Swot Analysis Of The Home Depot

Swot Analysis Of The Home Depot Business model: Home Depots business model, the first of its kind in the home improvement industry has revolutionized the way customers shop for home improvement products. Their business model is focusing on selling home improvement products and services to DIY, BIY, and professional customers with wide variety of products and sales associates that are educated and knowledgeable about home improvement. Well known brand name: The Home Depot, as an established corporation, has much strength behind its name. One of the largest strengths would be that of its brand recognition The Home Depot name has become synonymous with home improvement. Brand recognition is of strong significance to the consumer that provides a sense of trust to its customers. Extensive product offerings: The Home Depot is one of the leading distributors in United States. It has wide variety of merchandise including different types of building materials, home improvement supplies, and lawn and garden products. Convenience: It is no secret that if you want anything having to do with home improvement the first place to go is Home Depot. Home Depot has distinguished itself as the home improvement warehouse that has what you are looking for when it comes to home improvement. Their extensive product lines have made The Home Depot the one stop shopping in home improvement. Training Employees in Safety: The Home Depot provides a strong focus during the training of their employees on safety. New hires complete a training curriculum that is designed for their specific job type. Television Network(HDTV): Money saving device that allowed HDs top executives to get instant feedback from local managers, and allowed training and communication programs to be viewed in the stores. Price: The Home Depot is committed to competitive pricing. It often prices its products substantially below major chains. Home Depot has low price advantage due to economies of Low price scale. Service: The company uses sophisticated selection criteria to select people with a customer-friendly orientation. They also value, but do not require, experience in the building trades. Weaknesses Counterbalancing the strengths of Home Depot, it also has a couple of key weaknesses that need to be addressed. Growth: Is both a blessing and a headache for Home Depot. As they have expanded aggressively into new markets, they have seen their operating expenses rise in direct proportion with their growth in revenue. While this is would be expected in most instances. This means that Home Depot is not capitalizing on economies of scale in logistics and distribution provided to them by their market saturation strategy. Decline in Customer Loyalty: One of Home Depots noticeable weaknesses would be the declining customer loyalty. The decrease is not solely based on their customer service or product offering but that there is a strong presence of strong competition in their industry. Lowes is Home Depots number one competitor in the industry. Over time Lowes has followed Home Depots way in product/service offerings and expansion. Consumers have more choices and Lowes is continuously building on their brand recognition, which spreads the consumers thin between the two rivalries. Focus of Consumers: Home Depot focuses on the male and professional segment of the market. They should consider catering to the women and families in the market segments. Environment: Competitor Lowes is generally regarded as having cleaner, smaller, brighter, more customer-friendly store. Financials: With a new CEO, making drastic changes at HD and having expanded sharp decline in stock price, the morale of managers is down. As HD enters its nature stage, share returns have declined and management has become less enthused. Lack of Local Market Focus: HD store managers were given great freedom in customizing their stores, from merchandising choices to employee relations. Organization structure: The Home Depot former CEOs militaristic leadership style and centralized organizational Leadership style structure are main weaknesses. These are affected the performance of employee resulting in excessive layoffs. Opportunities: Because of Home Depots size they have some interesting opportunities available to them. With a solid foothold in North America, Home Depot will set its sights on other world markets to further expand and spread its business risk across many diverse world markets. Expansion will be the primary focus for growth into the year 2000. Home Depot has an opportunity in the global sourcing of their products as their scope and reach becomes global. Sourcing from other countries may significantly grow their gross margin. Home Depots Service Performance Improvement (SPI) program is due to deliver huge paybacks in productivity of night team workers. Other IT projects pose great opportunities to increase efficiency, decrease costs and further increase margins. HD is staying within its core competencies by expanding their new landscaping division. à ¢Ã¢â€š ¬Ã‚ ¢ Through a strong marketing research program, HD should fully grasp what the consumer is wanting. à ¢Ã¢â€š ¬Ã‚ ¢ HDs specialty in home improvement and strong name recognition, will allow them to capture a large portion of this market. à ¢Ã¢â€š ¬Ã‚ ¢ HDs EXPO Design Centers are an opportunity to expand their market niche by providing potential customers with innovative remodeling suggestions. à ¢Ã¢â€š ¬Ã‚ ¢ As the EXPO centers enter more markets, they will be taking sales directly from stores such as Pier One, Bed BathBeyond , Sears , Williams-Sonoma and SAKS 5th Avenue. à ¢Ã¢â€š ¬Ã‚ ¢ By specializing in high and home improvement products such as small appliances and culinary ware, patio accessories, ceiling fans and Persian rugs, people should enjoy the trendy shopping experience. à ¢Ã¢â€š ¬Ã‚ ¢ HD is taking the initiative to update the appearance of their older stores by investing $250 million in store remodeling in the upcoming year. à ¢Ã¢â€š ¬Ã‚ ¢ They intend to transform their somewhat outdated stores into cleaner, more user friendly stores to enhance the overall shopping experience. à ¢Ã¢â€š ¬Ã‚ ¢ Tool rental services had a significant impact on HD` s Gross Profitability. As the number of centers increase, so will gross profit as a percentage of sales. à ¢Ã¢â€š ¬Ã‚ ¢ HD recognized a strong market potential in smaller cities surrounding large cities. By initiating the new market penetration strategy of smaller cities, HD will benefit greatly. Serving primarily to do-it-yourselfers, which is a largely recession-proof market. So, even during a recession Home Depot can survive and even make money. Offering a broad line of products that can lead to an increase in the number of customers. Restructuring management and organization is opportunity for Home Depot to improve its market Globalization value: Globalization has always two sides like to sides of coin. The positive side of globalization is to get efficiency and economies of scale and expanding market by internationalization. Innovation has opportunities and threats both. Opportunities are it allows Home Depot to leverage the space it has and display a multitude of product in warehouse setting so customer can see the products available and buy it on same visit. Leveraging the power of brand leadership through inclusive marketing campaigns that target pros and active do-it-yourself customers among both men and women. At the same time, we market opportunities for store growth expect to shape our marketing plans to capitalize on our large scale and geographic advantages. Providing customer benefits from investments in new point-of-sale systems, self-checkout, and Threats: The biggest threats that I see for Home Depot are its competitors such as Lowes, which are trying to emulate or even take a step further every strategy used by Home Depot. Wholesale outlets can also affect Home Depot by offering lower prices to professional business customers. Serving to the DIY industry can also be a threat because it is a very competitive industry and the profit margin is very low. So, if the DIY industry is not managed properly, a company might end up selling it off, like Kmart with Builders Square. Intense competition fuels business to be efficient in almost every way. Intense competition is one of the biggest threats for Home Depot right now. Home Depot has more than 25 direct competitors including Lowes, Menards, True Value, Ace Hardware, Do It Best, Sears, Target and Wal-mart. Lowes and Menards has significant market share right now. High buyer power There are high buyer power and low switching cost due to many firms in market competing among each other. Innovation The major threat of innovation is that each store must have and extremely efficient and organized warehouse supply chain operation. Globalization The negative side of globalization is different economical, political and legal condition in different nations. Different culture, people attitude and local firm also threat for firm. These risks and uncertainties include, but are not limited to, fluctuations in and the Economical conditions overall condition of the U.S. economy, stability of costs and availability of sourcing Weather conditions and channels, conditions affecting new store development, the companys ability to attract, train Competiton. and retain highly-qualified associates, unanticipated weather conditions, and the impact of competition and regulatory and litigation matters. Because of the competitive nature of the retail industry, Home Depots success depends on price, store location, customer service, and wide product selections. In each market that Home Depot serves there is a plethora of specialty home improvement stores that have the potential to cutting into Home Depots market share (Datamonitor). Home Depots overlap with primary competitor, Lowes, poses a potential threat. In the minds of consumers, Home Depot may be seen as interchangeable with Lowes which would in turn decrease customer loyalty. Also when a Lowes enters a market that is only served by Home Depot, Home Depots sales have a tendency to decrease by up to 15% (Datamonitor). As Home Depot and Lowes continue to compete head to head in primary markets and both continue their strategy of market saturation, the awareness of US market saturation becomes a very real possibility. According to Datamonitor, The US home center potential is valued at approximately 3,500 stores. With Home Depot and Lowes opening a combined 300 stores a year, the industry could reach saturation in the next few years. Because of the competitive nature of the retail industry, Home Depots success depends on price, store location, customer service, and wide product selections. In each market that Home Depot serves there is a plethora of specialty home improvement stores that have the potential to cutting into Home Depots market share (Datamonitor). Home Depots overlap with primary competitor, Lowes, poses a potential threat. In the minds of consumers, Home Depot may be seen as interchangeable with Lowes which would in turn decrease customer loyalty. Also when a Lowes enters a market that is only served by Home Depot, Home Depots sales have a tendency to decrease by up to 15% (Datamonitor). As Home Depot and Lowes continue to compete head to head in primary markets and both continue their strategy of market saturation, the awareness of US market saturation becomes a very real possibility. According to Datamonitor, The US home center potential is valued at approximately 3,500 stores. With Home Depot and Lowes opening a combined 300 stores a year, the industry could reach saturation in the next few years Go to Page 1 View as single page à ¢Ã¢â€š ¬Ã‚ ¢ HD is competing head to head with Lowes. They have been stealing HDs market share with a positioning strategy of opening stores as close as possible to HD. à ¢Ã¢â€š ¬Ã‚ ¢ Looming poor economic conditions present challenges for this retailer. à ¢Ã¢â€š ¬Ã‚ ¢ Declines in GDP growth, employment, personal disposable income and customer sentiment are a threat to HDs sales revenues in the short term. à ¢Ã¢â€š ¬Ã‚ ¢ Decreases in the economic factors would signify a worsening economy. Consumer would start a larger portion of their disposable income Questions for Discussion 1. What is your assessment of Nardellis changes at Home Depot? Which had the greatest impact? In my opinion Nardelli, during the years he was The Home Depots CEO, did an overall great job. The changes he introduced to the business model were necessary to help The Home Depot to keep growing in the right direction. The Home Depot, at the time Nardelli was appointed CEO, was a company with an old style management and operations that could have compromised the future of the company. Nardelli focused on and achieved increasing sales and profitability, by 2006 sales had doubled from $45.7 in 2000 to $90.8, and profits had more than doubled from 2000 to 2005 to $5.8 billion. Among all the changes he made, the ones that had the biggest impact were: à ¢Ã¢â€š ¬Ã‚ ¢ Geographic expansion: Nardelli brought the company to Mexico were it went from zero to number one. à ¢Ã¢â€š ¬Ã‚ ¢ Diversification: he expanded the wholesale business with the creation of Home Depot Supply, which provided products and services to professional customers. à ¢Ã¢â€š ¬Ã‚ ¢ Cost cutting measures: he centralized Home Depots merchandising and purchasing which lead to an improvement of the buyer power with suppliers and better deals extending payment terms from 30 to 45 or 50 days. He also took the decision to switch full time store employees to part time employees and to reduce the number of employees in the stores. This had actually a negative impact as it certainly contributed to the erosion of the share price during the years and it actually cost Nardelli his job. Opening to different countries, having better communication system with stores and dealing with distributors in corporate level vs. locally deals. This had more potential on getting better deals. 2. How did Nardellis changes affect profitability, labor productivity, and customer service? What metrics would you use to assess these impacts? The main change that Nardelli introduced that affected profitability was the centralization of the merchandising and purchasing. It is true that before 2000 the store managers were able to be closer to customers and to decide what products stock in the stores, but at the same time that was highly inefficient from an operational point of view, leading to a mismanagement of stock levels. Thanks to Nardellis new centralized approach the company was able to eliminate almost 20,000 unprofitable items and to introduce other higher priced, higher-end products which contributed to increase sales and eventually profits. Nardelli improved labor productivity thanks to heavy investments in information technology as the company was lagging behind its competitors. He started the Front End Accuracy and Service Transformation (FAST) initiative, through which all stores were equipped with new point of sales terminals with touch screens. Other measures taken by Nardelli that contributed improved productivity were: à ¢Ã¢â€š ¬Ã‚ ¢ Introduction of self check out registers. à ¢Ã¢â€š ¬Ã‚ ¢ Standardizing of in-store logistic activities. à ¢Ã¢â€š ¬Ã‚ ¢ Introduction of cordless scan guns. à ¢Ã¢â€š ¬Ã‚ ¢ Six Sigma Approach. As mentioned above, Nardelli actually worsen the Customer service since he started his job, mainly switching the full time store employees to part time employees. The result was that customers were unhappy about the level of customer service since the part time employees were not enough prepared as the full time workers. This eventually led to the share price erosion during the years. Some of the metrics used by Nardelli to measure the productivity were pallets per hour for the monitoring of the freight flow process and inventory velocity to measure the length of time it took for products to flow through stores. He also used other sort of performance metrics such as financial, operational, customer and people skills metrics. He definitively should have monitored closer the customer satisfaction and people skills to avoid the problems he had at the end of his career with Home Depot. Profitability increased, productivity increased however there was a decline in customer service. 3. What caused the decline in customer service? Hiring more part time employees and having military backgrounder store managers. It is hard to carry a system when you have more part time employees than your full time employees. Each employee has to attend trainings and need to practice these with the customers. In this case it would be hard to monitor improvements in part-time employees and this also effects hiring and firing process. It would take more time to find out if an employee is valuable to the company. With this on mind, having more part time employees mean more job and safety training and spending more time in monitoring and hiring process. On the other hand military backgrounder store managers can be seen as a strength however, compared to the previous managers they wouldnt necessarily have knowledge on materials to help their customers. Imagine a customer comes and asks about an item or a DIY project, even store manager has no idea about that. The Home Depot`s main competitor Lowe`s has more customer oriented service and has a refreshing atmosphere with employees knowledgeable in their interested fields.

21st Century Technologies and Their Relationship to Student Achievement Essay

The Holy Grail in education today is to link an educational strategy, program, initiative or technology to student achievement. There are numerous organizations advocating for Technology Literacy, Information Literacy, 21st Century Learning Skills, and any number of other titles for literacy in a modern context. In all sectors of human society, the technology of the 21st Century has revolutionized and enhanced our way of life. From medicine to the military and from business to the arts, the technologies of today have made our lives better. It is not surprising then, that the public expects technology to have a similar revolutionary effect on education. After all, the biggest advancements of the last 20 years have been in the realm of information and the tools of human knowledge; this is Education’s back-yard. Yet, when people look at our schools they see many classrooms that seem to have been immune to these advances. There are obstacles that education faces in implementing a 21st Century approach to education not the least of which is finding a definition and a clear picture of what it really looks like and whether it will be more effective for students. Costs to implement technology-rich programs quickly seem prohibitive when scaling to an entire school system, particularly so in a state that lags the nation in educational funding. Teachers are our biggest asset and are known to be the single largest influence on student achievement the district can provide, so professional development is crucial and fundamental. The measure of success, the CSAP, is a paper and pencil test which will be unable to measure all the positive effects technology can have for student learning. Indeed, a 20th Century test method will be unable to properly assess (and may even inhibit) the skills development of a 21st Century learner. And then, are we just about the content and helping students master it, or is education about something more as well? Therefore, making the case that investment in technology will increase student achievement can be fraught with pitfalls and obstacles. To attempt to tackle this issue, the authors of this paper will review quality research and commentary in an array of areas where technology-related tools and strategies have been implemented with positive effects for students. A strict filter of studies that produce higher test results will not be used because of the limitations current paper and pencil tests have in assessment of 21st Century skills. In addition to improved assessment performances, the reader is encouraged to consider the context of a global workplace and education’s duty to prepare students to thrive in a highly digital, interactive knowledge workforce. Research that shows increased student achievement on assessments, studies that point to ways education can successfully prepare students for a modern workforce and our own experiences in Littleton Public Schools shall all be considered positive correlations between technology and student achievement in this paper. The Challenge Inherent in Determining the Effectiveness of Technologies via Research The following is an excerpt that addresses a gestalt view of technology and its correlation to student achievement: When we try to determine the effectiveness of educational technologies, we are confronted by a number of methodological and practical issues. First, we need to remember that technology is only one component of an instructional activity. Assessments of the impact of technology are really assessments of instruction enabled by technology, and the outcomes are highly dependent on the quality of the implementation of the instructional design. According to Roy Pea, director of SRI Center for Technology in Learning in Menlo Park, California, the â€Å"social contexts† of how technology is used are crucial to understanding how technology might influence teaching and learning. Educational technologies cannot be effective by themselves. The social contexts are all-important. This means more attention should be paid to the teaching strategies used both â€Å"in† the software and â€Å"around it† in the classroom, and to the classroom environment itself. It is a recurrent finding that the effects of the best software can be neutralized through improper use, and that even poorly designed software can be creatively extended to serve important learning goals. There are also a host of methodological issues to confront. First, standardized achievement tests might not measure the types of changes in students that educational technology reformers are looking for. New measures, some of which are currently under development, would assess areas, such as higher order thinking skills, that many believe can be particularly affected by using new technologies. There is also a need to include outcome measures that go beyond student achievement, because student achievement might be affected by students’ attitudes about themselves, their schools, the types of interactions that go on in schools, and the very idea of learning. Another consideration is pointed out by the U. S. Office of Technology Assessment’s Teachers and Technology: Making the Connection: Technological changes are likely to be nonlinear, and might show effects not only on student learning, but also on the curriculum, the nature of instruction, the school culture, and the fundamental ways that teachers do their jobs. Coley, 1997). Instant Response Systems Data-driven decision making is an educational approach that requires educators to decide on instructional strategies and activities based on what they know about how well students have grasped a concept. Whereas before, this might be done with mini quizzes, homework or performances at the chalk board, todayâ€⠄¢s technologies provide another avenue. Using handheld devices in Modesto City Schools classrooms, teachers can pose questions to students who use wireless remotes for real-time responses. Such engagement enables the teachers to immediately determine if students are grasping concepts and decide whether more time is needed on a topic or whether the group can move on. Item banks of standards-aligned questions make teacher’s jobs easier in developing such review materials (Hines, 2005). Another similar technology is the graphing calculator which can be used in math and science classrooms to enable every student to participate and have the power of a modern computing tool. Classrooms that make use of the graphing calculator exhibit better questioning and feedback behaviors; goal-oriented instruction becomes more attainable and more common; activities result in better student engagement and students tend to demonstrate more collaborative learning behaviors (Whitehurst, 2003). In Littleton Public Schools, a definitive interest is rising for these technologies as several classroom sets are deployed in schools across the district. Results are largely anecdotal and preliminary, but math coordinators are seeing the Texas Instruments graphing calculator as a valuable tool that will reach beyond just math class. Technology Education Littleton Public Schools has a strong tradition in the realm of technology education. Our Middle and High Schools are all equipped with curricula that introduce a wide array of technologies to students. LPS technology education students and teachers have won national recognition for their work. A relatively small amount of research has been done on students’ understandings of design and technology concepts, or technical knowledge. This limited research sometimes makes it difficult to capitalize on such an ever evolving subject as Technology Education. The findings from the Australian study state that an increasing awareness of students’ understandings of design and technology concepts can have an impact on the teaching and learning of design and technology in elementary schools similar to that experienced in elementary science education (Davis, Ginns, & McRobbie, 2002). Called Career and Technical Education in Virginia, CTE correlations to curricular areas have been documented on a state web site (http://www. valinkages. net/) and are considered a key component to preparing students for End-Of-Course tests. A study was conducted in 2002–2003 on Illustration and Design Technology coursework, an example of CTE student performance on Standards of Learning (SOL), the Virginia equivalent of CSAP tests. The results showed that 78 percent of CTE students passed the mathematics SOL test while only 72 percent of non-CTE enrolled students pass the test (Dyer, Reed, & Berry, 2006). Authors on the subject advocate for providing students with opportunities to synthesize their learning in other subjects in technology-related programs. The opportunity to apply and reinforce learning from content areas in technology programs is essential if learning is to be meaningful to students (Lewis, 1999). In our own experiences in LPS, we find that the Technology Education courses generate excitement and interest for learning among both male and female students which must have an impact on their learning. Recent research has shown that Technology Education courses appeal to both genders equally (McCarthy & Moss, 1994). Although girls appeared to enjoy required technology education courses, they were less likely to continue taking such courses as electives(Silverman & Pritchard, 1996). Certainly motivation and application of knowledge help to improve student achievement. And while recent results do not conclusively prove that these courses impact student achievement at a higher level than other programs we implement in schools, it would be imprudent to think that these programs do not have a very positive effect. This is one of the limitations of research on students: it is almost impossible to create a true control group. When asked, students currently enrolled in LPS Technology Education courses reported their thoughts of technology to include: computers, iPods, video games, music media, email, and tools in general. Recent legislation supports the concept that education’s technology initiatives need to go beyond thinking about computers. Rather, Technology Education is about teaching innovation; providing opportunity for practical application of knowledge gained in school; mastery of abstraction and problem solving. Technology Education programs at LPS include a broad scope of tools that human beings use to master their environment including manufacturing, construction, power and energy, communication, transportation, and biotechnology. While research that clearly correlates higher student achievement on standardized tests is lacking, the skills that students learn in such courses clearly match what employers, from engineering firms to manufacturing companies, indicate they seek in their applicant pools. Simulations and Video Games â€Å"Dad, did you know that a Prefect in ancient Rome was both a firefighter AND a policeman? † was a question that arose from the back of my (Dan Maas) car during a long road trip with my son, Calvin. He described, in quite accurate detail, the pantheon of Roman gods, the basic elements of Roman society and then abruptly ended the question and answer period that arose from his initial question so he could fend off the Carthaginians. How did he know they were Carthaginians? â€Å"Hannibal always attacks with elephants† was his reply. The boy had learned all this about Rome playing a video game at age five. Video games have long been the bane of the parent and teacher’s existence, but there’s something here that may be of some use to us. Some have picked up on the possibilities. A multi-user virtual environment (MUVE) is a kind of video game. Schools like Harvard University are creating MUVEs that are patterned after video games with a few critical differences. Video games typically have goals like collecting points, defeating enemies or gathering gold. On the other hand, MUVEs have the goal of learning. By creating virtual environments, problems can be posed, research can be collected, theories tested and outcomes achieved. One MUVE example begins with an outbreak of a disease in a small town that players must investigate, determine the pathogens involved, develop theories on how o treat the illness and test methods to resolve the crisis. The simulation is highly visual, interactive, and highly engaging to the students. See   Studies show that children whose teachers use technology for simulations and application of knowledge tend to develop higher order thinking skills and tend to score higher on tests like the National Assessment for Educational Progress. Conversely, technology use that focuses on drill-and-practice tends to correlate to lower performance (Archer, 1998). In another pilot, students who participated in computer-assisted literacy instruction earned higher scores on a Stanford Culture-Free Self-Esteem Inventory and on a Test of Written Spelling (Bottege, Daley, Goin, Hasselbring, & Taylor, 1997). In a 2005 study on a gaming system called an Intelligent Tutoring System, results showed increased educational interest and motivation among students. Students showed statistically significant gains educationally, but of particular note was the very significant effect on students who had performed poorly previous to the pilot (Virvou, Katsionis, & Manos, 2005). When one thinks about games, it seems as if there is a clear opportunity for using this tool for advancing educational skills. Students solve problems, learn languages and master virtual world rules while playing video games for entertainment. This pattern was examined in a Newark, New Jersey study using Lightspan educational video games where 47 pre-school age children played 40 minutes per day for 11 weeks and demonstrated significant gains over the control group on the Wide Range Achievement Test R-3. The scores for spelling and decoding were significantly improved for the experimental group over the control while no significant difference was detected in math (Calao & Din, 2001). The Pokemon video game is also interesting to consider. By the time the first draft of this document is completed for the Board of Education, the country will celebrate Dr. Suess’ birthday. His children’s books help young people to learn to read by creating simple, repetitive language constructs that reveal patterns to students and help them improve their decoding and phonic awareness. He even made up nonsense words to press the student’s phonetic ability. Pokemon has many similar traits. Text on the handheld game appears in small, five word chunks that only proceed when the reader is done. The reading is meaningful in that comprehension is required to solve the puzzles of the game. And the story line is filled with imaginary creatures with made-up names†¦ each phonetically accurate. Did the makers of Pokemon intend to create a game that might help children learn to read or did the creators use phonics to create the English language equivalents of their native Japanese? Who knows, but perhaps this game, or something like it, could be helpful. In speaking informally at several buildings in LPS, students at the middle level indicated that they would check out educational video games to play on their home gaming systems. Could video games, tuned to education by eliminating violence and other objectionable themes, become a new tool educators can use to engage students both during and after school? More research is certainly warranted but the existing results and intuitive logic leads one to think that there is promise here. At-Risk/Intervention An ever present emphasis in education is how to intervene for students with at-risk characteristics. We see educational and economic gaps forming for students at-risk and our public system is always focused on closing gaps and providing bridges for students. Can technology-integrated interventions be part of the answer? In a recent study published by North Carolina State University’s Meridian, journal on middle school technology, students repeating eighth grade were isolated into a focused 27-week program that used hypermedia, online resources and Power Point as integrated technologies. Students demonstrated statistically significant gains (29 percentile points) in reading and language arts. Additionally students demonstrated marked improvements (23 percentile points) in writing performances (Little, 2006). Within LPS, the Center for Online Studies is a partnership with Arapahoe Community College (ACC). Students come to ACC to take online coursework supplied by Class. com and supervised by a certified teacher. The students enrolled have had difficulty succeeding in their traditional high schools and reported to the Board of Education in January, 2007 that the program has made a difference in their academic pursuits. The principles in use here that are making this first year program a success are having a quality content source, a certified teacher and a supportive learning environment. 1:1 Initiatives One-to-one computing is an industry term of one computing device allocated to one person. This essentially is an initiative to end shared computing resources based on the idea that such learning tools are so essential that every student needs one all the time. This view is something akin to the status that textbooks have enjoyed for some time. When the public hears about classroom textbooks, meaning students can’t take their own book home, there is usually concern or even outcry to increase the resource. Proponents of 1:1 computing believe that the 21st Century represents a time when that status held by textbooks transfers to the computer. Indeed, if we are to shift from paper-based learning materials to electronic sources, a 1:1 initiative of some sort of computing device will be a pre-requisite. Some school districts and even states have begun to explore this concept. In Maine, a state-wide initiative began nine years ago to provide every seventh grade student with a laptop. The program is called the Main Learning Technology Initiative (MLTI) and it is having an impact on teaching and learning in their public schools. After five years, researchers reported that teachers were more effective at helping students meet state standards. Also students were more motivated, learned more, and mastered concepts to deeper levels. Finally, students appeared to be learning new skills for the 21st Century (Lane, 2003). Further research into the MLTI project showed that students who had used laptops in 7th and 8th grade, but no longer had school supplied laptops in 9th grade reported that the quantity and quality of their school work had dropped since losing access to school-provided laptops (Pitler, Flynn, & Gaddy, 2004). A 1:1 project is the initiative in Henrico County, Virginia which began in 2001. Prior to the project, 78 percent of the district schools were accredited based on the student achievement on the Virginia Standards of Learning test. By the end of the school year in 2003, all schools had earned accreditation meaning that a satisfactory percentage of students passed the state test (Pitler, Flynn, & Gaddy, 2004). In Canada, a 1:1 effort entitled the Wireless Writing Project begun in 2002 started in Peace River North with 6th and 7th grade students. In pre and post-test results on writing assessments, researchers found that the percentage of students who met or exceeded the performance standards of the test increased from 70 percent to 92 percent (Pitler, Flynn, & Gaddy, 2004). Another 1:1 initiative is underway in New Hampshire where initial results reflect other studies of similar efforts. Students and teachers are demonstrating increased technology use across the curricular areas. Student engagement and motivation is improving and student-teacher interactions are on the rise. Initial reports of teacher judgment of student achievement (that is, basing achievement on grades rather than standardized tests) indicate that students are doing better than before (Bebell, 2004). In our own experiences in LPS, we see classrooms with laptop access achieving a 1:1 ratio for the class period exhibiting much improved academic behaviors. Working in this manner, students demonstrate a tendency to return to previous homework and revise, edit and reuse to far greater degrees than the classroom teacher was accustomed to seeing. Students more often compare their writing samples with peers and seem more likely to collaborate. Using blogs, wikis and other online tools, students expand on the usefulness of word processors by working collaboratively and ubiquitously. Collaboration through Technology A strong theme through the research and observations in this paper is how technologies are used to improve student achievement and general practices. This section is dedicated to the art of collaboration and how various tools allow people to reach across distances and through time like never before. iPods and other MP3 playing devices have opened up a very convenient and powerful pathway for information to be produced, accessed and archived. San Diego State University is leveraging this technology in science teacher preparation. Podcasting is a method of recording digital audio and video files and posting them online for others to access. This method can be used to bring distant experts to students, provide opportunities to review material at leisure, grant unprecedented access to students to research material and extend the learning opportunities for students well beyond the classroom. Surveys of pre-service science teachers who used iPods and podcasting in their preparation reported time savings, increased interest in subject matter, and declared that they would use podcasting in their own teaching methods in the future (Yerrick, 2006). The presence of global networks, the affordability of a wide array of information technology and the reality that connected people create an integrated whole have drastically impacted how we work, and learn today. Learning theories of the previous century including behaviorism, cognitivism and constructivism were developed, prior to the current way our lives are organized, as a result of technology. Siemens proposes a new theory of learning based on the new human condition: Connectivism. In this view, knowledge resides in people and on devices. Learning and knowing rest on diverse opinions from a wide array of sources. Learning becomes a process of connecting nodes of information. Continual learning is maintained by nurturing connections. Learners find connections between different ideas, fields of study, and basic concepts. Being current is of paramount importance. And decision-making is actually a learning process, meaning choosing what to learn and being able to deal with the shifting nature of information. Learners must become comfortable with the reality that what is considered correct today might be proven wrong tomorrow. This theory of learning represents a massive shift in thinking: that learning is not an individual pursuit, but is a collaborative, dynamic and never-ending activity (Siemens, 2005). In LPS, the blog and the wiki has become a fascinating collaborative learning tool. In a Language Arts classroom, students no longer just check out a book, write some sticky-note annotations, and have one-at-a-time discussions prompted by the teacher. Rather, students copy Macbeth from a web resource into a word processor and annotate electronically, keeping their work on personally owned USB memory keys. While some students discuss a scene with the teacher, others are free to blog commentary on the topic of verbal discussion or other interests in the subject-matter at hand. Suddenly, a dozen conversation threads are happening all at once and the teacher only has control of one. The participation rate of students has risen and students return to the blog after school to continue their dialog. Students report that the conversation via blog makes them more reflective and yet more confident because of the lack of a public speaking component to the classroom discussion. In one discussion, the number of postings became so frequent over a short period of time that the free blogging service shut down the account because the activity resembled a malicious electronic attack on the blog server. A wiki supporting another Language Arts class is being used to connect students to young people in other countries like South Korea. Students reading Arabian Nights have opportunities to share their insights with others from around the United States and even in foreign countries. Other opportunities include the use of SKYPE for toll-free calls around the globe to other connected classrooms and instant messages allowing free-form, high speed conversation on topics of study. And in a Foreign Language classroom, chat and Voice Over IP systems allow students to practice their second language acquisition with their teacher, with each other, and even with students outside the classroom. The lesson is that the art of collaboration has no boundaries today. Time and space are no longer the limiters they once were and the list of technologies in this section only scratches the surface of what is available. And like the learning theory of Connectivism points out, this too will change. Education must take note and prepare students to succeed in an environment that thrives on collaboration while constantly changing and improving the tools that support it. Word Processing and Writing For decades now, research has been conducted on the effect word processing has on writing skills for students. In a 1997 study, Owston and Wideman cite a considerable body of work on this topic as part of their research project that studied 3rd grade students using word processors for writing. They concluded in their own study that use of word processors that were readily available to students and were an integrated part of their daily activities resulted in considerably higher quality and quantity of writing as compared to a similar student group without access and support for such tools (1997). In a more recent qualitative study, the use of word processors with seven 3rd grade students over a six week period led to significantly more creative, more comprehensive and improved style. This study of five girls and two boys also reported higher motivation to work with the writing process as compared to paper and pencil methods (Beck & Fetherston, 2003). In LPS, Anne Smith reports that students are more engaged when using classroom laptops. The students take advantage of the ease of use to manipulate text to show various sentence structures. While these studies definitely point to improved writing volume and quality from young students, research also suggests that young students need to be exposed to handwritten learning as well, which has been a point of discussion for some time. An article by Balajthy et al points out that students need a diverse writing experience and that word processors should be part of the experience rather than replacing handwritten work (Balajthy, McKeveny, & Lacitignola, 1986). At this developmental level, the various tools for writing are most effective for learners when they are used in an integrated approach with the overall instructional program rather than taught separately (MacArthur, 1988). There are studies that show little or no impact of word processors on the quality of student writing, however, a meta-analysis in 1993 showed that these studies tend to have a number of limitations not the least of which is the use of text-based word processors rather than the Graphical User Interface (GUI) systems in use today. Additionally, the analysis revealed that such studies often involve students who have sporadic access to the technology and were not accomplished with the tool (Bangert-Drowns, 1993). The process of mastering writing is very important and there is research that shows how emphasis on writing skills positively improves student achievement across the curriculum. Writing Across the Curriculum initiatives have over twenty years of professional practice and anecdotal evidence to support this claim. Strong research has been hard to come by, however, to truly evidence the effects. One of the biggest obstacles is the ability to truly have a strong control group for any study as such would require a population of students who did not use writing as part of their learning process (Railsback, 2004). Some studies have been able to document positive effects. In a 1992 study, Van Allen was able to conclude that school-wide efforts in Writing Across the Curriculum in five middle schools over a five year period resulted in better writing and better overall student achievement on assessments (1991). What we have found essential in LPS is to have students write frequently and in a variety of forms including wikis and blogs as well as word processors. We wish to note here that we must be careful about using research that is old, even though some of it is unavoidable. The technology tools of today are very different than when computers first entered schools. As an example, the word processing research from the 1980s may not be completely irrelevant, but the software of today bears so little resemblance to the software of the late 1980s. In addition, increased student (and teacher) familiarity with these tools will also have an effect on the impact these tools have on achievement. A key question is â€Å"How do we measure the impact of tools that change so quickly that by the time you measure their impact, the tools have changed? In other words, by the time most research is done (and published in â€Å"reputable† sources), the technology has changed so much that the research loses at least some of its relevance. This will be a significant hurdle to overcome. In a comprehensive peer-reviewed report, Bangert-Drowns conducted another meta-analysis with Hurley and Wilkinson on the impact of writing across the curriculum in 2004. This analysis, which reviewed 48 studies, produced three major findings. First, writing for learning produced positive effects on school achievement in the studies reviewed. The second finding was that grade levels, minutes per task, and writing prompts had significant impact on results. The study found that programs implemented in Grades 6–8 actually had reduced performances, possibly due to the loss of time on the more differentiated content covered at the secondary level. Longer tasks also depressed results perhaps for similar time constraint issues and motivational issues among students. The use of writing prompts concerning students’ current understandings and confusion were very effective while prompts for personal writing showed no effect. The third finding concerned the length of treatment. The analysis revealed the intuitive conclusion that students who have longer exposure to writing for learning strategies experience a cumulative effect that is very positive (2004). The research continues today and can be seen in an article published in Education Week on February 14, 2007, where the National Assessment of Educational Progress has been piloting a computerized test for assessing writing. This move recognizes the research that is showing how students write more often, of better quality, and with more consistency (between both genders) when using these writing tools. And preliminary results are showing that students tend to write better on the tests when using the word processor (Cavanagh, 2007). What can be drawn from these studies is that writing, being an active learning process, has been shown to positively impact student achievement in all subject areas. It can also be stated that students who have ample access to word processing in conjunction with skillful instruction in a school that is emphasizing Writing Across the Curriculum can be reasonably expected to produce higher achievement results. Streaming Video In four Los Angeles public schools, a study was conducted on the effectiveness of United Streaming video in supporting 6th through 8th grade mathematics achievement. Students were pre and post-tested to provide the source data for the study which revealed that the experimental group using streaming video outperformed the control group by 4. 7 percent among sixth grade students. This differential was shown to be statistically significant. Eighth grade students showed a more modest 2. 2 percent advantage which still registered as significant (Boster et al. , 2004). In LPS, the same United Streaming resources were secured for all schools at the beginning of the 2006–2007 school year. Additional digital projection and speaker equipment was provided to schools along with a concerted orientation effort to help teachers access and use the material. Prior to the introduction of United Streaming video, the Internet connection for the district was peaking at 26 megabits of demand. Within two months of the introduction of United Streaming, the peak demand had reached 100 megabits which represented the maximum throughput the connection was able to sustain. This 400 percent increase in Internet demand was traced directly to streaming video services requested by the schools demonstrating the value teachers immediately saw in this technology. Today, LPS is deploying a locally hosted server to present the streaming video to meet the growing demand for both quantity and quality of the content. Laptops for Teachers The following is an observation of technology use at Lenski Elementary School by Assistant Director of Instructional Technology, Boni Hamilton. As part of the Technology Grants from Plan for Social Excellence (www. pfse. org). schools provided laptops for teachers in the first year of the three year grants. PFSE didn’t collect hard data about the impact, but at Lenski Elementary School, I saw firsthand the effects on teachers and instruction. Some observations: 1. Teachers who had been least confident about their technology skills increased their confidence and competence with technology skills to equal that of the more tech-savvy staff members within four months. While the classroom teachers had regular access to technology skills when they co-taught in the lab and so were fairly confident with technology skills, the non-classroom staff such as specialists received training only when it was scheduled for the staff. This was too infrequent to give them the level of competence they needed. The portability of the laptops allowed the specialists to get help from peers, family members, and friends. A couple of teachers even signed up for computer classes outside the school because they finally had computers they could take home and practice on. One teacher who had been only moderately comfortable with technology learned how to make tables in MSWord and began showing everyone on staff — she became the staff expert. 2. Teachers improved in their trouble-shooting skills. Trouble-shooting is difficult to teach because problems happen at inconvenient times and are hard to reproduce during a training session. However, when teachers were carting their laptops home and had problems, they had to solve the problems themselves. They either used family members to help or they ‘fooled around’ until it did what they wanted. Because they knew the computers could be restored, they no longer worried about what would happen if they took a risk and pushed a button. 3. Teachers grew more relaxed about problems. Before laptops, teachers often got stressed when some technology failed. As they learned to problem-solve laptop problems, they had less tendency to get up-tight when something went wrong. They were then able to think about problem-solving strategies, consult a peer, or cart the laptop to a computer coach for help. 4. Teachers increased the level of student use of technology. As teachers gained confidence, they became more willing to risk using computers in the classroom. It wasn’t as scary to let kids try projects on classroom computers because they trusted that either they or their students could solve problems. 5. The demand for student computers in classrooms has increased dramatically annually. Even though teachers felt their classrooms were too small to handle clusters of computers, six months after they received laptops, they made room for computer clusters because they began to depend on computers to enable students to continue projects, collaborate on learning, and practice skills. The number of desktop computers in classrooms went from an average of three per room to an average of five to six per room. Lenski also bought two 15-computer laptop carts, but demand was so heavy that the school added two more carts in the following year. Then the library’s demand for computers increased so dramatically that the school had to buy a fifth cart. In the third year of having laptop carts, teachers are now complaining that there are too few carts available for the library and 16 classrooms (Grades 2-5). 6. After three years of having laptops, most teachers opted to return to desktop computers. There seemed to be several causes for this: 1) They purchased home computers and found they could use USB drives to cart files; 2) The school had enough wireless laptops for student use that teachers could get on a laptop; or even borrow one overnight, if they needed; 3) They preferred larger screens, faster processors, and standard mice. Based on these observations, I advocate strongly for giving teachers experience with laptops before buying laptops for students. Concluding Remarks The following is a summative commentary from Karl Fisch, Edublog Nominee and Finalist for the Best Blog of 2006: We’re not going to find a whole lot of really good research to support this at this time. I can summarize what the research generally says. The use of technology in appropriate ways has a small, positive effect on student achievement. It also has a larger, but still small, positive effect on student and teacher motivation, engagement and satisfaction. That’s about it. But I would strongly argue that – to a certain extent – this is missing the point. I would also suggest that many of our current practices are in direct contradiction to what the research says we should do, but we do them anyway because it’s convenient for the adults. How come nobody is demanding to see the research to support those practices? But I digress. ) I do not think that if we infuse technology into our schools, even putting in a 1:1 program at the high schools, that we will see student achievement – as we currently measure it – skyrocket. I think we may see a small positive effect, with possibly a slightly larger effect among those students who typically have not done very well in our schools. But the basic problem with looking for research that supports growth in student achievement is that – by necessity – research has to look at fixed, testable content to try to determine growth. Now I’m not saying that content knowledge isn’t valuable, it is. But I think the skills and abilities and habits of mind that ubiquitous access to technology would help us develop in our students are ones that are really hard to measure. How do you measure creativity? Or the ability to collaborate with others, both in the same room or across the planet (or beyond)? Or the ability to take in information from an almost inexhaustible supply, synthesizes it, remix it, and then produce something that is of value to others? How do you measure imagination? How do you measure the ability to function in a flat, globally interconnected, technology-enabled, rapidly changing world? How do we measure the ability to learn how to learn? To know how to adapt, to reinvent yourself over and over again to meet the needs of a world that is changing at an exponential pace. How do you measure the ability to function in a world where all of human factual knowledge will be available practically instantaneously? Knowledge is good. Having content knowledge is necessary, but not sufficient, to be successful in the 21st century. The research – at best – is only going to tell us about content knowledge. The power of the technology is to transform teaching and learning as we know it. To make it more student-centered, more individualized (yet also more community-based), more relevant, more meaningful. It allows each student to connect to each other, to the world, to knowledge, to learning, in the way(s) that works best for that student. I guess I fear we are asking the wrong questions . . . Where does all this leave us? And what use does this document provide? Clearly, more research is needed, but our efforts can no longer await the coming of comprehensive research studies. Not having solid research behind us will not be an adequate excuse for failing to prepare our students for the 21st Century. Therefore, we must be on the constant look-out for research that will help us light the way while we move ahead in the modernization of our public schools and our methods. We must become students of our own society and allow our own observations and action-research to influence our decisions. We must model for our students the creativity and risk-taking that will be defining characteristics of the next age. In short, educators must come out of the comfort zone, release some control and join the wave of seemingly chaotic global empowerment. Daniel Pink describes the next age of society which might give us some clues. He defines an age by the type of worker that is most commonly found among the population. During the Agricultural Age, the common person was some sort of farmer. During the Industrial Age, it was the factory worker. And during the Information Age, which he describes as beginning in the 1960’s, it was the Knowledge Worker. But the end of each age is preceded by an out-sourcing and off-shoring of the common worker prompting the rise of the next age. So what does Daniel Pink suggest is next? The Conceptual Age. This economy maintains the necessity of strong left-brain skills (reading, writing, math and science) while adding the right brain skills (aesthetics, intuition, value and play). Daniel Pink would advise us to continue our left-brain pursuits, but introduce the richness of meaning and value. It is no longer sufficient to create a well engineered product; now the product must be appealing as well (2005). References: http://www.bc.edu/research/intasc/PDF/NH1to1_2004.pdf

Academic and Non-Academic Writing Essay

Writing is divided into many categories, two of them being academic and non-academic writing. In order for a person to write in academic form, time, effort and money are invested in carrying out certain experiments or research concerning the field being discussed to use as evidence to support the claim. Also, citations are usually used as they have a powerful influence on the audience and tend to impel them towards believing the writer’s claim. On the other hand, non-academic writing, also referred to as personal writing, can be written by anyone at anytime as they are usually personal, emotional and impressionistic. It could discuss a person’s opinion or point of view on a certain matter. Academic and non-academic writing share a few similarities; however, their differences exceed the ways in which they are alike. Although Frehse uses many quotation in †Manage Your Own Career†, it is considered non-academic whereas Tyson’s †Working With Groups† is academic as he uses scientific evidence to support his claim. We can perceive that Frehse’s piece is non-academic from his style of writing and his usage of first and second person points ‘I, you, and we’ where he refers to himself and addresses the audience. Conversely, academic writing includes the third person point of view and that element is illustrated by Tyson’s work. He doesn’t refer to the audience as ‘you’, yet he manages to clarify his ideas through organization and the use of examples. He uses th e behavior of animals to illustrate an image of the reactions of humans to situations which give rise to the fear in them. Frehse seems to express his opinion on discovering one’s own purpose throughout his work by using phrases such as ‘I want to explore’ and ‘I believe that’. To support his claim, he uses expert quotations with the aim of getting the audience to agree with his point of view. Academic writing is usually written for those who are interested in the field, like specialists. In contrast to Frehse, Tyson uses facts in addition to observations and quoting experts to get people convinced with his argument. For example, when he mentioned that conflicts can be positive, he quoted Drucker and described his statement as ‘nicely argued’. He also described the types of group work as well as their advantages and drawbacks. So far, besides the usage of quotations to support the statements made by both writers, the only other similarity is the organization of ideas. Both used headings and subheadings to divide their work into different categories. Additionally, they are both  written for the general public. On the whole, the two pieces discuss different subjects in different manners therefore their dissimilarities can be easily identified. Academic and non-academic writing are of entire variance from one another. However, there are characteristics which are common between them like the quotations of people specialized in the field being argued with or discussed. Both writers supported their claims flourishingly and the audience would be in favor in their beliefs or statements.

`` Invading Our Privacy `` How Technology Can Make...

Personal privacy is personal information that people keep secret from the public. Many companies and businesses want to protect people from hackers and thieves from using their information, such as Social Security and credit card barcodes, to buy products online or expose their social media pages. However, the public concludes that personal privacy does not exist when the government is watching them. David Plotz, a writer and deputy editor of Slate, wrote an essay entitled â€Å"Privacy is Overrated† to talk about how personal privacy is a myth. In the other side, David Schinke, chief editor of Utne Reader, wrote an essay entitled â€Å"Invading Our Privacy† to persuade how technology can make people expose their privacy online. Both essays created two different perspectives on personal privacy. However, one author essay organized his paper for the audience to understand where he provided specific evidence or examples relating to the topic, developed a tone towards his peers, and illustrated a rhetorical appeal towards the audience. David Plotz’s essay attacks how people use the term â€Å"personal privacy†. In his essay, David Plotz exposes his personal information towards the audience in his introduction (67). He explains his purpose that corporations, stores, surveillance cameras, and his own computer can track where he visited (67). He also states that â€Å"privacy paranoia has become a national obsession†. In other words, people fear that the government is watching them, relating to theShow MoreRelated`` Invading Our Privacy `` : How Technology Can Make People Expose Their Privacy Online1217 Words   |  5 PagesPrivate privacy is personal information that people keep secret from the public; it also means to refrain people from knowing about them or their situations. 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