Government Intervention- Federal Level Paper

Lack of Opportunities in the Collaboration Projects 

The federal administration and the state governments of the various states across the United States of America, work conjointly to solve the challenges facing the k-12 education and smoothen learning operations. The federal government in the country has worked together with the various state governments to lay down some principles that have reorganized the labor industry. Some of the reforms have targeted the increase in the wages and the provision of more projects for the students who are competing school. Although the efforts are substantial, they are not beneficial to the education system since they do not directly affect it (Omernik & Griffith, 2014). 

Since the federal and the state governments have not faced the issue head-on in the country's education system, there is another change that can be addressed to the solution to better address the issue of lack of opportunities in the collaboration projects. The solution can be made to target the students in the schools instead of the workers in the United States of America. One of the approaches of doing so is to tie the solution to the need for reform in the collaboration projects in the American education. The other way is to involve the education sector in the deliberation of the solution in addition to the federal and state governments (Omernik & Griffith, 2014). 

The lack of collaborative projects has affected the children from low financial statuses in various areas across the United States of America. One of the ways is by denying them an opportunity to get involved in projects that if they learn from them may help them alleviate their financial situations. The other way is by propagating the discrimination based on socioeconomic status in the United States of America. The discriminatory system has led to the feelings of distress among the students from low-income families and therefore has affected their ability to come up with their projects and capitalize on them (Omernik & Griffith, 2014). 

The use of technology has been an essential part of the American education industry. Technology may be used to solve the problem facing the k-12 education in that the students lack collaborative projects that they can be involved in to improve their education levels. Technology could be used in the enabling of the collaborative projects that may be used to bolster the learning that takes place in the classrooms across America. Technological problem-solving strategies could also be used to address any challenges that the collaborative projects may be facing. Therefore, the use of technology could immensely contribute to the solving of the problem of the lack of collaborative efforts to inspire the American education (Azhar, Khalfan & Maqsood, 2015). 

The social shifts such as enrolment in the education of the American students have affected the implementation of collaborative projects for the students. The reduction in the enrolment has led to the lack of the projects due to a smaller student base. The cultural shifts such as the change in religion among the students have affected their participation in the collaborative projects. Notably, some religions restrict the collaboration such as in projects directly and indirectly. The economic shifts in the American society have led to the transfer of many students from the public schools to both private schools and homeschooling systems, and therefore the implementation of the collaborative projects becomes a challenge (Azhar, Khalfan & Maqsood, 2015). 

The knowledge of the history of the challenge involving the lack of collaborative projects in the American k-12 education may affect the perspective that the researcher will have on the research about the exploration of the challenge identified. Therefore, the researcher may have a biased pre-determined conclusion that the challenge is in all the schools across the United States of America. The researcher will also hold the perspective that both the state and the federal government levels are doing so little to help the situation that is already getting out of hand in the American schools. 

Application of Technology to Learning 

The challenge surrounding the application of technology in the education system in the United States of America has taken several forms in the country. One of it is the low integration levels in the schools across the country. The other one is the misuse of technology in the schools that already have the technology. The former is stronger and more evident in the United States than the latter. The federal and state governments have laid strategies in an attempt to solve the issue. One of the approaches is by organizing the training for the educators across the United States to impart them with the knowledge in technology-based learning and its advantages. The other strategy is the offering of the teaching and learning equipment free in the schools (Fink & Anderson, 2015). 

Several changes can be made to the governments' approach to the issue of low technological integration in the American schooling systems. One of the changes is to introduce the induction opportunities for the students to understand the use and the limits for the use of the technological equipment they have been provided with by the federal and state governments. That would also address the dangers of misuse of technology such as the change of behavior towards the negative and the issue of cyberbullying that is slowly growing in importance to the American society (Fink & Anderson, 2015). 

The education of the children from the financially unstable families in the United States of America has not been an easy task for both the federal and the state governments. The lack of technology has denied students from such families the ability to access and building essential networks with the outer world. Such networks may be instrumental to them in the reduction of the poverty that they are in currently. The issue also accelerates the inaccessibility of the schooling facilities among the low-income families in America. That is caused by the combination of lack of motivation and the despair of the families in their pursuit of education. That has been reported to cause school dropouts in the United States of America (Brown & Bailey-Etta, 2018). 

Technology has been a fundamental part of teaching and learning in the United States of America's k-12 education. Therefore, the use of technological gadgets in the American schools may serve as a potential solution to this issue in the long term. Such gadgets involve laptops, computers, and the projectors. The research part of technology will also be enabled in the students where they will be actively involved in building the societies from which they come. That will provide a unified approach to the lack of technology use in schools and other problems facing the American k-12 education system (Brown & Bailey-Etta, 2018). 

The social shifts such as the modernization that has currently been experienced in many states across the United States of America have affected the effectiveness of technology in schools. Modernization has been said to bring about bad morals among the students who may translate the same to their schools and be involved in the vices such as the misuse of technology. Cultural shifts such as the urbanization and migration to urban centers have reduced the prevalence of the lack of technology use in schools. The economic shift in the America society such as the increase in the wages has helped the American parents to afford to have the children exposed to technology both in school and at home. That has alleviated the issue (Wang et al., 2014). 

Based on the low levels of the integration of technology in the American schools in the past and the present, research may have the perception that the integration of technology in the American education is nonexistent. The researcher may also view the misuse of technology as the effect of the integration of technology into the American schools. Additionally, the researcher may assume that all the states in the United States of America are faced with the lack of integration of technology in the schools equally. That may not be the case, however. 

Lack of Motivation in the Schools 

The state levels and the federal government are addressing the lack of motivation among the students and their teachers in the American schools. One of the ways of motivating the students has been the integration of workshops that the teachers and their students are taught how to stay motivated an inspire themselves to teach and learn maximally. The motivation has worked in a small way. The governments are also incentivizing the students by providing them opportunities for learning such as the free installation of computer learning in their schools to improve their learning motivation. The strategy has averagely been effective (Petty, 2014). 

The motivation for the students may be made livelier by incorporating the use of live motivational talks over the technological gadgets that the students can now access in their schools. That will give them the zeal to be more involved in learning and gain the best from it. The installation of the technological equipment can be made more quickly since the United States of America is a vast country and there is the need to research students from different parts of the country. There is also limited time to reform the American education, and so it is inevitable to hasten the processes and target the students and their teachers in a satisfactory way (Petty, 2014). 

The issue of the lack of motivation has primarily affected the education among the children in poverty. The effects have been both positive and negative. One of the positive effects is that the students have been challenged to develop or reawaken their self-motivation to account for the lack of motivation in their education. The dark side of it is that the lack of motivation in the American schools may lead to the deterioration in the self-motivation levels of the children that come from financially challenged households across America. That is because they already have problems at home which may be disturbing them (King, 2015). 

Technology is essential to the motivation of the students in the American schools to learn. Technology offers a wide range of materials that help the students stay motivated and tea.ch them to be self-motivated. That is observed in the gadgets that the students have for studying. Technology is always dynamic, and its application in education has made the education to keep changing in the structure and the ways of reaching the students across America. Therefore, the integration of technology in education has reported boosting the motivation of the students undertaking the k-12 education in the United States of America (Kokkinos, Kakarani & Kolovou, 2016). 

The social shift such as the change of family settings and the roles of the family has decelerated the challenge of the lack of motivation in the schools. This is because parents and guardians have become friendlier to their children to guide them through their lives. The forsaking of the traditional American rules has motivated the students to learn. This is because some of the rules in the past American society propagated vices such as gender inequality in education. The economic shifts in the American society have reduced the impacts of the lack of motivation among the students in the United States of America. This because the government has made deliberate efforts to invest in the k-12 education in the United States of America (Kokkinos, Kakarani & Kolovou, 2016). 

Based on the issue of the lack of motivation among the American schools from the past, a researcher's perspective towards the problem will most likely be one that makes the issue less severe than it is. This is because the American government in the past and the recent past has continuously overlooked the lack of incentives among students in the k-12 education system. Summatively, the introduction of technology in learning has improved the situation and ensured the American students are always motivated. 

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