Integration of Technology in the Education System

¶ … Integration of technology in the education system is a trending training design

When teachers are equipped with knowledge of technology, they develop useful learning experiences

Incorporating of technology into the education system be essential

Allowing Pre-service teachers to make contact with technology in classes could cause implications to the traditional ways of classroom practice

After conductive an intensive research, I have noticed that integration of technology in the education system, is the trending training design. Incorporation of technology into the teacher education services is increasingly gaining recognition. Many researchers argue that when teachers are equipped with knowledge of technology, they develop useful learning experiences that are technology-mediated for their students. Some researches even recommend that incorporation of technology into the education system be essential. In addition, it would be of much essence for technology to come hand in hand with assignments and course content. Separating technology from the regular courses for teacher education directly states that technology is a discipline of skill basis and is unconnectedly conceptualized outside the environs of learning (Graham, & MacArthur, 2007).

Technology, discretely from content, classes for the technology do not offer the needed modeling for pre-service teachers to think critically and successfully on how the technology in assisting learning and teaching in the respective disciplines. Allowing Pre-service teachers to make contact with technology in classes could cause implications to the traditional ways of classroom practice. On the other hand, enacting technology in to the course work has fueled teachers to seek practice that is more constructive that are student centered (Phillips, & Phillips, 2005).

Learning must be enhanced using technology without influencing reproduction of the current practices in education.

This transforms learning to an active participatory style of learning

The style is accompanied with constructivists forms like constructionism and reasoning-based learning.

The effort to link technology with education as an interconnected learning design

An active engagement into designs of constructivist learning via technology will guarantee students to have a perception and feeling of being part of the learning experience.

Pre-service teachers create technology-mediated designs in their classrooms leading to enhanced learning.

Researchers put emphasis on learning to be enhanced using technology without influencing reproduction of the current practices in education. The cluster focuses on the research connected to the way people are equipped with knowledge of grounding their deep-rooted commitment. This transforms learning processes from the acquisition and transmission style associated with quizzes and lecturers to an active participatory style of learning. For the scientist who are learning, this style is accompanied with constructivists forms like constructionism, reasoning that is case based, integration of knowledge, anchored construction, learning based on projects just to name but a few. The designs that are learning centered include technology and curriculum comprehensively all pulling forces together to support learning, assessment and instruction (Stout, & Hayes, 2010).

The effort to link technology with education as an interconnected learning design is essential because technology as a single aspect makes a transformation in the classroom. What is becoming more obvious is that the base of such transformation is learning. These designs come hand in hand with examples displaying the way technology is highlighting the advantages of transformational learning and negotiates the possibility existing between them. The function of teacher educators is mainly modeling and designing constructivist experiences of learning. This involves students using technology effectively to support learning designs. Use of this context has support from research suggesting the mode of teaching for pre-service teachers has a great impact on the way they teach (Graham, & MacArthur, 2007).

In addition to this, making active engagement into designs of constructivist learning via technology will guarantee students to have a perception and feeling of how these engagements function in their respective classrooms. They hope that pre-service teachers will create technology-mediated designs in their classrooms, which will later increase. The study elucidates the view to this issue by using digital stories as an educational aspect of learning. The history being carried by digital educational storytelling and several other theoretical foundations giving information to my design, which made use of aspects of constructivist learning mediated and supported by various technologies (Landale, 2009).

The most surprising theme is the aspects of fear: students are likely to have a pervasive fear towards technology

More than 50% of students in classes are likely to recognize themselves as technology beginners

A good number of students do not have enough technology access at home

Pre-service teachers are supposed to model and engage in constructivist practices of using technology to support to teaching and learning processes

The concept of building knowledge gives suggestions to students to function actively in communities developing and understanding skills, facts, and concepts.

Students focus on the previous knowledge in order to build up links to new knowledge.

However, the most surprising theme is the aspects of fear: students are likely to have a pervasive fear towards technology. Regardless of the fact that the students fall in the classification of Net Generation, the anxiety that underlies the intense technology, which would be useful in learning, was exceptional. For instance, more than 50% of students in classes are likely to recognize themselves as technology beginners. Evidently, many students are likely to have the ease of interacting with technology. Furthermore, a good number of students do not have enough technology access at home. Although the fear of this is expected to fall over time, it would be a significant consideration in my own instructional design for teachers of pre-service. The media has participated a great deal in supporting beliefs of this generation is well-known with technology. Such allegations show that this generation does not entirely reflect on the definition of Net Generation. My class never fell within the most commonly accepted description about this generation (Dam, 2007).