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The impact of technology on school teaching
The impact of technology on school teaching
Using technology and its effect to education
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Recommended: The impact of technology on school teaching
Lack of integrating technology in elementary schools
It has been the goal of educators to integrate technology in all levels of learning. Educators believe that if this goal is properly implemented and supported, it may bring about a positive experience for both teachers and students (Ertmer & Leftwich, 2009; Simon, 2002). In their research, Cradler and Bridgforth (2005) concluded that technology applications can support higher-order thinking by engaging students in authentic, complex tasks within collaborative learning contexts. On average, students who used computer-based instruction scored at 64th percentile on tests of achievement compared to students in the control conditions without computers who scored in the 50th percentile (Motamedi, 2010). Beside the classroom benefits, it is also clear that as the society moves further to 21st century, human beings are increasingly becoming more dependent on technology. Despite these realities, research shows that it is only relatively few teachers who feel well prepared to integrate education technology into classroom instruction (Ertmer & Leftwich, 2009; Franklin, 2011; NCES 2010,). According to NCES (2010), despite teachers having access to computers and internet, the teachers used technology only in 40 percent or sometimes 29 percent of their instruction time. The NCES further reports that only less than half of the U.S. elementary teachers felt comfortable to use technology for classroom instruction.
The Background of the Instruction Problem
Several literatures have explored the reason why integrating technology in the elementary schools is still a problem for the teachers. Earle (2003) first of all explores what the concept of instruction technology means. Some of the problem...
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...: NCES.
Simon, G. (2002). Technology and pedagogy: Why don’t we see the promised revolution? Educational Technology, 42: 71-75.
Swan, R., & Dixon, J. (2006). The effects of mentor-supported technology professional development on middle school mathematics teachers’ attitudes and practices. Contemporary issues in technology and teacher education, 6(1).
Walker, L.R., (2011). Phenomenological investigation of Elementary School Teachers who successfully Integrated Instructional Technology into the Curriculum. Journal of Educational Research and Practice, 1(1), 23-35.
Zhao, Y., & Bryant, F.L. (2006). Can teacher technology integration training alone lead to high levels of technology integration? A qualitative look at teacher’s technology integration after state mandated technology training. Electronic Journal for the Integration of Technology in Education, 5: 53-62.
Working as an Instructional Technology Specialist for the past seven years has provided many opportunities to observe teachers and students in a classroom setting. During this time teachers have been in the process of phasing in a new standards-based curriculum with an emphasis on student mastery of these standards. New technology tools have also been incorporated in many classrooms including studen...
In this text, the author explores the role that technology currently plays in schools and in education in general, as well as future consequences that will occur depending on whether society continues to insist on a type of education that is relatively lacking in technology or decides to embrace the options available whole-heartedly. There are both gains...
The article, How and Why Digital Generation Teachers Use Technology in the Classroom: An Explanatory Sequential Mixed Methods Study, discusses the use of technology in the classroom. Traditional teachers have been viewed as an obstacle to introducing technology in the classrooms. It is also believed that this issue will resolve once the technological generation of teachers enter the profession.
Van Dusen, L. R. (1995). Can integrated instructional technology transform the classroom?. Educational Leadership, 53(2), 28. Retrieved from EBSCOhost.
Almost everyone attends a school at one time in their life, whether the classroom includes technology or not. Research shows that technology isn’t used as often as one might think. The article, “High Access and Low Use of Technology in High School Classrooms” illustrates the use of technology by stating that only one in ten elementary and middle school teachers are daily users of computers (Cuban, Kirkpatrick, Peck). Most schools now have classrooms that use technology throughout the entire class time and even at home to do homework. Although some people might agree with the use of technology in class, it is more harmful to the students than useful.
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.
"Research Center: Technology in Education." Education Week American Education News Site of Record. Web. 19 Nov. 2011. .
Do you ever think about how much technology has changed the way we work, learn, play, and even think? Technology is a major beneficiary to society; especially in the classroom where we get the opportunity to learn and grow. In recent years, schools have begun implementing tablets and other devices in the classroom to better student’s education. The use of technology in the classroom provides more of a personalized learning experience and gives students a widespread availability to engage in learning. Technology is necessary in today’s modern globe, it is basically “the pen and paper of our time and the lens through which we experience much of our world” (Warlick, 2013). Technology is not just considered the “internet”, it is so much greater than that. Overall, it enhances the quality of education and engages students deeper than ever before. With all the significant gains, why would people argue that technology hinders students more than it helps? Critics may try to repute the use of technology in the classroom but I believe what really matters “is the way we use it, the context that we use it in, and the learners who we use it for” (Chong, 2012).
With the rapid growth of technology in America’s society today, the use of computers in school classrooms has increased tremendously—an action that certainly has become beneficial to students, educators, and parents. The use of computers has positively skyrocketed over the past ten years. Not only are computers utilized daily in large companies across the world, but the everyday use in classrooms has also become prevalent. Using modern technology to assist school instructors with his or her daily lessons should definitely be regarded as a positive, acceptable method of instruction and not definitely does not prohibit students from understanding or critical thinking.
Wright, Vivian H. and Elizabeth K. Wilson. "Teacher’s Use of Technology: Lessons Learned from the Teacher Education Program to the Classroom." 20.2 (2011): 48-58. Web. 13 Nov. 2013.
It is very hard not to realize that technology has overpowered education in many ways. “Technology integration is similar to a tidal wave, growing silently in strength, then falling with an unstoppable roar upon those who paid no attention or showed little interest” (Guhlin, 40). Nowadays, computers are almost considered a necessity in the classroom, and are the main component of technology integration. Computers are being used in more numerous ways, besides only being used for basic word processing. With a simple computer, copious availabilities of technologies can be used in the classroom. “The one thing that is so great about the computer is that it does give a lot of instruction--and you don't need to have hearing to take advantage of it” (Anderson, 12). It’s amazing how one simple screen can provide everlasting opportunity for learning.
It is no surprise that technology is rapidly taking over the world, and defining the day to day lives we live. As humans we are constantly engaged in some form of technology. However, the role of technology in early childhood classroom is a growing and controversial topic. The bottom line question for most teachers is whether or not computer based technology is developmentally appropriate for early childhood students, and if they benefit from using computers as a primary learning tool. Technology is the branch of knowledge that deals with the creation and use of technical means and their interrelation with life, society, and the environment (Webster Dictionary). Technology has been present in the world for centuries, from cave men to the industrial revolution which brought on a whole new era of technology to the United States. The Department of Education is granting schools with seven million dollars to help fund technology based learning just this year (Luebbe, 2011). Schools are now starting to be judged by the student to computer ratio, to determine the schools ability to provide a “quality” education. It’s no wonder everywhere we look and everything we do is a counterpart to technology.
In less than a decade, computer use progressed from programming classes for a few of the better students, to literacy classes for all students, to the integration of computers and technology into the curriculum. Now, there is a goal for educators to use technology as a tool in efforts to teach more effectively by using a variety of strategies to meet different needs in a diverse classroom. This will take training and commitment to keep up in an area that changes quickly, but the benefits to teachers and students are greater that the effort it will take to stay informed; computers increase productivity of students and make learning a fun experience. They help students become better problem-solvers instead of just rote learners.
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.
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.