Chapter Nine Journal

Focus Question

1) What is multimedia technology and how can teachers use it to effectively create and share visual information dynamically in their teachings?

Multimedia technology is "combing multiple media -text, data, voice picture, and video - in a single applications or technology" (217). Teachers can use this effectively by creating powerpoints, or adding podcasts to their lesson allowing students to hear and see many different forms and opinions on information. They can also ask for their school to buy interactive whiteboards which will help the students who just can't stay seated during lesson move around and pay more attention. 

Tech Tool 9.1 page 222

Digital Projectors and Document Cameras

Document cameras are something that I have grown up in school with. I have seen them progress over the years. Before document cameras we had overhead projectors which had a copy of our worksheet or a blank page that we would get to volunteer to wash after we were done using them. From those days in elementary school, we moved to Elmo document cameras. It was the same concept, just no washing needed. These devices also came with an interactive whiteboard which made all the students pay more attention hoping that they would be picked to draw on the board. Moving through the grades, and different school, I have gotten to see how teachers use the document cameras in different ways. 

In my own classroom I plan on using a document camera for the students daily warm-ups. Rather than having to print out a warm up for each of them, I'd rather save the paper and make them have a journal. This also gives me the chance to bring in more books or pictures that I can't get onlline and bring them in for the students to see through the document camera. 

 

Above is the older version of a document projector that I started off using back in elementary school.

Technology Equipment in Classrooms. (2014). 

Summary 

This chapter is all about explaining multimedia and the parts it can serve in the classroom. Within the first few pages the textbook seems to focus on how this approach can be used for science lessons and experiments. I think that it is strange that the authors didn't mentions the other ways teachers use this technology until page four pages in. However,the textbook finally mentions what some of these multimedia technologies are on page 220. The three they talk about are digital projectors, document cameras, and PowerPoint. All of these programs I am very firmiliar with, so I won't spend too much time on them in this summary. These are technologies that are used to present information to a large group of students. Teahcers are using the computer to create a presentation for their student when they use PowerPoint, and sometimes even with a digital projectors. The document camera is for when the teachers want to focus on a object, or even worksheet, and want everyone to see it. All of these are great tools when it comes to teaching.

Then for the next few pages it talks about how teachers can format their PowerPoints to help their students and get the most information across to them. After this the textbook talks about videos, on page 225. Videos get students excited. No matter what age or grade, as soon as you find out your teacher won't be talking, you are a happy camper. So student interest increasing when using this tool. There is also a great number for videos, clips, and movies about different subjects, so they won't get boring over time. Finally it is a unique way to teach your students something. The textbook mentioned how it could be used for Macbeth, when debating how people act as Macbeth, or what is happening in the scene in general. Another great video source is your own students, who can creat a video just as well as anyone else. Thus how we get on the topic of YouTube.

Then we are given tips, which have been drilled into me for years by my own teachers so, I think we can skip to the next subject, why photo-taking and movie-making can be helpful. Well according to this textbook there are four major reasons given to us on page 229. It engages students, it forces them into documenting learning as well as active learning, and finally it starts their information creation sides. They can do this through digital cameras which are simply and easy to use. 

Finally to end the chapter we discuss podcasts and vodcasts. These can be very helpful for the same reasons any type of videos are helpful. However these can also be made byteh a tudents for other students, or even by their own teacher. On page page 235 it talks about the pros of podcasting or vodcasting which includes letting the teacher listen to themself so they know what they can improve on.

References:

Technology Equipment in Classrooms. (2014). Retrieved from https://tech.msu.edu/classroom-technology/classroom-equipment.php

Textbook- Maloy, Robert, Verock-O'Loughlin, Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Chapter Eight Post

Summary:

Thiw chapter is all about communicating and collaborating with social media. Right on the first page of this section we are told the five ways this can be done. Email, teacher websites, blogs, online discussion, and wikis are the post useful and popular ways to go about this (187). Having done major projects with many students over the years I have learned how social media can be very helpful when passing information around. Just last year to help share photos of a lab experiment, a partner posted them onto Facebook so the whole group could see them, as seen below.

      (Top picture is just one picture that was posted on Facebook. The bottom picture is a screenshot of the album which is still on Facebook)

There are two different forms of communication though, synchronous and asynchronous. Synchronous is when parties respond to each other in real time like on the phone or webcam. Asynchronous is when there is a delay with someone while talking such as email (188). This is something that should be taught to students for them to use when it comes to their jobs and such.

Following this we also talk about how teachers are starting up networking sites through social media to help each other out. This is something I find helpful when I am not sure where to look for lesson plans or goals/standards. These sites because a God sent. However they also help the students. This extends the teachers' hours in a way, and also let's families communicate with the teacher as well.

Personally I believe that every teacher should have some sort of website to publish directional d power points and reminders because it makes everyone lives more organized. Also, you won't have students saying they never got something if you posted on the website a week prior. You are forcing the students to be more responsible. 

Honestly this chapter seemed very redone-dent to me consider I have grown up using these skills when I tutored. Also I attended a high school where these skills were already put into practice. So my summary is very little this week simply because I didn't find that much that caught my eye and I thought needed to be retold. Bottom line is social media can be a great teaching tool if used correctly. A website is better than a blog because websites cause you to post information and have comments; while blogs let you talk and talk and talk with no real end in sight. 

Tech Tool 8.2 pg 201

Communicating with Skype.

Skype is a great video calling program. It is something I have used for many years to help tutor those who couldn't stay after for a tutoring session. Having already known this I wasn't surprised by this being in the book. What I was surprised about was being able to look up people or classrooms to talk to about certain subjects. This is something that I will look into and see if I can use it myself in my high school English course.

Focus Question

 5. How can wikis foster collaborative learning among teachers and students.

On page 187 in our textbook they described a wiki as a website that teachers and student create and edit together.  This is the deffinition of collaborative work! The class is working together to create this page filled with information that will help the class. When they see information that they don't think is right they can change it or comment about it. This then helps both students learn. Possibly the teacher even learns something thT they over-looked on the subject. Wikis foster better communication between all parties involved.

Chapter Seven Journal

Focus Question

1) How do teachers use technology to promote problem solving and inquiry learning among students?

    Well, with this form of learning teachers present students with real-world situations and issues to engaged the students actively (159). Problems are worth answering, in so answering the age old questions of "why are we learning this". Because real world issues can be servilely complex, and considered ill-structured problems, computer apps and games can be a better way to come up with real-world application to work. With the multitudes of games and apps out in the world students can changed the level and are free to reset if they realize their first idea was wrong and can see more clearly where they went wrong. This also lets the student use surface or in-depth thinking (160).

    While this can also be done with simple handouts, or reading books, computers bring out the active parts of the students brain. The students know that they are solving math and science problems when they play River City, however, they don't realize that they are also learning about economic and social outcomes of those problems (160). Teachers aren't lecturing, or assigning work. They are asking the students in many cases to play games which make the students eger to get on the computer and creates a more active classroom. 

Tech Tool 7.1 :Discovering Learning USing Squeak and Scratch (page 167)

    In this Tech Tool section the textbook talks about a website called Scratch. This website is a "tool" kit to help students create their own games, animations, or art. It has 2D/3D graphics, images, text, sound, video, and everythign else a webmaster could desire and more than enough for the average web user. This help students create their own way of learning or presenting the information. This relates back to our discussion for week when it relates back to how teahcers can help ELL students. Many of the responses, including my own, talks about allowing students to use clip art and other pictures to help the students get their point across while they still learned the information. This website would be a great deal of use to old students who understood the true purpose of multimedia and all that it could to do. 

Summary

    In this chapter we are talking about how teachers can use technology to enhance the experience of problem solving and inquiry learning through games and apps; along with the different kinds of programs available. First we start off with the basics: what is problem-based learning and inquiry-guided learning? Well it is wel students investigate and research a problem or issue and find questions for it. There is no "right" answer because it all depends on the how the student asks the questions and what point they are trying to get covered from the problem (159). The steps are as follows: 1- understnad the problem, 2- use the problem-solving strategies, 3- check results (159).

    Following the books talks about hardward and software and what the differences are. Hardware comes on the device (the basics) and software tells the hardware to do. There are many different software: system, application, standard, and open-source softward. Open-source software is when it is open to the public to use, copy, and recreate with no to little funds needed to do so (161). The main goal in using any type of software or app is making sure that the student is in charge of the computer, rather than the computer being in charge of the child. 

This is a picture from the opening page to chapter seven which I think gets the point of students controlling the computer point across. (pg 157)

    Then the textbook talks about Blooms's Taxonomy when it comes to lower-order and higher-oder thinking. Low-order describes basic recalss and interpretation of information. High-oder describes comparison and evaluation of theories and perspectivesn (163). With this in mind teahcers can use software and apps with there students to present both forms of thinking. The example given in the book on page 163 are vocabulary or spelling words. Remembering these words is part of low-order thinking. However putting the words into a skit of poem correctly is using high-order of thinking. 

    When it comes to problem-solving and inquiry-learnign softwares there are a few different ones available. These include: composing and calculating software, building, inventing, and creating software, and visual-thinking and concept-mapping software. One of the examples that is highly known is Google Earth. This is considered to be a part of the building, inventing, and creating software section because it helps creat the mood and setting for many different things (166). 

    Finally we come to another age old topic of discussion, what is the purpose of video games? Well we took a major idea from the gaming world when we decided to give groups points because they have done something. This is called gamification (169). I honestly think that gaming can be helpful. It is a great way for children to rid themselves of stress. If done right parents will balance the amount of education and fun video games their children play. However, teachers should take advantage of any education video games they can give to their students because it keeps their student more engaged rather than just have them sitting there doing a worksheet, they are sitting on a computer that is interacting with them as they figure out probelms. 

    When using games to teach students though, you must keep in mind four things. Teachers must watch out for games that just focus on one subject or skill. Make sure that a multitude of skills are being teasted and used. Also pay attention to how much the games focus on win or lose based on points. Students will add more stress to themselves and could lead to online chatting with others in the gaming universe. Make sure you talk to students about the games you have them playing, and their content. Perhaps even talk about some they play at home. Guide them into playing games that are on age que for them. Finally and most importantly, play the games together. The students will love to watch their teacher play, and you can also see what you have you students doing so you cna better help them if they need it (175-176). 

Resources

Textbook- Maloy, Robert, Verock-O'Loughlin, Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Chapter Six Journal

Focus Question

1)      How can teachers benefit from using information management technologies such as bookmarking, social bookmarking, information alerts, and e-newsletters?

a.      Teachers can benefit from using these services because it makes sure that they have everything needed and then some. By having all of their online information stored that can easily pull it up to teach their lessons. Or if they find something at home, they don’t have to remember the address for later use. In fact if they use social bookmarking, their students could, if given the link, look up their teacher’s public shown links and get study help or essay writing help, and then in return add their own helpful links to the pool of information just causing it to grow (pg 134-135).

Summary

               In this chapter we are talking about the many way teachers can manage their information online, online learning, the different types of educational websites that are out there for students and teacher alike, and finally how the educational websites interact and engage the students. Teachers can organize their online information through bookmarking, which is saving an address to your computer. However, this method is being taken over cloud computing because it can be accessed anywhere on any type of device as long as it has the cloud, or the information needed to get to it (pg 134). Then there is social bookmarking, which is multiple people adding to a pool of information on a subject (pg 135). This is one that I think would be best use for teachers and students. It isn’t just a teacher giving the students link. Both parties can put in links, and see what others in the world thought were important. This teaches the children about networking.

               The book mentioned other, but I don’t find them as important as these two. After talking about the multiple ways of on how to keep track of the online resources teachers can use, the books talks about how to organize them. One that is talked about is a tag cloud which shows the words, or tags, that are most used. The ones that are most often used are bolded and towards the front while the less used ones are not bolded and towards the end of the list (pg 139). I think this a great way to organize links because if someone is looking for links talking about Robert Frost, they would look for a tag that has that name on it, and up will pop all the links that the person has tagged Robert Frost in.

               The book then talks about WebQuests, which is pretty much a fancy name for an online class or element to a class. A teach sets up the lesson and the students proceed to do the work set up for them (pg 139). Honestly, I don’t quite understand why this is such a big deal. It is all sense an online class. The way the book makes it sound it is some huge difference from schooling. Instead of a teacher giving the student the paper work, they give the students websites. It is the same concept, just portrayed in a different way.  If I were to give my students papers on Robert Frost, they would still have to look up information on him. With the WebQuests, I am giving them the links on Robert Frost. The end result will still be a paper written about Robert Frost, with information gather from the internet. This is not something that I would use in my classroom, unless told I had to do so.

               Next the book mentions Virtual field trips. This is when students go on a computer and get to view some historical event “in person”, for lack of better phrasing (pg 140). This is something I see as being useful for younger students. However, I could use this form of teaching if I asked the students to write about something they see, such as the cathedrals or art museum that the book mentions (pg 141). Following this the book talks about videoconferencing, which is when a student and teacher video call each other (pg 141). This is something that I see as being very helpful if a student is homebound, or if it I am teaching an all online class. For a student to get behind in high school could be a tragic event. If I can get the information to that student, and teach them what they missed, it will end up helping me in the long run. I don’t have to hold back the rest of my class to help out one or two who missed an important part of a lesson. Also with the amount of students who are on teams and clubs that travel, this could be a great tool to make sure they understand the lesson while they are away from the classroom.

               Finally to end the chapter, for my purposes anyway, the book talks about online learning and virtual schools. Before I state what the book says on the debate going on with this who ideal, I hate the idea of virtual school. For students that are homebound, this is a great substitute. But, for those who can go and decided not to, I think they are cheating themselves out of an education. One of the only reasons I am taking an online course is because they don’t offer EME 2040 or AML 2020 on campus. There are some things that just can’t be read, they have to be taught. The book states on page 143, “… virtual schools employ fewer teachers at generally lower salaries and offer fewer employment benefits to employees, factors which contribute to an improved profit margin…”. This is after page 142 states that between 2000 and 2011, virtual school have seen a 3.5 million increase! This is insane to think about.

 Tech Tools 6.2 Page 137

               For this tech tool it talks about the website Delicious. We are currently using this, and I have found it very helpful. While I know that it is something that is going to be shown I haven’t been using the site to the fullest of its capabilities. Because of this I just downloaded the app for the site. Knowing myself I know that I will use it more if it at my fingertips. This is a much saver way of saving my links than just not closing a tab until I do what I need to do with it. I think I may also use this site for my other course and create separate tags for each course. Included I a link to my Delicious account.

Resources

Textbook- Maloy, Robert, Verock-O'Loughlin, Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

 

Chapter Five Journal Post

Summary 

     This chapter talks about how the internet is becoming our major way of getting and reporting information. While students of the past just needed to be able to read and write to be consider literate, we now must have a a new form of literacy - Digital and information literacy - which focuses ona  students ability to locate, gather, and organize the information they find on the internet. With this they must also obtain media literacy which is how they analyze, evaluate, and communicate the information in different ways (pg 100-101). 

     While many believe those in college and in high school are superior when it comes to technology, many are not considered media literate because they don't use all the skills with it. These students rely on Google or other search engine websites rather than government based websites or research databases (pg 101). This is not something that I'm surprised by. Being both a college and high school student, I use Google for all of my papers. Rarely do I go to any government run website. I type it into Google and look at the first thing it tells me to look at. This is something that I have been trying to change by looking closer into the subject matter and exploring the website it gives me.

     It then speaks of e-Books/Readers. Not many student-aged children read books anymore. They are on the computer reading books on their Kindle or iPad. This is not just students who read online though, it is also everyday adults. No one leaves the house without their electronic devices anymore, so they have hundreds of books at their finger-tips rather than carrying a large, "heavy", chunky book in their bag; they have a series on their phone in their pocket. Research is being done as to how this type of reading is affecting the children's want to read (pg101-102). I honestly think it helps build a child's desire to read. I know I read non-stop now since I received my iPad.

     Following this the book talks about search engines and how they work. This is something that I have known, so I skimmed it. Thus leading us to how students and teachers should conduct online research. I found out about Google's Search Education. I think it is the coolest thing I have ever heard of. It has lessons plans based on NETS-S, Common Core, and American Association, which helps not only the students in seeing what these test are looking for, but also the teacher when it comes to teaching these subjects (pg 105). The site also has puzzles that challenge the student to discover information through research. This will be something I use in my class as a bell-work activity.

     The text then talks about electronic note-taking. This is something that i personally disagree with because I think the more you write something the more you remember it. I believe you should copy by hand first, then if you wish to type it up, feel free too. I understand students use it so they have the notes whenever they need it, I just don't agree with it (pg 106).

      There are three types of searches: free-text - which looks at the tittle, keywords, and description; keyword/exact match - which finds what you type in and only what you type in; and finally Boolean - which searches with terms "and" "or" and "not" (pg 109-110). With that we also talk about how to evaluate informaion through: misinformation, malinformation, mess-up information, and mostly useless information. Then there are controls: censorship, filtering software, partitions, labels, and critical reading. All of these things together can help tell if a website's information can be used in a paper or project (pg 113-114).

     There are five things that should always be kept in mind though when looking into a website though: Accuracy, Authority, Objectivity, Currency, and Coverage (pg 115). "Who is telling the story, and why are they to be trust? Why are they telling the world this, and how long ago was it? Does it cover all sides to a point?" Are all questions people should ask themselves when they look into a website. Teachers should also look into copyrights, Creative Commons, plagiaris, and over-all cheating. These are all massive offensives and could end in fines if not done properly (pg 118-119). 

Focus Question

2) What are search engines and how do they work?

     Search engines are part of a web sites or tool bar that let you get information from all across the Internet. It is a type of software program that works through networks on diffferent computers that find thousands of entries that match your search in a matter of seconds through the help of keywords (pg103-104)

Tech Tools 5.2 Page 109

Customizing Your Web Browser with iGoogle

      iGoogle is another form of social media, much in a way like Google+. However having an iGoogle account for the simple use of teaching doesn't sound like a bad idea. You can add gadgets which is a tyoe of data-managing software used to customize many other social media sites, even one like this. Their intended purpose is to help the person incharge of the page give information in a more organized way. If there is a gadget for Google-a-Day, I would get one right away. Speaking of which: 

This is a video describing what Google-a-Day is and how you can link it with Google+.

Resources:
Google. (Producer) (2012, June 12). The new A Google A Day on Google+ is here YouTube. [Audio podcast]. Retrieved from http://m.youtube.com/watch?v=mpPK0aktC-Y&desktop_uri=%2Fwatch%3Fv%3DmpPK0aktC-Y

Textbook- Maloy, Robert, Verock-O'Loughlin, Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Chapter Four Journal Post

Summary
     This chapter is about lesson planning and setting up curriculum with technology. Lesson development comes from three different parts, academic content, teaching goals/methods, and learning assessments. In other words, what to teach, how to teach, and what the students have learned. These can be enhanced with technology through the software available for presentations and flowcharts and such, along with digital portfolois, online surveys, and electronic tests (pg 76-77).
     After the stages for lesson development we have lesson planning and the ways that it can be done. It usually comes in during the teaching goals and methods stage during the lesson development. The teachers focus on who, what, when, how much.often, and measuremnt and evaulations. These are the details when it comes to teaching. The book talks about Understanding by Design (UBD) which is a three stage approach to setting up a lesson plan. Stage 1: identify the results, Step 2: determine acceptable evidence, and Step 3: plan learning ecperiences and instruction (pg 79).
     The book then moves onto teacher meeting educational standards. This is something that I feel should have been a longer section. There are so many different standards around the country. While the government is trying to set up the nation-wide policy, it is far from happening right now. There are many different organizations who run a different concept in the core studies. This is seen on page 82 on table 4.1. English and math alone have two different councils running the standards (pg 82).
     Of course with standards, the teachers must also worry about testing. The book talks about the three tests that teachers and students must deal with. Norm-referenced tests, which compare students' performances with others in their grade/age, Criterion-referenced tests, which compare students' performances to certain standards/ objectives, and finally Standard-based assessments, which is a combination of both (pg 84-85).
     To end the chapter, the book talks about the use of rubrics and performance assessments. Performance assessments are when a teacher grades an assignment on real-world terms. It is more or less the assessments that actually measure a students knowledge. With so many high-risk tests now being presented to our students, a simply math test or oral presentation seems likes nothing; these are performance assessments (pg 88). Rubrics are not only a way for teachers to organize their own grading thoughts, but also allow students their own checklist as to what they must include in their assignments (pg 90).

Focus Question
1) How are lesson planning and student assessment enhanced by technology?
      Lesson planning is enhanced by technology because of the many sources now availiable at a simply keystroke. Now teachers have webquests, blogs, wikis, thread discussions, and multiple softewares that make there lectures more usefull to students who learn visually or audiblly (pg 77)
      Assessments are also enhanced through the different ways teachers can assign them. Teachers can now give electronic quizzes and tests, which can give the students their grade right away. They can also have students set up their own online portfolois, or the teacher can creat one for themself. Finally they can set up gradekeeping online which can be helpful when it comes to tracking because it is clearly seen (pg 77).

Tech Tools: Web Resources and Apps for Teaching (page 81)
       I looked into the Teaching Channel webpage. It seems to be very helpful with helping teachers come up with lesson plans and providing help when it comes to understnading the new common core set up. This website paired with the Cram app would be a great combo. After I have some help planning the lesson, I can quiz my students on subject as well. 

(The photo below is from my IPad, just before I registered for the channel.)

Resources
Textbook- Maloy, Robert, Verock-O'Loughlin, Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.

Chapter Three Post

Summary

We start off the chapter talking about the different learning styles, and how students learn. Students learn based off prior knowledge and building from it (47). I personally see myself teaching from the Behaviorism and Constructivism learning styles. Behaviorism basis learning in a teacher-centered ideal, where I would choice how slides came up, and what information is chosen to talk about. Constructivism is based on the student's creating their own form of how they learn, in other words student-centered. With having both these in mind, I plan on using both to help the students best I can. I would want to start of with the student-center, so then I could grasp and idea of where the student are. Following this I would then include what information I thought needed to be enhanced or jsut reviewed. The best of both worlds.

Following this the textbook talks about critical thinking, problem solving, information and digital literacies, and how groupwork/collaboration are greatly enhanced when teachers' intergrate technology into them. Then we come to a section based on creativity. This section surprised me because I apparently knew the least about this section. Creativity is not just thinking outside the box anymore, it is now defined as something that changes the soceity or with-stands the times (pg 62). I don't agree with this idea at all. How could someone say that a child is not creative if they think or do something completely different from the rest of the group?

We end this section talking about digital citizenships, and how teahcers are incharge of teaching it to their students. I agree with this idea because the teachers are pretty much the ones who "force" the students onto the interwebs for projects and essays, so they should be the ones who help and teach the students the essentials of them. However, I do believe parents should have a part in teaching these essentials as well. Therefore, I suggest that parents and students be given "cheat-sheets" on the essentials, so if they forget them or need help they are right there. 

Focus Question:

1) What are the essential ideas for teachers from research on the science of learning?

The most important concept from the research is that students, well all human beings, learn from prior knowledge. With that in mind teachers should try and relate their topics to that of which students already know (pg 47). If teachers do this, students will be more likely to understadn the topics better because they already have some idea of what they are learning.

Tech Tool 3.2

Web Resources and Apps for Developing Digital Literacies (page 60)

Since I want to become an English teacher, I found The Fantastic Flying Books of Mr. Morris Lessmore app and the website Dipity to be extremly interesting ways of intergrating technology into my lessons. While Mr. Lessmore is considered off grade-level for high school students, I believe that it could be used to get the students to remember the basics of fictional story writing, and review the basic concepts. As for Dipity, I think this would be a perfect tool for story mapping novels for the reading projects, and just everyday essays. The students are able to add music and video that makes them remember the information they just viewed, which goes back to enhancing learning through prior knowledge. 

Resources

Textbook - Maloy, Robert, Verock-O’Loughlin,Ruth-Ellen, Edwards, Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New Technologies. 2nd Edition. Boston, MA: Pearson Education, Inc.