Technology in the Classroom The Term Paper

Download this Term Paper in word format (.doc)

Note: Sample below may appear distorted but all corresponding word document files contain proper formatting

Excerpt from Term Paper:

The proliferation of Web 2.0 applications and their growth are defined more by communication patterns than adherence to taxonomies and architectures, and this is evident in the growth of social networking sites (SNS) including Facebook, MySpace, LinkedIn and many others. These sites, while popular from socializing standpoint, also provide an excellent point of reference regarding how powerful online collaborative platforms can be as potential learning tools, and this is one of the dominant trends in the use of technology for teaching and learning today.

Figure 1 is the map O'Reilly and Battelle created showing how both market and user dynamics are defining social networking (O'Reilly, 2005., and there is ample theoretical and empirical evidence of how Web 2.0 technologies can be highly effective in meeting the unmet needs of students and teachers alike (Zhang, Olfman, Ractham, 2007). The use of Web 2.0 technologies as a more collaborative platform than has been possible in the past using static HTML-based websites to automate the critical processes educators need online to foster collaboration and learning has been evidenced by recent empirical research into how groups learn together (Eijkman, 2008).

Figure 1: A Graphical Definition of Web 2.0

Table 1: Overview of Web 2.0 Applications provides insights into the extent of collaborative application development. Taken together, this collection of applications and collaborative workspaces form a strong foundation for outcome-based learning as well (Haung, Behara, 2007).


Overview of Web 2.0 Applications




Online diary or journal entry on the Internet, which primarily supports text, photo (photoblog), video (vlog), and audio (podcast) formats

Google, AOL, and Yahoo offer free blogging platforms


Web service that gathers related content from more than one source

IBM's mashup applications enable project managers to match team resources with a map to identify the geographical locations of the resources

Peer-to-Peer Networking technique for effectively sharing music, audio, and text files

Napster and Gnutella are popular peer-to-peer networks

Real Simple Syndication (RSS)

Feed-based technology that, with the aid of an RSS reader, enables users to subscribe to newly released content such as text, Web pages, sound files, photos, and video

RSS feed may contain the full content, for example a podcast, or simply a link to the content

Social Media

Encompasses all online tools (blogs, podcasts, Wikis, social networks, vlogs) and Web sites enabling people to share content, such as text, audio, picture s, and videos

Popular social media sites include YouTube (video) and Flickr (photos)

Social Networking

Web sites that permit users to create online networks and communicate with friends and colleagues

Social networking sites include MySpace, Friendster, Facebook, and Friends Reunited, and business networking sites include LinkedIn and Ryze


Allows users to bookmark or rate online content to share their recommendations with other online users

Typically used by publishers of media sites attempting to benefit from users' recommendations

Popularized by sites such as Digg and, which enable users to publish, categorize, and share their bookmarks


Enables users to create and edit the content of a Web site, leveraging the expertise of online users

Consumer Wikis enable users to comment on content, in addition to editing content

Wikipedia, a community Wiki encyclopedia, includes approximately 1.3 million English-language articles

Sources: (Bernoff, Li. 2008) (Mitrano, 2006) (Wildstrom, 2007)

As Web 2.0-based learning applications, collaborative workspaces and portals become more commonplace, the tasks of managing their use and also creating individualized learning programs for students, sometimes called scaffolding (Yang, Yu, Chen, Tsai, 2005), is a new skills et educators will need to develop and continually commit to improve upon (Craig, 2007). In summary, the ways technology is used in education has progressed from pushing concepts, content. Information and knowledge to students and has now progressed to a more collaborative online learning experience. The rapid growth of online collaboration both for in-class and distance learning is leading to entirely new approaches to teaching that simply complex concepts and lead to higher levels of retention of knowledge as well.

Benefits of using Technology in the Classroom

The benefits of using technology in the teaching of both simple and complex concepts are briefly described here. First, there is the advantage of being able[continue]

Cite This Term Paper:

"Technology In The Classroom The" (2008, April 21) Retrieved October 23, 2016, from

"Technology In The Classroom The" 21 April 2008. Web.23 October. 2016. <>

"Technology In The Classroom The", 21 April 2008, Accessed.23 October. 2016,

Other Documents Pertaining To This Topic

  • Technology in the Classroom

    Technology in the Classroom Integrating technologies into classrooms can be of great value to educators and students; especially in regard to learning about languages. However, the use of these techniques must overcome a wide range of obstacles to be overcome some limitations. Most of the modern technologies used in education can be relatively expensive and require that both the teachers as well as the students acquired additional skills to be proficient

  • Technology in the Classroom Has

    , 2010). Technology in classrooms has affected education in ways that seem to be immeasurable. There has reached a point where students now expect classes to have technology in it and actually avoid classes that do not. Education is turning out to be more about the newest technology and how it is being used in the classroom, than about the pedagogy itself (McKinney et al., 2008). Students no longer feel the

  • Technology in the Classroom in Today s Society

    Technology in the Classroom In today's society, technology has become an accepted medium for communication. From email correspondence that has taken the place of mail, to texting instead of talking, advances in technology have become integrated into our daily lives. However, the line should be drawn when it comes to technology impeding academics and being incorporated into the classroom. Although many support the notion of technology in the class, others see

  • Technology in the Classroom the

    A next factor to consider when implementing computers as instructional tools is the atmosphere it will create in the classroom. Right now, educators are trying to make schools not only more community-like but also more open to the outside communities they serve. However, these efforts are in danger of being overshadowed by the use of technology, in many of the same ways that television and video games have contributed to

  • Technology in the Classroom to

    As students interact with the website and take assessments, the teacher is notified of the student's progress. Once the student submits his assessment, Molecular Workbench (2010) reports, "SAM activities end by generating a report that includes answers to multiple choice questions, annotated snapshots, and the text of open responses. These reports are emailed to the teacher. Students have a chance to edit reports before they are submitted." Use of

  • Technology in the Classroom as Technology Advances

    Technology in the Classroom As technology advances, teachers are able to implement tools to adapt and communicate with their students and provide an ease in the learning environment. Teachers are capable of connecting with their students by using tools such as social networks, websites, promethean boards, digital gaming, text messaging, and email communication in. This allows teachers to connect and interact with students and parents to answer questions, provide tutorials,

  • Integrating Technology Into the Classroom

    Using "Stage One: Rubric for Group Invesigative Roles" can be helpful here, a grading rubric that stresses the ability of students to present information aloud and on paper to with sources correctly cited, with understanding, etc. During the performance, students should be assessed not simply on acting ability, but as denoted in "Stage Three: Rubric for Peformance," that they can understand and morally evaluate what is going on, such

Read Full Term Paper
Copyright 2016 . All Rights Reserved