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Impact of technology on schools
Impact of technology on schools
Of technology in elementary schools
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Romano (2003) affirms that empowering teachers with technology is one of the basic prerequisites that can make technology more useful to the pupils. In his perception of computers in education, he observed that computers allow teachers to provide each member of the class with an increased number of individualized learning experiences based on the learner's needs rather than teacher availability. Computers allow learners to phase into directing their own learning experience particularly at a higher level. Whitehead et al. (2003) argue that appropriate professional development for teachers and pupils is critical to the success of linking technology to the curriculum. They emphasize that one of the keys to successful staff development is to have teachers teach other teachers. Whitehead et al. (2003) highlight ideas from the US experience that have proven effective in staff development at the local level as project-based approach, flexible scheduling, school partnership, college and university pre-service programs, staff development consortium, and staff development cooperatives.
Cooley...
We need to learn to communicate in the language the digital native, and encourage the use of technology in their schools. This can be done by encouraging the curiosity of staff about what can be accomplished with the use of technology. Teachers should be encouraged to attend professional learning opportunities to stay up to date on the latest technology. Teachers who effectively use technology in the classroom would be urged to model that use for others through a mentoring system to provide teachers a place and person to go to for help and ideas. Time must also be provided for teachers to experiment with
Shelly, G. B., Gunter, G. A., & Gunter, R. E. (n.d.). Teachers discovering computers: Integrating technology in a connected world.
I am a 16-year-old boy who lives in London. I am of background. I live
Two decades of research on the integration of ICT in education has shown that although changes are taking place to integrate ICT effectively into teaching and learning, the changes are not substantial enough to bring about the required change at the required pace (Cowie & Jones, 2005; Darling-Hammond, 2005; Ehman et al., 2005; Jimoyiannis & Komis, 2007). Furthermore, the prospects of using ICT in education has been debated, researched and speculated on. The debate has changed a little, namely that ICT has an important role to play in education in terms of enhancing excellence in teaching and learning. However, the factors that hinder the integration of ICT in education seem to be basically the same as twenty years ago: inappropriate integration strategies, resistance to change, resources, training and time to integrate ICT effectively (Demiraslan & Usluel, 2008; Guru & Percy, 2005).
Technology is becoming more and more dominant in our society.Everyday upgrades are being made and new innovations are being discovered. Technology is all around us whether we want it to be or not: it is the vehicles we drive, it can be found in our homes, and can even be found in the grocery store.Every place we look there is some type of technology.I believe technology has had a major impact on our school systems and is still impacting it today.There are those who do not agree, though, that technology has impacted our schools.Eric Gormly writes, “In fact, many theorists point out the overall impact of technology on education has been quite small, manifesting little discernible change in the classroom.” [1]Yes, there are some schools that are not as advanced as others, but many of them do have a significant amount of technology in them.I find it fascinating that so much technology has been incorporated into our classrooms, but I believe that, even with all of the positive aspects that are associated with technology, there are some negative and even dangerous aspects that should be taken into account.I will be sharing some of the equipment that has been used in the schools, how both the students and the teachers use the equipment, and also the positive and negative effects that technology has had on our schools.
The twenty-first century has arrived, and it has brought some of the most advanced computing technologies into the classroom; this leaves us with a very important question, do we really need technology, such as iPads or computers, implemented in our learning plans? As a student that has taken entire courses on iPads or computers, I can tell you that the former is not the case. There are plenty of reasons to teach about technological advances in each individual field of learning, but, more often than not, technology is unreliable and distracting for students. Not to mention that methods of maintenance rehearsal, like taking notes by hand, are more effective for recollection of information than staring into a screen. The bottom line is, using technology as a tool for education in the classroom is not necessary because it can inhibit the way students learn material.
Not many people would argue that computer technology is bad for the K-12 classroom. There is, however, a serious and thought-provoking debate going on regarding computer technology in the classroom. At issue is to what extent and at what age should computers be integrated in American classrooms. There is no question that a certain level of technology will bring improvements in academic achievement. In one study on children of low socioeconomic status a definite improvement was seen. It was noted that, “Increasing the technology available to students encourages, facilitates, and supports student achievement – at the elementary level, the most profound effects were found in the area of mathematics” (Page 391). Page also states that, “numerous studies have demonstrated that young children’s self-esteem or self-concept directly affects their academic performance” (Page 391).
The use of computers in school classrooms has evolved throughout the years, and has become revolutionary in changing the way we teach and learn. Our classrooms should no longer be confined to four walls and a few teachers who are considered to be experts in knowledge. Our classrooms need to keep up with a changing society and a new world that is dependent on technology. As students graduate, they need the technological skills needed to thrive in a world in which technology sets the pace. Society expects the school system to produce functional citizens who have the skills to gain profitable employment, and not be a drain on the system.
... to do so.” (Carlson, 2002) Teachers need professional development opportunities that not only provide information, but also allow time for hands-on experiences in the creation of lessons. Teacher training in the use and application of technology must be given priority and resources in order to increase participation in schools. Research shows that experienced teachers turn to their peers for help when designing lessons and are reluctant to use technology when they are not comfortable. To integrate technology into their classrooms, teachers must feel comfortable with technology. Principals who wish to increase their teachers’ readiness should provide ongoing training, opportunities and time for teachers to collaborate, access to technology support, and modeling through peers who have successfully utilized technology in their lessons and can share these experiences.
An important issue that has started to gain popularity is the issue of teachers learning new technology that is now available. There are many websites and companies dedicated to getting schools to gain advancement in technology. Most schools today are using the same tools that have been around since the beginning of time. There is no obligation for teachers right now to learn about technology and how it can improve student’s learning and academics (Hardin, 2000). We have been blessed to have the internet, and many new digital machines that can further learning. There are high hopes for the future of our schools to take advantage of this growth and use them regularly in the classroom. The generations of students today are growing up using the computer. It is appropriate and a must that teacher’s use the computer and internet in school. Not only does it provide so much information that is useful for a pupil’s education, but helps that person later in life. Eventually most things are going to be done over the internet and using digitally advanced tools, so children should have the use of them in schools (Schank, 2000).
Modern technology has made it so much easier to obtain educational information for classroom or homework assignments. It offers educational games that stimulate the brain and help children who have difficulties focusing on traditional teaching and learning procedures. College students are even taking advantage of online courses that many colleges are offering as an alternative to physically attending classes. Advances in technology and computers will continue to play an important role in education for many generations to come.
Whether technological integration has positive or negative impacts on teaching and learning has been paid increasing attention and a numerous research has done to explore the issue. Regarding the issue, the question of if training teachers in the use of technology in classrooms contributes to students’ outcomes is still an endless argument. This essay will explain two reasons why such training brings about positive academic achievements for learners and a number of training guidelines that can be followed.
Learning another language provides high rewards including “improved cultural understandings, communication abilities and job prospects.” (Preston and Seedhouse, 2013) Because of the rapid development of technology, applying an array of media is being presented to students in different parts of the world in an effort to achieve different purposes such as educational needs.
Closing the digital divide involves many components, starting with the education program and teachers. While schools are integrating new technologies into their programs, teachers are supposed to keep up with the latest technologies and use them in their curriculum to teach students. According to a U.S. Department of Education Report (1999), only 24 percent of new teachers felt sufficiently prepared to integrate technology into the curriculum they were using (Brogan, 2000). The problem is, many teachers did not grow up with computers and are not receiving the training they need to operate them (Brogan, 2000). Starting work as early as 7 a.m. and leaving school as late as 5 p.m. to go home and do even more work, leaves teachers lacking the time to learn new technological skills. Many schools offer training programs for teachers. For example, the Palm Beach County, Florida school district teaches Web basics for teachers at middle schools and magnet schools (Brogan, 2000). This is a great idea because it is giving teachers the opportunity to learn about technology and it is showing that the school district is interested in helping its employees become better at what they do.
As facilitators of learning, our classrooms are filled with students who are comprised of generation X’ers and Millenial’s. We must be conscious to structure our lessons and approaches so that we can present content in the most effective manner. Technology, in regards to principles of teaching, challenges the teacher to not only learn what the technology is all about, but to learn to integrate it effectively within the context of their individual classrooms. Teachers in classrooms across the nation struggle with computer technology, the many features, and the never-ending cycle of new devices that are bought into their classrooms daily. Because of the lack of training and severe levels of discomfort, teachers have developed a negative disposition towards the use of technology when it applying it to principle. Recognizing the noted factors, it can be resolved that we do live in an interactive world. Our job is to effectively integrate the technology in such a way that it supports, guides, and enhances learning for all parties involved.