION FROM NEA MAGAZINE SERVICE Find all this and more under Welcome Back at the new neamb.com YOUR DEDICATION DRIVES OURS Note: All offers are for a limited time only. Please see neamb.com for complete offer details and dates. *Prizes awarded through 2 separate promotions conducted at different times between 9/1/09 and 9/30/09. Sponsor is NEA Member Benefits Corp. Offers open only to NEA members. Details and official rules at neamb.com. Odds of winning depend on number of eligible entries. NO PURCHASE NECESSARY TO ENTER OR WIN. VOID WHERE PROHIBITED. CO050909 SM 38 California Educator | september 2009