Many school districts today are faced with the ever-growing challenge of inadequate funding for technology education; one school found an inventive way to meet this challenge. In Spokane, Washington, the Audubon Elementary Student Technology Cabinet was formed as an innovative way to assist the school with the essential technology support on a restricted budget. At the onset, students in the cabinet received training on how to clean the computers, load new programs and trouble shoot computer glitches. Moreover, students perform as mentors for other students assisting with computer-based homework and research projects. Club members spend approximately two hours a week going from class to class exposing children to the wonderful world of technology and it's many applications: surfing the web, and assistance when writing a report and fun and games.
Like the children described above, students anxiously desire the experience of working with computers and technology; since, they not only see computer knowledge as fun but as a necessary part of their education. According to Kyle Martin, a sixth grader at Audubon Elementary, "I use my computer and the Internet every night to finish my homework. It's a lot easier than going to the library and searching for the right book." In the past, information was treated as a scarce resource, and educators harnessed the task of imparting this information for the benefit of the learners. This is not true in the world today; as a matter of fact, students encounter a vast reservoir of information at their fingertips: the Internet, CD ROM Encyclopedias and computerized maps. Consequently, educators need to impart to all learners three new foundational skills: how to find information, how to determine if what is found is relevant to the task at hand, and how to determine if the relevant information is accurate.
While the importance of securing an adequate education for American's children has been long understood, this undertaking has, over the last fifteen years taken on a new sense of urgency. On the one hand, increasing international economic competitions and corporate restructuring brought attention to the necessity of preparing the next generation of Americans in the challenging world of high-tech and finance. Accordingly, the quality of education in the United States could determine whether our children achieve highly compensated jobs, compete for high-skilled jobs, or contend with workers from developing countries; hence, adequate technology training helps ensure our children's success as adults.
This essay will be focusing on women who worked during the world war two and their roles in the community. Not only would it focus on their roles it will also look at the fashion of these women; what they wore to work during the war, after the war and what is being worn to work nowadays. The research on the fashion change relates to my work the most as i’ve tried to portray the changes in the fashion of these working class women, what it means and how it shows off women as a being. Even though most of the women that worked during the second world war were said to be in the middle-class range this essay will focus on the working-class females in the society. One of the major subject matter in this essay will be the “Rosie the Riveter” poster although created by various artist during the World War II, the meanings in each posters mirrored the next. Also this essay will reflect on some of the numerous female war artists that used women to portray strength, elegance and raw femininity.
is only a snapshot of one moment in history. It does not tell us about
When American officially entered World War II in 1941 changes occurred for many people. The draft was enacted forcing men to do their duty and fight for their country. Women were asked to hold down the home front in many ways, ranging from rationing, volunteering, saving bacon grease and making the most of their commodities they currently had. There was also a hard push for women to take war production jobs outside the home. Before the depression, just a few years before the war, it was not uncommon for a woman to work for wages, but as the depression set in, married women were at risk of losing their jobs. Numerous women were fired or asked to resign in order to make room for a man who had lost his job. Many citizens felt it was unfair for a family to have two wage earners when some families had none. (Kessler-Harris) Previously, the average workforce of women was young and single. However, when the war started, couples were married at a younger age, putting the typical worker in short supply. This led to a rapid increase in older married women going to work outside the home. “During the depression, 80 percent of Americans objected to wives working outside the home, by 1942, only 13 percent still objected.” (May) By the end of the war, 25 percent of married women were employed. (May) Although women had worked outside the home prior to World War II, their entrance into the war production labor force created change in the typical gender roles and provided an exciting and yet difficult time for many women who were gaining their independence.
When the war began men had to leave their families and jobs behind. World War I was a complete war because all of the world’s assets had to be used and the entire nation’s population was involved. Anyone that had the ability to work had to work. The women had to take up jobs and went through a lot changes in order to support their families during the war. World War I gave women with the chance to have a significant part in the victory of the war which had an impact them and changed the lives of all women forever.
Pearl Harbor attack by the Japanese Navy was a surprise strike that led to the entrance of United States into World War II. American society was transformed; patriotic men were urged to leave behind their families and enter into the military. The absence of men issued women, the natural caregivers and housewives, to take on workforce responsibilities. World War II gave birth to a new nation forever changing the roles of women in the United States. All women on the homefront were affected by the changes caused by the war. For numerous women, the war was gave them time to gain strength, independence and responsibilities in areas majority of women were oblivious towards. This was the cause for Mrs. Helen Litts and American women; pressures of husbands, fathers, sons, and children abandonment to the war, experienced food and money rationing, blackouts, changes in fashion, and new duties due to the effects of the war.
Plan of Investigation This investigation will evaluate the question, to what extent did the British Women’s Auxiliary Air Force assist the Allies’ war efforts during the Second World War? This question is important because in World War 1 British women were active in the war effort but to a limited extent, acting as nurses on the battle field and working in munitions factories, but resumed their traditional roles in society after the war. In World War 2 women were more active in the military through auxiliary groups, such as Women’s Auxiliary Force (WAAF) and it is important to understand how much of an impact their work made on the Allies war effort.
World War I is remembered as a soldier's conflict for the six million men who
men as long as the war lasted. Now that the war was over, they were
The 1940s provided a drastic change in women’s employment rates and society's view of women. With the end of the Depression and the United States’ entrance into World War II, the number of jobs available to women significantly increased. As men were being drafted into military service, the United States needed more workers to fill the jobs left vacant by men going to war. Women entered the workforce during World War II due to the economic need of the country. The use of Patriotic rhetoric in government propaganda initiated and encouraged women to change their role in society. Yet, at the end of the war, the same ideas that encouraged women to accept new roles had an averse affect on women, encouraging them to leave the workforce. The patriotism promoted by propaganda in the 1940s, encouraged Americans to support the war effort and reinforced the existing patriarchal society. Propaganda's use of patriotism not only increased loyalty to America during the war, but also, increased loyalty to the traditional American patriarchal values held in society.
Most believe that World War II benefited women in the workforce. But did it really? World War II created war-related jobs and caused a large amount of men and voluntary enlistees. During World War II women played a part in the workforce in a way that was unpredicted in the U.S. history. The two pre existing factors of moral rights and society’s stereotypes collided with one another as the traditional female gender roles were diminished from war opportunities. Two arguments arise from this upset of social norms: a milestone for women’s experience and a lack of immediate and long-lasting change in gender roles after war. World War II served as a milestone for women in work. One aspect that World War II brought change in society’s gender roles. There was the shortage of manpower needed to fill the jobs created by war. As men were enlisted into the war, men were forced to leave their current jobs which left open opportunities for the women to fill these positions. During the war men had two options in the direction that they wanted to move: battling in war, or higher end jobs that were being abandoned due to the war. Either way, men were leaving jobs that needed to be filled in some way. This gave opportunities for women to fill these open positions in the workforce. In the book The Paradox of Change:American Women in the 20th Century, a man named William Chafe asserts that the female work force increased by 50% throughout World War II (121 Chafe). Not only were women gaining jobs at home, but the war created jobs that women would be able to pursue The United States Employment Service said that 80% of the jobs in war could easily be filled by women (Cafe 122).
Andrew Zucker examines computer use in the United States in both elementary and secondary education. It addresses issues such as teacher training, technology availability at home and in schools, and current technology projects that were ongoing at this time. The article ends by discussing computer usage in schools in a larger context, which provides a different perspective on educational technology.
So why are our schools not filled with computers and computer-literate students? Why are many public schools just now beginning to embrace computer literacy and technology?”(Hughes) This article stresses the need for community schools in the United States to start using computers. The absence of funding is the reason behind the delay in schools’ use of computer technology; “National Science Foundation tasked with development of plan for national computer literacy; Introduction of the microcomputer in 1981; Donation by Apple and International Business Machines of computers to schools.”
Schools need to incorporate technology education into all areas of curriculum. Students need to be able to understand not only the how-to of computers, but they need to understand when to use it, where to use it, and why it should be used. Many students only have a basic working knowledge of computer...
Andy Carvin states “ internet access in schools isn’t worth a hill of beans if teachers aren’t prepared to take full advantage of technology” (2000). Schools spend a lot of money on computer hardware and software as well as other technologies without realizing that many of their employees are unprepared to include them in their teaching and use them to their advantages. Educators often use technology as a classroom management tool rather than an educational one, allowing computer time as a reward for good behavior (Clark & Gorski, 2001). The problem with this is that students learn to use the computer for games and such because it is their reward instead of using it on their own time for educational purposes. This is teaching them the wrong idea. Margaret Honey, director of the Center for Children and Technology in NYC said it best, “The bottom line is, you don’t just put technology into schools or into homes and expect miracles to happen. The technology is only as good as the program that surrounds it” (Meyer, 2002, p.2).
Collis, B., Knezek, G., Kwok-Wing, L., Miyashita, K., Pelgrum, W., Plomp, T., & Sakamoto, T. (1996). Children and Computers in School. Mahwah, NJ: Lawrence Erlbaum Associates.