National Social Science Journal

Volume 48 Number 2 2016 NATIONAL SOCIAL SCIENCE JOURNAL Official Journal of the National Social Science Association Name of Publication: NATIONAL SOCIAL SCIENCE JOURNAL Issue: Volume 48 # 2 ISSN 2154-1736 Frequency: Quarterly Offices of Publication: National Social Science Association Mailing Address 2020 Hills Lake Drive El Cajon, CA 92020 Office Address: 9131 Fletcher Parkway, Suite 119 La Mesa, CA 91942 On Line journals: http://nssa.us E-mail address: [email protected]; [email protected] The National Social Science Journal is being abstracted in: Cabell's Directory; Eric Clearinghouse; EBSCO, Economic Abstracts; Historical Abstracts; Index to Periodical Articles; Social Science Source; Social Science Index; Sociological Abstracts; the University Reference System. We wish to thank all authors for the licensing of the articles. And we wish to thank all those who have reviewed these articles for publication This work is licensed under a Creative Commons Attribution 3.0 Unported License. Editor, Barba Patton EDITORIAL BOARD Editorial Board: Nancy Adams., Lamar University Stanley Alexander, Suffolk County Community College Mark Bellnap, Embry-Riddle Aeronautical University Richard Bieker, Delaware State University Benita Bruster, Austin Peay University Sue Burum, Minnesota State University, Mankato Jose da Cruz, Armstrong Atlantic State University Robert Dewhirst, Northwest Missouri State University Amy Shriver Dreussi, University of Akron Talitha Hudgins, Utah Valley University James Mbuva, National University Barbara Peterson, Austin Peay University Pegly Vaz, Fort Hays State University NATIONAL SOCIAL SCIENCE JOURNAL Volume 48 #2 Table of Contents Teacher Perceptions of Professional Development Issues in One-to-One Initiative Paul E. Goebel , L. Kay Abernathy, Donna Azodi, Cynthia D. Cummings, Lamar University 1 Apple v. FBI: Privacy vs. Security? Sue Burum, Georgia Holmes, Minnesota State University, Mankato 9 Students’ Views of Civic Principles, Values and Constitutional Rights and Responsibilities Jeffrey M. Byford, The University of Memphis Sean Lennon, Valdosta State University Sarah Smilowitz, Nevada Joint Union School District - Bear River High School 22 Constructive Alignment of Learning Outcomes to the Program Intended Learning Outcomes Rosita Guzman Castro, AMA International University Bahrain 34 E-Learning Opens Doors to the Online Community: Lessons from a Longitudinal Study Anita Chadha, University of Houston, Downtown 45 Factors Affecting Stage of Breast Cancer at Diagnosis: Payer Source May Outweigh Ethnicity Linda Ann Esch, Praphul Joshi, Lamar University 53 The Admiral, The Mayor, and the General: The Battle of New Orleans, 1862 William M. Kirtley, Central Texas College Patricia M. Kirtley, Independent Scholar 62 The Development of SafeZONE Online: Creating and Serving as Safe Spaces on Campus Santos Torres, Jr., Debra L. Welkley, Chris Kent, California State University, Sacramento 74 Minimizing Classroom Disruptions Through Culturally Responsive Teacher Candidate Pedagogical Behaviors Kathleen Wagner, Eastern New Mexico University 81 The HyFlex Course Design: A Case Study on Adult and Career Education Courses Diane Wright, Valdosta State University 88 Teacher Perceptions of Professional Development Issues in One-to-One Initiative Paul E. Goebel L. Kay Abernathy Donna Azodi Cynthia D. Cummings Lamar University Introduction and Background When considering whether or not to embrace an environment where a student has one-to-one access to a technology device, administration should consider how technology impacts the quality of education that their students will receive. Many schools are integrating technology into student learning and making the transformation from a traditional classroom to one that can equip students for today’s technologically rich society. One common perception is that the students know more about technology than the teachers. While a digital immigrant can attribute this thinking to the fact that their students are digital natives, the truth remains that teachers need effective professional development to become proficient with technology. The fact persists that we must construct a learning environment for teachers that will adequately provide professional development using the digital devices and equip them to execute their daily tasks. Heick (2014) in a recent blog illuminated a common sentiment regarding a teacher’s technology competency when he stated: Further complicating matters is the difficulty of effectively integrating technology in the classroom. This is hard for some educators to appreciate. You have to understand content, teaching, and technology on nearly equal terms; and when you don’t, it all has an awkward way of illuminating the holes in a teacher’s expertise. This situation makes a compelling argument for professional development that inspires educators’ confidence in their technological competencies. The purpose of this paper was to examine technology support and professional development issues that led to effective preparation and teaching for the one-to-one iPad initiative. The study took place at a high school of ninth through twelfth graders in rural Southeast Texas. Teachers received iPads and attended initial professional development sessions the year before iPads were distributed to the students. Many campuses wanted to integrate technological tools into their classrooms, and the school district studied was fortunate to receive federal recovery funds from a recent hurricane. These funds allowed for the initial purchase of tablet devices. The technology budget was supplemented with successful grant writing experiences as well. Additionally, the network was fortified, and mobile hotspots were installed throughout the campus with 100 percent coverage. The district secured robust connectivity from the Internet service provider. With diverse applications available, outstanding support from the manufacturer, and product durability, teachers and students received the tablet, a hard case, and portability. Having a robust network allowed each student to download applications, videos, and portable document format (PDF) files at school, which negated the need for them to have Wi-Fi access in order to study and 1 complete their studies at home. This infrastructure maintained parity among all of the students at the campus and allowed all of the students to have access to the rich content that the technology affords. Review of the Literature A review of the literature showed the benefits and challenges of direct access to rich and relevant digital content. The literature relevant to the one-to-one iPad initiative interventions reviewed for this study included the categories of planning, implementation, teachers’ attitudes, and other professional development issues involved in the one-to-one iPad initiative. The following sections in this literature review contain information that provided a consensus that this action research project was necessary and validated the need for the current research. The research will bolster the existing body of literature by providing insight into how professional development may be a positive experience and yet challenge educators involved. Teacher Attitudes. In the study, Brantley-Dias (2013) found that “teachers have been seeking the difficult and sometimes indefinable notion of technology integration for more than two decades” (p.105). Some educators fully accepted technology and understood that we were moving from using digital devices as a substitution for the tools we currently have to a fully integrated learning environment where individuals work collaboratively. Professional development specialists also faced the teachers who fear using technology because of perceived negative outcomes such as social media privacy, bullying, and browsing of questionable sites. The teacher embracing technology was much easier to guide because they saw the immediate need to become proficient in the technology that was at their disposal. Their attitudes embraced the professional development offered which contributed to a positive school culture. “To obtain desired results, teachers need to harness supportive attitudes toward, feel comfortable using, and actually incorporate the technology; further, an institutional culture of technology use must be established” (Ertmer & Ottenbreit-Leftwich, 2010, p.255). It was imperative that all educators and their ideas were acknowledged on a given campus. Through the acceptance of the varied audience, technology leaders realized that professional development was a highly specialized task that required knowledge, interpersonal skills, and most importantly vision. Professional Development Issues. Professional development support for teachers included providing essential educational technology specialists devoted to planning and implementing the iPad intervention. Questions arose when administrators were faced with adding additional personnel. This circumstance also affected another part of the equation leaving a district or campus to ask, “How does staffing affect technology integration and support” (Hooker, 2014)? Beglau (2011) found that schools invested in technology in classrooms with the expectation that it would impact student learning and achievement. Therefore, professional development for intervention programs must focus on student learning and achievement. Design of the Study Participants. The target population of this research included teachers from within a high school in rural Southeast Texas with an enrollment

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