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Effect of technology in learning
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Educational policy is usually formed without the voice of those it affects most: students. Cook-Sather (2002) advocates for the inclusion of student perspectives as a unique voice that can influence educational policies in "Authorizing Students Prospectives: Toward Trust, Dialogue, and Change in Education." Understanding how students' easy access to electronic media influences their situated position, Cook-Sather writes, "Authorizing student perspectives recognizes and responds to the profound and unprecedented ways in which the world has changed and continues to change and the position students occupy in relation to this change" (Cook-Sather, 2002, p. 3-4). Never before have students had so much information available and under their own command. This change in the dynamics of obtaining and using information also changes the power structure in education and the way in which students create their own knowledge. Traditionally, students would have regarded teachers as the ultimate information holders; however, now they can quickly and easily substantiate or refute arguments or facts presented in class with electronic media. With this additional access to information, students can present more informed comments in class.
Students have a valuable voice that should be heard and reflected in educational policy. Cook-Sather calls it the "missing voice in educational research: the student" (2002, p. 5). Before students can move into a more influential position regarding educational policies; teachers, administrators, and researchers all need to adjust the way they listen to students. The relationships that adults have with students; the institutional structures that teachers and students interact in; and the mindsets of teacher...
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...into one where students can communicate and access information in ways unimagined 20, 15, even 10 years ago. This changing world requires a different stance from researchers as well. "If we make student perspectives a regular part of the educational dialogue and action agenda, we may create a proactive stance to student academic engagement and achievement needs and subsequently contribute to a more responsive and innovative schooling process" (Spires et al, 2008, p. 513).
Works Cited
Cook-Sather, A. (May 2002). Authorizing student perspectives: Toward trust, dialogue, and change in education. Educational Researcher, 31(4), 3-14.
Spires, H. A., Lee, J. K., Turner, K. A., & Johnson, J. (2008). Having our say: Middle school grade student perspectives on school, technologies, and academic engagement. Journal of Research on Technology in Education, 40(4), 497-515.
In earlier times, the acquisition and spreading of knowledge was not used to improve society. Instead it was used to have control and to exclude certain groups. As one could imagine, there needed to be a change in the way that the education system was set up. In her essay, “Project Classroom Makeover”, Cathy Davidson discusses how the “one size fits all” model of learning hinders students from learning in a new and modernized way. She suggests the notion that using technology to teach and learn can be effective in many ways. Davidson shows that using technology presents the opportunity for a traditional classroom to become more inclusive and creative. The “democratization of knowledge” is the improvement and modernization of how information is taught and learned. Having a modernized and advanced learning system is a vital point for students because they gain insight and experience with what is considered a society dominated by advanced technology. Technology has become a dominant resource in the 21st century which makes it a relevant and essential factor needed to succeed in the world of education and
James Scurlock strongly emphasizes this problem throughout the whole documentary. Students, ranging in ages from 18-22 primarily, are young, and naive. They are out from under their parent’s rule and free to make decisions on their own. This means that many are going to take certain steps necessar...
Education gives me the knowledge that I require to overcome any problem every day. Furthermore, it is more value when teachers and students are free to express their own point of view without doubts. Freire states, “Liberating education consists in acts of cognition, not transferrals of information. It is a learning situation in which the cognizable object (far from being the end of the cognitive act) intermediates the cognitive actors- teachers on the one hand and students on the other” (249). Fraire point is that the teacher and student learn each other when both communicate their ideas. Education is richer when both parts speak and argue over a topic than when only teachers talk and give their opinion about it . It is important for me to hear the point of view of everyone in the classroom because this is the way I build my own opinion. I do not always agree with everyone, but I respect the opinion of all. I rely on education because it aids me to master another
This task offers students an opportunity to engage with topics that have immediate consequences in their own lives. Students consider a variety of print and multimedia texts about issues affecting their schools, neighborhoods, or communities, and may also wish to attend a town-hall meeting or to interview experts or those affected by the issue before determining their own stance. Of course the issues may be difficult for juniors to solve, but students should avoid describing or offering an overly simplistic argument. Instead, students should craft claims that propose a call to action or
If you were to ask some high school students, “Have you ever looked up a sports score or checked your Twitter feed in class on your phone or computer?” what do you think their answer would be? The answers from most, if not all, of the students would be “yes”. Technology use has drastically increased over the past few years, and this dramatic increase is having its effects on classrooms. With online textbooks, homework, and lectures, it is inevitable for it to have an effect. Technology is rising at a rapid pace, and it is rapidly being integrated into secondary classrooms in many forms, such as online textbooks, homework, and lectures. Because of this swift incorporation of technology, high school students have a decreased focus in the classroom, have decreased motivation and patience, and it has changed the roles of teachers and students, in addition to having negative effects on a students’ writing and spelling skills.
Education remains a cornerstone for society as it has for decades. Technology advances, the economy fluctuates, and politics change, but education remains, not only important but imperative for personal and social growth. Yet, as important as it is touted to be, the quality and purpose of learning is often lost in the assembly-line, manufactured process of education that exists today.
An interview with Karen Cator, director of the Office of Educational Technology, part of the U.S. Department of Education, is presented. When asked about a good example of the use of technology in education, Cator discusses Mooresville Graded School District in Mooresville, North Carolina, which use laptops and interactive whiteboards in education. Cator also addresses the importance of student engagement in education, online courses, and the use of digital media devices in classrooms.
I chose to look from the student’s point of view, instead of talking only to teachers. I thought it would be more useful to see what the students thought, as I am pursuing my graduate education in Secondary Education. My ultimate goal, to be a teacher, could only benefit from the research I was setting out to collect. I wanted to know what circumstances student’s felt most...
Sides: Clashing Views on Educational Issues. 14th ed. Ed. Dennis L. Evans. Dubuque: McGraw-Hill Contemporary Learning Series, 2008. Print.
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).
The teacher should also not be seen as the facilitator of all information in the classroom. The students should be looking to other sources for information, including each other, books, and technology. There should be many points of view exemplified in each subject area. The students will be able to state their opinion and also listen to the other students' views.
Guiding my students to the correct path, can make students change their minds about their education. Teachers should make their students feel free to express themselves and share their opinions. Giving up our break for our students to encourage the students to feel comfortable in the classroom and opening up their dialogue among others. I believe that students should speak their minds.
The most profound recommendations suggesting the benefits of an academic and student affairs partnership have emerged over 25 years ago. The Student Learning Imperative (ACPA, 1994) indicated the positive impact on students through such a connection: “students benefit from many and varied experiences during college and learning, and personal development are cumulative, mutually shaping processes that occur over an extended period in many different settings” ( p. 3). The document, Learning Reconsidered, the result of this collaboration was groundbreaking highlighting the weaknesses and missing elements in a holistic approach to developing the whole student. Learning Reconsidered defined learning as “a comprehensive, holistic, transformative activity that integrates academic learning and student development” (Keeling, 2004, p. 4). Finally, Learning Reconsidered 2 is another serious attempt at bridging the gap between academics and student affairs that
Throughout history technology has been the driving force of change. From movable type, to television, to the Internet, technology has been embraced and incorporated into our daily lives. Within the constructs of civilized society, the vast rewards of technological innovations have far outweighed the negatives. The digital revolution has altered conceptions of time and distance. It has created a wealth of information that is available at the stroke of a key. Not since the invention of the printing press has the distribution and consumption of information been so democratized. The rapidly changing technological landscape has put students and teachers in the cross-hairs. Can students be positively impacted by this digital revolution? Has the wave of technology that has swept through in recent years improved teaching and learning in the classroom? Utilizing various research tools such as Boise State University's Albertsons Library database, Google Scholar, and other online tools to access peer-reviewed journals, this paper will demonstrate that technology in the classroom results in increased student performance. great intro, Evan. -Barbara Schroeder 5/6/10 7:51 AM
Mundy, M., Kupczynski, L. and Kee, R. 2012, “Teacher's Perceptions of Technology Use in the Schools”, SAGE Open, pp. 1-8, viewed 15 Jan 2014, retrieved from Sage Online Article.