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Technology applications used to assist in the plan development included Microsoft Office applications to help me keep track of issues that emerged as well as to record my own reflections in an electronic journal.
Issues of school climate and culture that I uncovered during planning were that some students’ parents were not as receptive to the idea of using technology in the classroom as they felt there was already too much reliance upon technology in every other part of society. These families were mainly more traditional in deportment and their view was that students should stick to books and penmanship. I discussed with them the realities of the world in which these students would be entering and how having an understanding of computers could benefit them in the long run. I also stressed the importance of self-directed learning, which they supported, and so we were able to find common ground on this point and build from there. I included other teachers in these findings as well and a healthy dialogue was conducted all along the way. They helped me to use internal and external resources to implement my plan, such as places to go for ordering computers, sites to peruse for applications, and external outlets for learning more about what is available.
Computer assisted learning (CAL), once a novel concept, is a staple in numerous classrooms across the country, from the primary education to the university level. Computer assisted learning offers both students and teachers a daunting and near-limitless education supplement. However, this paper will examine examples where computer assisted learning is more or less effective and why. It will be revealed that computer assisted learning programs that are most effective are
" Shin (2006) Shin also states that the CMC literature "illustrates shifts of focus to different layers of context." Early on, research relating to CMC in language learning and teaching looked at the linguistic content of CMC text to examine how language learners could improve certain communication functions and learn linguistic figures through CMC activities (Blake, 2000; Chun, 1994; Kern, 1995; Ortega, 1997; Pellettieri, 2000; Smith 2000, Sotlillo, 2000; Toyoda
In setting this plan for implementation and maintenance the ultimate goal for the district within the next five years is the creation of a student-to-computer ratio of 1-1 in grades 3-12 and 3-1 for grades K-2 in accordance with developmental studies for the utilization of technology in lesson and course plans for each respective grade. Computers will be updated on an annual basis, with replacement being taken into consideration
Likewise, a similar study by Desai et al. (2000) that compared traditional lecture format training with CBT found that, "The CBT subjects' overall end-of-training and one-month-after-training performance was significantly better than [the traditional lecture method] subjects' performance" (p. 239). By sharp contrast, the analysis of the effectiveness of CBT by Bowman et al. (2009) found that the effectiveness of this alternative can be adversely affected by a number of Navy-specific
Computers Are an Underutilized Resource for High School Physical Education Teachers Computers have become an integral part of the high school learning environment, beginning in the early 1990s. They provide a vast variety of resources to help enhance student education through presentation of material in a variety of media and act as an enhancement to teacher lessons. They can sometimes free teachers from routine tasks, allowing them to bring greater depth
While both gender and race are positionalities that are difficult to hide (not that one should need or want to, anyway), sexual orientation is not necessarily something that is known about a person, and its affects on the learning process can be very different. The very fact that sexual orientation can be hidden can create a situation where the learner closes off, hiding not only their sexuality but demurring away