This proposed quantitative, pre-experimental study evaluates best practices” to facilitate the advancement of technology for K–12 students aligned to cross curriculum strategies and activities through developing an online support network (OSN). Designing a teacher professional learning through curriculum integration strategies would precede wireless laptop classroom integration, create access for educators to share and plan new academic tasks collaboratively (Oliver, 2010). For instance, a study on OSN conducted by Stewart, Bachman and Babb (2009) promoted online teacher training technology through social constructivism (SC).
Stewart, Bachman and Babb (2009) found that online teacher training delivered a massive conventional teaching approach which can be incorporated to traditional pedagogy. The data collected based on the responses from a survey showed a changed in the attitudes with indicating that 89% of teacher trainer enjoyed the format of the course. While, 67% felt the course organized well; 73% found the lectures were informative. Ninety seven percent found online discussion helpful; 86% technology improved their technological skills; 70% would suggest the program to other educators. Stewart, Bachman and Babb (2009) study demonstrated a clear effect on altering the form of a promising future of prosperity along with the importance wireless technology usage in the instructional and, learning atmosphere through the strategy of social a constructivism (SC). According to Stewart, Bachman and Babb (2009) although, the online teacher training was successful, they were unable to establishing a relationship between teacher’s characteristics, online learning setting and the use of content.
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...iew. Several of the studies illustrated the need evaluate and establish the most effective approaches to implement technology in the educational and learning setting. However, not many studies indicated weather wireless technology integration was effective or inadequate in a rural school setting. Section 2 provided a synopsis of different instructional approaches for the integration of wireless laptop technology in the instructional practice, and a discussion for arguably inspiring social constructivism (SC), social change, technology expansion, teachers’ attitudes and practices, online support network (OSN), and conceptual model. Numerous studies revealed that wireless technologies have some proven advantages in teaching and with students’ academic performances. An unrestricted collaborative OSN can create unlimited access to teaching and learning resources.
In the last decade, increasingly powerful technologies have begun to make their way into classrooms across the nation. Many classrooms are now equipped with personal computers that run educational software to help teach students facts and concepts in a more engaging way than a traditional lecture. Advances in telecommunications technologies have led to almost universal access to the Internet, allowing students and teachers to communicate with people from around the world and gain access to a wealth of educational materials. New ways of obtaining and presenting information have given students powerful new methods for understanding the world around them. However, while use of technology in the classroom has been shown to be highly beneficial for students, it is important to note that without a well-planned technology support system, this expensive educational technology often goes under- or mis-utilized..
“ . . . Hank Becker’s research shows that the preferred teaching strategies and styles of teachers usually determine or shape their patterns of technology usage. Those he calls “traditional” teachers are far less apt to allow students to use new technologies than “constructivist” teachers even when they have 5 or more networked computers in their classrooms.” (McKenzie, 2001,).
..., Google, and the Apple Learning. Interchange resourceful models by adopting successful strategies to promote teacher on-line collaboration. Furthermore, Wellings and Levine (2009) also suggested that teachers develop a setting for suitable and receptive learning where students construct meaning by linking their existing skills to acquired skills. Conduct sessions to prepare for state mandated assessments. To prepare diverse learner with state mandated assessments, differentiate instructional practices through interactive software, games and activities (Wellings & Levine, 2009). Therefore, differentiating instructional practices effectively demands a change of attitude of reluctant teachers to accept technology usage in their instructional practices (Su Luan & Teo, 2009) and apply the concept of social constructivism (SC) to promote constructive social change.
Technology integration should be included in curriculum design (Stanley, 2013) and should go beyond the traditional approach of just using technology in lessons. Ali, (2010) reveals that many teachers still lack the required familiarity with technology to integrate it effectively. Integration should make the technology an essential part of learning, be well coordinated, provide access to greater knowledge than conventional methods and provide skills useful to future learning (Tearle, 2003; Yuen, Law, & Wong, 2003). Then, implementation should focus on the needs of the student and it should support the four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection
Research has shown that although technology can increase academic opportunities among all students, many teachers neither use it for instruction nor integrate it into curriculum (Bauer and Kenton, 2005). Access to technology in schools has steadily increased, however classrooms have not grown at the same rate in their level of technology integration (Belland 2009). Although there are numerous barriers thought to prevent effective use of technology integration such as lack of time and resources, and teacher skill (Bauer and Kenton, 2005) and school culture (Zhao, Pugh, Sheldon, & Byers, 2002), much research has shown that the greatest barrier is the teacher’s beliefs (Ertmer, 2005), and their willingness to employ technology in teaching and student-centered learning (Teo, 2010). According to Dinham (2005), leadership is a key factor in creating effective, innovative schools and in guiding quality teaching and learning and yet principals have not been provided technology training comparable to the professional development offered to teachers (Flanagan & Jacobsen, 2003). Principal behaviors such as inspiring a shared vision for successful technology integration, providing professional development and support, and creating a school culture that embraces this vision is essential (Yee,
Specifically, how appropriately utilizing technology in the classroom can close achievement gaps, promote more individualized learning and engage students who might otherwise quickly lose interest in classroom activities. My leadership roles are teaching me that it takes more than one person to make a difference, it takes a collaborative effort from all those involved. However, I am also learning that it only takes one person, dedicated to making a difference, to start a transformative change in the way learning and teaching are presented. When dealing specifically with diverse socioeconomic backgrounds and interests in regards to technology in the classroom, one must focus on questions such as availability, student engagement, success rate and overall achievements gained due to technology integration. In addition, thought must be given to willingness of educators to change their mode of thinking in regards to student’s background versus achievement and
Majority of parents, students, and teachers believe in the value of education. I believe a current issue in education is that students are now expected to learn in online classes instead of attending class with an instructor present. Research conducted on both styles of education shows that online classes are less effective than in-class instruction. Due to many students not being aware of the advantages traditional education offers and the disadvantages of online education, how students feel about after taking online class or lecture, and technology is also a main reason for this change.
Similarly, technology enhances the learning process by creating an interactive medium for students and teachers to practice. For instance, when the traditional educational approach is used, the interaction between learners and educators is limited due to the time constraints during the learning sessions in the classroom. Nowadays, technology is used widely in various fields including teaching and learning. As a result, it enables both parties to establish an interaction and communicate through the virtual medium. Lever-Duffy and McDonald (2011) mentioned that the class website provides accessible resources and acts as a platform for interaction between the students and the educator. Therefore, the advancement of technology in education such as the use of online websites accelerates learning process in the education
Hirsch, Jim. "Learning Collaboratively With Technology." School Administrator 1 Aug. 2005: 10. eLibrary. Web. 6 July 2011.
According to a recent study by the U.S. Department of Education, despite access to funding and equipment, less than 35% of teachers have integrated technology in their instruction at the very least, on a weekly basis. (U.S. Department of Education, 2008) Research has shown that teachers’ beliefs, comfort level and readiness to use technology play a crucial role in its implementation within a school setting. Other concerns such as technological literacy and perceived usefulness of technology for student learning can dictate its use, or lack thereof. “Educators are urged to incorporate technology into instruction, but the effectiveness of educational technology is determined by teachers’ readiness to use it, not by its mere presence in the classroom.” (Jones, 2001) Much research has been done regarding the lack of technology implementation in schools. The common thread is the inability of connection for teachers between technology tools, and how they impact student learning.
Online Instruction has produced a tremendous amount of attention throughout various college campuses in the United States. The traditional norm in the interaction between teacher and student has been a hallmark of the education experience for many years. This connection is now being challenged by the rapidly growing number of online courses and degrees as many students demand a better convenient way to earn one. According to the article, ‘Online Teaching’ author Al-Asfour, claims that teaching methods have undergone many changes due to the progression of modern technology. For example: students attending class on a set schedule, listening to lectures, handing in assignments, and testing, have all successfully transitioned to the online world. Over the last few years, education has witnessed an acceptance in regards to the use of technology in the classroom. Today, we live in a very exciting era for students who enjoy using computer related
Technology has many different effects on education, one of them being enhancing the students learning. Technology may enhance the students learning and may assist most students in achieving their academic standards. When technology and appropriate teaching methods are combined, technology may increase the academic achievement. Positive effects have been found in all major subject areas, from preschool to higher education, both regular and special needs students. Educational technology has been found to have a positive effect on a student’s attitude toward learning and on self-concepts. The introduction of technology into the learning environment has allowed the learning to be more student-centered, to encourage group learning, and helps to stimulate an increase in the student-teacher interaction. Technology has shown a shift from a focus on a student’s memorization to their problem solving. Through technology’s use, learning opportunities have become unrestricted by time or place, allowing lifelong learning. Student use of technology through communications can also help to enhance access to a career and continued education. Students are more likely to use a computer to get help because they can to it themselves. Technology is helping students to become independent.
The results of the TAS will be analyzed using an experimental and non experimental sample to establish teachers’ attitudes about wireless technology in the instructional practice. The survey provides and shows the reliability of .92 and showed a proven validity tested through statistical analysis. Swan and Dixon (2006) used the TAS to examine any correlation between teachers’ attitudes towards technology and the use of such technology in their study. In this study, a convenience sample instead of a random sample of teachers in a rural southeast Georgia school district will be used because teachers are both accessible and willing to participate.
Andy Carvin states “ internet access in schools isn’t worth a hill of beans if teachers aren’t prepared to take full advantage of technology” (2000). Schools spend a lot of money on computer hardware and software as well as other technologies without realizing that many of their employees are unprepared to include them in their teaching and use them to their advantages. Educators often use technology as a classroom management tool rather than an educational one, allowing computer time as a reward for good behavior (Clark & Gorski, 2001). The problem with this is that students learn to use the computer for games and such because it is their reward instead of using it on their own time for educational purposes. This is teaching them the wrong idea. Margaret Honey, director of the Center for Children and Technology in NYC said it best, “The bottom line is, you don’t just put technology into schools or into homes and expect miracles to happen. The technology is only as good as the program that surrounds it” (Meyer, 2002, p.2).
With the advent of modern technology, a forceful impact of this technology has been observed in nearly all walks of modern day life. With the increasing access to these facilities, the lives of modern-day human beings have changed so dramatically that in many cases a reversal towards the old ways of life seems apparently impossible. Similar is the case with the process of education. In general the concept of e-learning has modified learning modes and behaviors to a much greater extent. It has...