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Technology in Education
An Brief Analysis of Methods that could work to improve access to Educational Technologies in both Rural and Urban Schools
Integrating technologies into classrooms general requires that a wide range of obstacles to be overcome. Not only do modern technologies have hefty price tag that can weigh heavily on school budgeting, but it also requires additional training for both the teachers as well as the students. Furthermore, it is often also the case that the school's culture is prohibitive of embracing new methods of class room education and teachers often have resistance to integrating new technologies into their lesson plans. However, in the modern environment, if technology is successful integrated into the classroom setting this can often not reduce some of the instructor's workload but also better prepare students to meet the challenges they will face in the twenty first century. The analysis will investigate…
Estes, A. (2011, June 6). The U.N. Declares Internet Access a Human Right. Retrieved from The Alantic: http://www.theatlanticwire.com/technology/2011/06/united-nations-wikileaks-internet-human-rights/38526/#
Termin, P. (2003, June). Low Pay, Low Quality. Retrieved from Education Next: http://educationnext.org/low-pay-low-quality/
Turner, R. (2009, July 24). Strengthening Community Opportunities through Rural Education . Retrieved from University of Virginia: http://lisa.sts.virginia.edu/WIP/docs/papers/Turner_09_r.pdf
Access to Educational Technology: Students With Special Needs
Students with Special Needs: Access to Educational Technology
Technology has literally changed the way we live our lives in the education sector, as well as in recreation and employment. esearch evidence, however, shows that a digital divide still exists between persons with disabilities and their nondisabled counterparts. This text presents the possible reasons for this, and identifies specific tools that teachers could use to maximize outcomes for specific learner groups.
Technology has impacted almost all areas of human life, including recreation, employment and education. However, research shows that students with special needs are largely underserved, with less access to educational technology. Empirical evidence indicates that persons with disabilities are less likely than their nondisabled counterparts to have computer and internet access. This text analyzes the potential reasons for this, and identifies specific tools that teachers could use to maximize outcomes for specific…
Bartsch R.A. & Coben K.M., (2003). Effectiveness of PowerPoint Presentations in Lectures, Computers and Education, 41, 77-86.
Burgstahler, S. (2002). Bridging the Digital Divide in Post-Secondary Education: Technology Access for Youth with Disabilities. Information Brief, 1(2), 1-4.
Butler-Kisber, L. (2013). Teaching and Learning in the Digital World: Possibilities and Challenges. Learning Landscapes, 6(2), 423-430.
Hasselbring, T. S. & Glaser, C. H. (2000). Use of Computer Technology to Help Students with Special Needs. Children and Computer Technology, 10(2), 102-122.
Education Administrator Standards
National Educational Technology Standards for Administrators (NETS*A)
The International Society for Technology in Education (ISTE) designed a set of standards by which they believe that students, teachers and administrators can better move forward in the digital age. The administrator standards provide a means for school and district executive staff to guide their progress as electronic technology becomes even more engrained in society and institutions of learning. The ISTE outlined five areas of need which will allow administrators to lead their specific programs during the digital revolution. These standards -- visionary leadership, digital age learning culture, excellence in professional practice, systemic improvement, digital citizenship -- all concern some aspect of how a digital age administrator can foster the continued understanding and proper use of the growing range of educationally available digital technology. This paper focuses on the standards and sub-standards associated with digital citizenship and provides a specific…
Banoglu, K. (2011). School principals' technology leadership competency and technology coordinatorship. Kuram ve Uygulamada Egitim Bilimleri, 11(1), 208- 221.
Eren, E.S., & Kurt, A.A. (2011). Technological leadership behavior of elementary school principals in the process of supply and use of educational technologies. Education, 131(3), 113-123.
Hughes, J.E., McLeod, S., Dikkers, A.G., Brahier, B., & Whiteside, A. (2005). School technology leadership: Theory to practice. Academic Exchange Quarterly, 9(2), 51-60.
ISTE. (2009). NETS*A: Standards and sub-standards. Retrieved from http://www.iste.org/docs/pdfs/nets-a-standards.pdf?sfvrsn=2
The computer is also helping the disabled learn more effectively and quickly, with programs specifically developed for the physically, visual and hearing impaired being acquired by school systems in addition to assistive devices for classroom use as directional microphones.
E-mail is almost as natural as breathing today. In the next three to five years, students will team together via desktop conferencing and groupware. Some distance learning language or other special instructional classes will also be viewed over the web and projected onto classroom TV monitors or individual laptops. Students are already teleconferencing real-time worldwide through the Internet with other classrooms, in addition to professionals and specialists in specific areas.
Another decade or so in the future, students will use information technology as learning devices through infrastructures such as knowledge webs, virtual communities, and shared synthetic environments with sensory immersion. The Internet will be used as a tutoring tool, online courses…
There are varying educational backgrounds and levels in distance education and the delivery method must be in a way that is interactive using visuals, charts, graphs and other stimulating realia.
In conclusion, the Dick & Carey Model of Instructional Design and the Jerrold Kemp Model of Instructional design are both excellent models for developing both traditional and distance learning materials. However, the differences among the types of ISD Comparison 6 learners must be clearly identified and defined in order for either of these models to be successful. With technology changing the face of education, instructional design models will also need to change in order to best educate and meet the needs of the different types of learners.
Dick, Walter, & Carey, Lou. (1985) The Systematic Design of Instruction (2nd ed.) Glenview, IL: Scott, Foresman and Company.
Kemp, Jerrold E. (1977). Instructional Design. (2nd Ed.) Belmont, CA: Fearon Publishers,…
Dick, Walter, & Carey, Lou. (1985) The Systematic Design of Instruction (2nd ed.) Glenview, IL: Scott, Foresman and Company.
Kemp, Jerrold E. (1977). Instructional Design. (2nd Ed.) Belmont, CA: Fearon Publishers, Inc.
Brown, Frederick G. (1981). Measuring Classroom Achievement. New York: Holt, Rinehart and Winston.
Dalton, William. Assessing Student Learning: It can be more than a survey. Retrieved May 25, 2006 at http://fie.engrng.pitt.edu/fie95/2c1/2c14/2c14.htm
Chapter 3 stresses the importance both fundamentally and ethically of representing information truthfully and honestly through visual and experiential means that are meaningful to the learner and respect the fact that the individual mind is rather limited and therefore needs human centered externals to help it learn and retain information. Chapter 4 stresses the importance of individuality in the development of technologies that teach and interact with people. The overall work is important as it stresses the fact that technologies, as a creation of man must be developed and manipulated to reflect the humanity of their purpose. The fallibility of the mind is stressed as is its limitations and the possibility of the development of greater tools to impart knowledge is the most important factor in the development of learning tools.
Norman, D. (1988). The Design of Everyday Things. New York: Doubleday/Currency. [chapters 1, 2, 3, 4]
In this work…
Wittrock, M.C. (1992). Generative learning processes of the brain. Educational Psychologist, 27(4), 531-541.
Wittrock present a functional model of learning that pays close attention to four processes of learning; attention, motivation, knowledge or preconceptions and generation. The author's point-of-view is clearly one of biological i.e. neurological brain function and develops a schema in which knowledge or learning takes place, as interactive and fluid in the mind. Understanding each of these four aspects can give the educational developer an idea of the need to bring learners all the way in to a learning environment through attention, motivation and base knowledge to elicit generative principles of cognition, i.e. The assimilation of novel material, that will add to their base knowledge of understanding. Wittrock's model in fact stresses that in creation of interactive or even static instruction if one key aspect is lacking, the whole of the system is resistant to learning. This is important in that it makes clear that development of technologies that instruct must produce attention and elicit motivation as well as build from some existing knowledge base to be effective for any user to generate a set of new knowledge. Even the most simple instructions often build on a set of base knowledge, that is frequently taken for granted and many instructional environments lack the sort of stimulation that garners attention and motivates the learner.
Total 17 papers including 3 books. I'll send you the articles in PDF files except three books Saffer, D. (2007). Designing for Interaction. Berkeley: New Riders. Norman, D. (1988). The Design of Everyday Things. New York: Doubleday/Currency. Norman, D. (1993). Things that make us smart. New York: Doubleday/Currency. I think you can find these easiliy in libraries.
Technology in Education
Assessing Three Emerging Technologies' Contribution to Learning
There are a myriad of new technologies emerging that have the potential to completely re-order and increase the level of learning effectiveness and performance of students. With so many new technologies emerging as diverse as mobile-based learning systems on smartphones to the ability to tailor online learning systems and complete networks, the opportunities for educators to innovate has never been more full of potential. What unifies the highest performing technologies in the area of learner involvement and performance are those that allow for students to define the pace, depth and repetition possible for a given subject. All of these technologies share a common characteristic of being able to align and support learner's specific goals and objectives, creating a highly effective educational scaffolding platform in the process (Najjar, 2008). The best technologies can be quickly tailored to each individual student's needs,…
Bernoff, J., & Li, C. (2008). Harnessing the power of the oh-so-social web. MIT Sloan Management Review, 49(3), 36-42.
Custin, R., & Barkacs, L. (2010). Developing sustainable learning communities through blogging. Journal of Instructional Pedagogies, 4, 1-8.
Downes, S. (2004). Educational blogging. EDUCAUSE Review, 39(5), 14-26.
Fontana, A. (2011). Making an app. EDUCAUSE Review, 46(6), 108.
Purely from the healthcare educational perspective, technological innovations have greatly improved the ease with which quality education can be delivered. The more educational technology continues to evolve, the more it contributes to the corresponding development of systematic curriculum and instructional method design and Development. Ideally, the ever-increasing potential of computer technology will continue improving the manner in which the specific needs of modern healthcare can be incorporated into curriculum design and instructional methodology.
Adams, D. And Hamm, M. (1994). New Designs for Teaching and Learning: Promoting
Active Learning in Tomorrow's Schools. San Francisco: Jossey-Bass.
Gardner, H. (2000). The Disciplined Mind: Beyond Facts and Standardized Tests: The K-
12 Education That Every Child Deserves. New York: Penguin Putnam.
Michea, Y., Phelps, C., and Johnson, C. (2002). "Modular Design of Health
Education Interactive Multimedia" School of Health Information Sciences,
Adams, D. And Hamm, M. (1994). New Designs for Teaching and Learning: Promoting
Active Learning in Tomorrow's Schools. San Francisco: Jossey-Bass.
Gardner, H. (2000). The Disciplined Mind: Beyond Facts and Standardized Tests: The K-
12 Education That Every Child Deserves. New York: Penguin Putnam.
The efforts of the federal government have been thoroughly and extensively backed up by fiscal funds given by the numerous states, districts, businesses, and parents (NCES, 2000). However, the overall literacy and literature education of students with the incorporation of technology has been primarily negative and this needs to change with time as the overall long-term impact of this negative pattern will be very damaging to the mindset of students and the overall literacy activities that they engage in.
Anderson, .E., & onnkvist, A. (1999). The presence of computers in American schools. Center for esearch on Information Technology and Organizations.
Becker, H.J., & Sterling C.W. (1987). Equity in school computer use: National data and neglected considerations. Journal of Educational Computing esearch, 3, 289 -- 311.
Becker, H.J. (2000). Who's wired and who's not. University of California, Irvine. Available: http://www.gse.uci.edu/doehome/DeptInfo/Faculty/Becker/packard/text.html
Cuban, L. (1998). High-tech schools and low-tech teaching. Journal of…
Anderson, R.E., & Ronnkvist, A. (1999). The presence of computers in American schools. Center for Research on Information Technology and Organizations.
Becker, H.J., & Sterling C.W. (1987). Equity in school computer use: National data and neglected considerations. Journal of Educational Computing Research, 3, 289 -- 311.
Becker, H.J. (2000). Who's wired and who's not. University of California, Irvine. Available: http://www.gse.uci.edu/doehome/DeptInfo/Faculty/Becker/packard/text.html
Cuban, L. (1998). High-tech schools and low-tech teaching. Journal of Computing in Teacher Education, 14(2), 6 -- 7.
Technology in Edu
Technology has changed the ways schools operate, the ways teachers communicate, and the ways students learn. At every level of education, from kindergarten until graduate school, technology is being used as a means to develop and deliver course material. Technology is also being used in administrative offices, and also in the home as students have greater access to educational technologies. In traditional classroom environments, technology is being used not just in the most obvious ways such as computer terminals with Internet and library database access. While traditional technological tools such as computers have become indispensable, revolutionary changes to the learning environment itself are technology-dependent. For example, technology can be used to alter lighting and sounds in the classroom in ways that promote learning, cooperation, and concentration. With technology in education comes a great responsibility to monitor usage, upgrade systems, and remain continually mindful of issues such as…
Anderson, T., Poellhuber, B., & McKerlich, R. (2010). Self-paced Learners Meet Social Software: An Exploration of Learners' Attitudes, Expectations and Experience. Retrieved online: http://www.westga.edu/~distance/ojdla/Fall133/anderson_poellhuber_mcKerlich133.html
Economist Intelligence Unit. The Future of Higher Education: How Technology Will Shape Learning." The Economist. 2008. Retrieved online on GoogleDocs: www.nmc.org/pdf/Future-of-Higher-Ed-(NMC).pdf
Gray, L., Thomas, N., Lewis, L., & Tice, P. (2010). Teachers' Use of Educational Technology in U.S. Public Schools: 2009. National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
Huett, J.B., Huett, K.C., & Bennett, E. (2010). The Way of the Wiki: Using a Wiki as a Management Tool for Online Programs. Online Journal of Distance Learning Administration, Volume XIII, Number III, Fall 2010. Retrieved online: http://www.westga.edu/~distance/ojdla/Fall133/huett133.html
"Numerous studies have shown that impressive results in student achievement have come from students in technology-rich learning environments. Additional benefits such as improved student attitude, enthusiasm and engagement have also been found." (Sebastian J.)
However technology is not a solution in itself but can be a useful and often powerful means of enhancing the educational process. In this process technology does not replace teaching as an essential function but is rather used to the advantage of the teacher and students. As one study succinctly summarizes the relationship between pedagogy and technology; "...the teacher is essential to the integration of the technological potential in education. Teachers need the access, training, ongoing support and time to become proficient, productive users of technology. This is crucial in order for teachers to fulfill their roles as facilitators of learning and information literacy." (Sebastian J.)
Building a Nation of Learners Key to U.S. Meeting…
Building a Nation of Learners Key to U.S. Meeting Global Competition, Report by Business-Higher Education Forum Concludes. (2003) Retrieved Sept 2, 2006, at http://www.bhef.com/media/building_anation.cfm
Ferris William R. Using Computers in Education National Endowment for the Humanities Preps Schools for New Millennium. Retrieved Sept 2, 2006, at http://govinfo.library.unt.edu/accessamerica/docs/milleniumschool.html
Ross S. Feature Article. Retrieved Sept 2, 2006, at http://www.uky.edu/~casenet/RTD/newsletter/june98/june98.html#ross
Sebastian J. (1996) Education Technology: The Teachers' Role. Retrieved Sept 2, 2006 at http://www.altp.org/SSP/TeachersRoleWhitePaper.htm
he 1992 sessions, for example, consisted of approximately twenty-five pupils between 10 and 15 years of age who were mainly drawn from the Seattle area, plus about a dozen staff members.
he daily timetable was organized around activities such as computer graphics, electronic music, and VR itself. he end goal, however, was to build a virtual world. Pupils worked in small groups on the process of world-building and were encouraged to work as teams. (Schroeder, 1996, p. 70)
he technology for this system consisted of both the developmental tools, the PCs and special plug in technology and an immersive system, not afforded to all program trials but very useful here, as can be seen by the outcomes and the engaged student body of the program.
he equipment for building worlds was Swivel 3-D software (see Kalawsky 1993:211-212), and the immersive system consisted of a VPL system with a glove or…
Technology the Journal (Technological Horizons in Education), 26(7), 61. Retrieved October 24, 2004, from Questia database, http://www.questia.com .
US Department of Education website, 2004, "Educational Technology Fact
Sheet" at http://www.ed.gov/about/offices/list/os/technology/facts.html .
Technology has had -- and will continue to have -- a significant impact on higher education." (week 5 outline)
a) The history of technology in education can be traced to the use of mathematical instruments like the abacus, or measuring sticks. However, technology in education now connotes information technology. Information technology has transformed the nature of how education is delivered and received. However, there are some barriers to adapting to the proliferation of academic technologies in all educational institutions. Cost is one of the great barriers to incorporating information technologies. Unequal access to education is already a significant social and humanitarian problem. Access to technology may be an even bigger problem because of the costs involved in implementing technological tools in places of learning.
b) Argument 1: Technology use should be maximized in educational institutions because it is crucial to expose students to technology throughout their education. The more students…
For the purposes of this review, Web-based instruction is considered to be any educational or training program distributed over the Internet or an intranet and conveyed through a browser, such as Internet Explorer or Netscape Navigator. Java applet-based instruction is a special form of Web-based instruction.
Although there is very little research on comparing the effectiveness of Java applet-based instruction to the traditional face-to-face offering. However Web-based instruction has received enough attention that many studies are now available in the research literature.
Comparing the learning effects of Web-based learning with traditional face-to-face teaching and learning is emphasized in the research on the Internet as a medium in higher education. However, these research studies always produce conflicting results. esearchers found significant differences, positive or negative, in using different Internet-based approaches to facilitate teaching and learning.
This literature review explores three dominant themes: impact on student performance, student attitude, and student satisfaction.…
Rajshree Agarwal, a Edward Day. (1998). The impact of the Internet on economic education. Journal of Economic Education, 29(2), 99. Retrieved November 14, 2008, from ABI/INFORM Global database. (Document ID: 28501331).
Al-Jarf, a. & Sado, R. (2002). Effect of online learning on struggling ESL college writers. San Antonio, TX: National Educational Computing Conference Proceedings. (ERIC Document Reproduction Service No. ED 475-920).
Anthony Basile, Jill M. D'Aquila. (2002). An experimental analysis of computer-mediated instruction and student attitudes in a principles of financial accounting course. Journal of Education for Business, 77(3), 137-143. Retrieved November 17, 2008, from ABI/INFORM Global database. (Document ID: 115217377).
Carey, J. (2001). Effective student outcomes: A comparison of online and face-to-face delivery modes. Retrieved November 14, 2008, at http://www.ed.psu.edu/acsde/deos/deosnews/deosnews11_9.asp
Students can collaborate with students in other schools and other countries as they develop ideas, skills, and products. Students in a class can collaborate outside class without having to meet in person. The theory behind collaborative learning is that the social construction of knowledge leads to deeper processing and understanding than does learning alone (Appalachian Education Laboratory, 2005).
The bulletin board and the chat room have become the backbone of many Web-based learning environments. Sophisticated Web-based collaborative learning environments incorporate not only real-time, text-based conversation, but also audio- and videoconferencing, and shared work spaces, where multiple users can collaboratively work on the same document or application. These multimedia shared work spaces are facilitated by software such as Microsoft's Netmeeting ( http://www. microsoft.com/netmeeting/), Intel's Proshare ( http://www.intel.com/proshare / conferencing/index.htm), and CU-SeeMe ( http://cu-seeme.cornell.edu / ). Multiuser object-oriented (MOO) text-based virtual reality environments now have a Web-based equivalent, WOOs (Web object oriented),…
Appalachian Education Laboratory. (2005). School improvement specialist training materials: Performance standards, improving schools, and literature review. Module 4 -- Effective Teaching. Charleston, WV: Edvantia.
Blumer, H. (2005). Symbolic interactionism. Berkeley, CA: University of California Press.
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33, 3-15.
Bransford, J., Brown, a., & Cocking, R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
technology on the educational performance and behavior of elementary age students. It analyzes how technology motivates children to learn in general, the effects of technology in the classroom on children's interest in the curricula, and how computer activities might improve students' attention spans.
A review of relevant literature on this topic helps establish the context for understanding the main questions. However, since much of the technology used in elementary schools is relatively new, or newly available, current research will be valuable to ascertain how new technological inventions can help or hinder student academic growth. In addition, much of the previous research focuses on older children, rather than on elementary school children.
The research methods employ both quantitative tests and qualitative interviews to gather data from three schools (two public and one private) in the same geographical area, with teachers of similar backgrounds. Through formal and informal interviews of teachers, parents,…
technology to improve behavior and performance in an elementary classroom.
I am unsure whether or not technology assists or hinders the elementary student in his academic achievements. Studies indicate contradictory evidence, but, then again, technology is a huge field and involves many components. Whilst findings show indubitable results on the college / university (e.g. Alavi, 1994) as well as high school level (Christmann & Badgett,1999) level that computer aids higher levels of skills development, learning and achievement from classroom experience, studies on lower -- level children (particularly elementary age) are more mixed. A highly focused study would therefore have to be conducted in order to assess results.
One class of minimal sixty students in a suburban elementary public school will be surveyed with a similar class of similarly matched and quantified students in two public elementary schools in the same school district used as comparison groups that do not…
Alavi, L. (1994). Computer-mediated collaborative learning: An empirical evaluation. Collaborative Learning, 18, 159-167
Blaxter, l., Hughes, C., & Tight, M. (1996). How to research. Phil: Open Univ. Press,
Breakwell, G., Hammond, S., & Fife-Schaw, C. (2000). Research methods in psychology. London: SAGE
diversity of learning styles and needs represented in a typical 21st century classroom. As the United States continues to see an increase in multi-ethnic, multinational populations, the children of immigrants that bring diverse cultures and ethnicities to American shores are represented in the classroom. This presents a serious challenge for the educator, since the diversity of students reflect a wide range of competencies, skills and levels of intellectual comprehension. Within the context of that diversity the instructor must embrace a pivotal 21st century learning challenge -- meeting the learning needs of students who may fall behind without one-on-one instruction and the learning needs of more advanced students seeking to surge ahead while many students in the classroom may be struggling simply to stay up with the assignments.
In order for students to reach their optimum level of academic achievement, the system must change and the philosophy of instruction must change…
Ashford University (2014). Assessment in the 21st century. Retrieved November 30,
2014, from https://student.ashford.edu .
Framework for 21st Century Revision. Creativity and Innovation.
Leston-Banderia, C. (2013). Methods Teaching through a Discipline Research-Oriented
technology and social change, and discusses how they are related.
Ever since the prehistoric eras, technology has had a role to play in the lives of human beings. Mankind has invented and perfected means of communicating, traveling, manufacturing goods, curing ailments, growing food, constructing edifies and meeting other requirements using technology. Thus, one may claim that by means of technology, we have transformed our world (ITEA, 1996; ITEA, 2006). At present, all human activities are reliant on different machines with technological dominance being at a record level in the current era. For instance, automobiles have transformed how and where individuals live, and a colossal infrastructure encompassing roads, service stations, bridges, rules and insurance policies has developed. Technology impacts individual participation in the democratic process and successively impacts what must be taken into account for preparing pupils to actively participate in democratic societies (Crowe, 2006).
Most specifically, social change implies the…
Crowe, A. R. (2006). Technology, citizenship, and the social studies classroom: education for democracy in a technological age. International Journal of Social Education, 21(1), 111-121.
Howard, P., Busch, L., & Sheets, P. (2010). Comparing Digital Divides: Internet Access and Social Inequality in Canada and the United States. Canadian Journal of Communication, 109-128.
International Technology Education Association. (1996). Technology for All Americans. Reston, VA: Author.
International Technology Education Association. (2006). Technological Literacy for All (2nd Ed.). Reston, VA: Author
Teachers at all levels need to be able to expand their understanding and use through professional development and grant opportunities, as well as be given time to attend trainings and conferences. They need to be encouraged to assume a leadership role and be asked to share their ideas about instruction with their peers at educational meetings and state conferences. When teachers have a positive attitude and believe technology is useful, are personally interested, and offered support and training, they get excited and, as a result, motivate their students, and use technology successfully to promote learning and achievement.
Active involvement in technology-supported innovations was a source of inspiration and professional renewal for these teachers. This points to the need for active training within all the school systems on a continual basis.
Similarly, Fleming, Motamedi, and May (2007) found that pre-service teachers who had experience with technology in college would more likely…
Angers, J., and Machtmes, K. (2005) an Ethnographic-Case Study of Beliefs, Context Factors, and Practices of Teachers Integrating Technology. The Qualitative Report 10(4), 771-794
Barron, a.E., Kemker, K., Harmes, C., & Kalaydjian, K. (2003). Large-scale research study on technology in K-12 schools: Technology integration as it relates to the National Technology Standards. Journal of Research on Technology in Education, 35,489-507.
Bower, B.L. (1998). Instructional computer use in the community college: A discussion of the research and its implications. Journal of Applied Research in the Community College, 6(1), 59-66.
Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38, 813-834.
Learning Games for the Future
The impact of technology on the education system has not been fully explored in many ways. Teachers and students alike are discovering new ways in which technology may be incorporated within the day and find approaches that utilize technology to its greatest advantage. Combining technology with the sense or need for play and games is at the heart of this problem. It is essential for researchers to have a strong grasp of the opportunities that exist. This research topic will specifically examine the role of games and technology as they relate to 2nd grade education modalities and approaches. This essay will review literature discussing this topic and provide some strengths and weaknesses of those arguments and how the research itself was conducted.
Summary of Findings
Shin et al. (2006) used their research efforts to investigate the effects of handheld gaming on student learning within the…
Black, J.B. (2010). An embodied/grounded cognition perspective on educational technology. In New Science of Learning (pp. 45-52). Springer New York.
Hoysniemi, J., Hamalainen, P., & Turkki, L. (2004, June). Wizard of Oz prototyping of computer vision based action games for children. In Proceedings of the 2004 conference on Interaction design and children: building a community (pp. 27-34). ACM.
Shin, N., Norris, C., & Soloway, E. (2006, June). Effects of handheld games on students learning in mathematics. In Proceedings of the 7th international conference on Learning sciences (pp. 702-708). International Society of the Learning Sciences.
Technology and Gifted Learners
Assistive technology is a huge help for gifted students because it presents more abstract concepts in a more challenging manner. It provides tools for memorization, and evaluation in multidimensional forms so that students are more actively engaged in the learning process. According to the research, "assistive technology for learning (ATL) is defined as the devices, media and services used by students with physical, sensory, cognitive, speech, learning or behavioral disabilities to actively engage in learning and to achieve their individual learning goals" (Alberta Education, 2006). Today, tools have become much more diverse because of advances in technology. This then creates a very diverse and tailored learning environment that teachers can create for the unique needs of gifted students. Thus, "these tools allow students greater independence in learning by customizing applications to maximize learning strengths and to minimize or circumvent specific learning weaknesses" (Bisagno & Haven, 2002).…
Alberta Education. (2006). Infusing Assistive Technology for Learning into the IPP Process. Alberta Education Cataloguing in Publication Data. Web. https://education.alberta.ca/media/525549/ipp9.pdf
Bisagno, Joan M. & Haven, Rachael. (2002). Customizing technology solutions for college students with learning disabilities. Learning Disabilities Online. Web. http://www.ldonline.org/article/6257/
Brennan, Liz & Still, Stacy. (2009). Applying Technologies for Effective Instruction. Pearson Higher Education. Web. http://www.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered/samplechapter/0137073984.pdf
McFarlane, Camille. (2011). Gifted students and educational technology. Technology-Enhanced Learning Environments. Web. http://etec.ctlt.ubc.ca/510wiki/Gifted_Students_and_Educational_Technology
Technology Learning Environ
New technology has become an integral part of the learning environment, and not just an adjunct to it. This article demonstrates the limitations of using technology in the educational profession. First, technology depends on human input and guidance in order to be properly and relevantly developed. Second, technology must be fully integrated with the learning environment; it can't and shouldn't float on top of it. Rather, technology needs to be as mundane as books in order to be an effective media. Third, technology is not limited to the use of computers and their peripherals. Rather, technology gives rise to a multitude of varied media formats that can be used to stimulated enthusiastic learning and critical thinking.
The development of new technologies for the educational sector should ascribe to the ultimate philosophical goals of learning. Educational professionals and engineers should collaborate on the end-user needs, and the technologies…
Enforcing a balance is necessary by limiting the amount of purely online learning a student can embark upon over the course of his or her career. Enforcing rules about the method of access (for example, insisting that online courses have 'real time' meetings), setting guidelines about the types of technology used, and creating online courses that are only one part of a more comprehensive educational degree's requirements is essential.
Completing some course requirements through online class work may be acceptable, provided it is of a demanding quality, and uses Blackboards and chat rooms to mimic the interactive environment of the classroom. But a purely online degree has questionable value, even when conferred by a legitimate institution. Certain types of subjects, such as the life sciences, require an intensive laboratory component to be truly effective. And learning 'hands on' has value in most of the disciplines even beyond the sciences.
7 things you should know about cloud computing (2009). Educause Website.
Retrieved August 21, 2009 at http://www.educause.edu/Resources/7ThingsYouShouldKnowAboutCloud/176856
Assuring quality in distance learning: A preliminary review. (2009). Institute for Higher
Education. Retrieved August 21, 2009 at http://www.ihep.org/
Technology has changed how we teach in the 21st century. Many diverse technologies surface every year, and educators find it difficult learning and integrating all the new technologies their institutions buy or identify. However, appropriate professional development and time to accomplish this is not their only concern. Educators are expected to use all these technologies in all course activities. This desire places much emphasis on technology (the medium) when educators are designing and implementing their courses and course activities.
As Cook and McDonald (2008) caution, frequently educators seek to use e-learning because it is a new technology, rather than because the technology enhances instruction. Educators, their supervisors, and stakeholders need to be reminded of the role of technology in the instructional design process, which should be used to enhance instructional delivery.
Technological Instructional Delivery
Educators at all levels have historically received enormous pressure to update their courses. In the last…
Coffman, T. (2009). Getting to the heart of technology integration: Virginia's instructional technology resource teacher program. Learning & Leading with Technology, 36(7), 20-23.
Cook, D.A. & McDonald, F.S. (2008). E-learning, is there anything special about the "e"? Perspectives in Biology and Medicine, 51(1), 5-21.
Educause Center for Applied Research. (2006). Enriching student experience through blended learning, Research Bulletin, 12.
Goktas, Y., Yildirim, Z., & Yildirim, S. (2009). Investigation of K-12 teachers' ICT competences and the contributing factors in acquiring these competences. New Educational Review, 17(1), 276-294.
Technology in Instructional Delivery: The Case of Capella University
The use of technology, particularly Internet technology, in instructional delivery in educational institutions has revolutionized the way people access and utilize educational information. Online instructional delivery, either in mixed (combination of traditional and online modes of instruction) or purely online formats, have made learning more interactive, not only between the learner and the tool, but also between the teacher and learner and among learners themselves. This increasing demand for an online mode of instruction delivery in educational institutions is a reflection of the need to not only adopt the new technology, but also to 'manipulate' this technology to suit the users' learning needs (oschmann, 1996:8). The following description of the technology of instructional delivery at Capella University demonstrates this point.
In addition to its traditional format of instructional delivery, which is face-to-face classroom setting, Capella University has an online learning system…
Koschmann, T. (1996). In CSCL: Theory and Practice of an Emerging Paradigm. NJ: Lawrence Erlbaum Associates.
Merrill, G. And C. Galbraith. (2010). "Learning outcomes and instructional delivery method in professional and business related courses: An empirical study controlling for course and instructor differences." Journal of Business and Behavioral Sciences, Vol. 21, No. 2.
Reiser, R. And J. Dempsey. (Eds.). (2007). Trends and Issues in Instructional Design and Technology. NJ: Pearson.
Technology in Education
For purposes of completing this study of the use of technology in higher education, a local high school was visited, where the technology coordinator provided a demonstration of the learning systems used there. In addition, one senior-level course in Physics was attended where the advance imaging and learning technologies where shown. What was unique about this visit was how easily these technologies can be made to align with the student's specific learning needs and requirements. This technique is called scaffolding, and is attained through the use of personalized applications and portals of the teaching systems in use (Najjar, 2008). This analysis reviews the hardware, software and support considerations, as well as discussing the technology competency skills required by educators.
Analysis of Learning Technologies in Higher Education
In teaching advanced mathematics and science courses, the high school has found that enabling greater collaboration and repetition of concepts is…
Adonis, A. (2006). Technology in schools. The British Journal of Administrative Management,, 14-15.
diFilipo, S. (2011). Connecting the dots to the future of technology in higher education. EDUCAUSE Review, 46(4), 58.
Najjar, M. (2008). On scaffolding adaptive teaching prompts within virtual labs. International Journal of Distance Education Technologies, 6(2), 35-54.
Pons, A.P. (2003). Database tuning and its role in information technology education. Journal of Information Systems Education, 14(4), 381-387.
As a result, there is greater flexibility in creating individualized learning plans and isolating the contribution this specific interactive technology allows for increasing student retention and long-term learning. The bottom line is that interactive technologies such as the smart board can deliver statistically significant increases in student performance when their scores are compared before and after the introduction of scaffolding and interactive instruction (Halden, 258, 259).
At the intersection of process improvement and teaching technologies is the definition of solutions which are significantly increasing the effectiveness of teaching. The reliance on scaffolding strategies both in small groups and individually, when combined with technologies, shows significant potential to re-order the productivity of teaching elementary school students.
Butler, Kyle a., and Andrew Lumpe. "Student Use of Scaffolding Software: elationships with Motivation and Conceptual Understanding." Journal of Science Education and Technology 17.5 (01 Oct. 2008): 427-436. EIC. EBSCO.5 Mar. 2009
Butler, Kyle a., and Andrew Lumpe. "Student Use of Scaffolding Software: Relationships with Motivation and Conceptual Understanding." Journal of Science Education and Technology 17.5 (01 Oct. 2008): 427-436. ERIC. EBSCO.5 Mar. 2009
Campbell, Monica L., and Linda C. Mechling "Small Group Computer-Assisted Instruction with SMART Board Technology: An Investigation of Observational and Incidental Learning of Nontarget Information." Remedial and Special Education 30.1 (01 Jan. 2009): 47-57. ERIC. EBSCO.]. 5 Mar. 2009
Haldane, Maureen. "Interactivity and the Digital Whiteboard: Weaving the Fabric of Learning." Learning, Media and Technology 32.3 (01 Sep. 2007): 257-270. ERIC. EBSCO.5 Mar. 2009
Katherine Lawrence.. "Fostering Learning in the Networked World. " EDUCAUSE Review 43.6 (2008): 90. ABI/INFORM Global. ProQuest, 5 Mar. 2009
Also, gaining a level of proficiency with the technology deployed in the financial industry is critical to gaining certification for the students.
Keeping up with the latest trends is thus critical the college's success, especially as numerous online educational services have sprung up to compete with the college's core student body. In order to remain competitive, the college has re-arranged its online services to be user-friendly. It has also re-arranged its chat rooms so students are better able to communicate and immediately post responses and engage in dialogue about their studies. he new software package "Blackboard" has been key to creating such a user-friendly and student-friendly system. In addition, the college is working on expanding its computerized technology system of support from a software package known as "Peoplesoft." he installation process and training is scheduled for September 2005. he new improved software package will allow students to review and request…
The organization I am currently involved with is a financial services college. It specializes in conveying various designations and levels of certification for its students, such as: CFP (Certified Financial Planner), ChFC (Chartered Financial Consultant), CLU (Chartered Life Underwriter), CLF (Chartered Leadership Fellow), RHU (Registered Health Underwriter), REBC (Registered Employee Benefits Consultant), and MSFS (Master of Science in Financial Services).
Like all colleges and educational institutions, it has proved particiulalry critical that students as well as the organization's employees are comfortable using the world wide web, as students at the college often study independently through distance learning technologies and earn their designation by passing a computerized examination. Employees, from teachers to staff, must be able to alleviate student confusion with regards to the specific technology used by the school. Also, gaining a level of proficiency with the technology deployed in the financial industry is critical to gaining certification for the students.
Keeping up with the latest trends is thus critical the college's success, especially as numerous online educational services have sprung up to compete with the college's core student body. In order to remain competitive, the college has re-arranged its online services to be user-friendly. It has also re-arranged its chat rooms so students are better able to communicate and immediately post responses and engage in dialogue about their studies. The new software package "Blackboard" has been key to creating such a user-friendly and student-friendly system. In addition, the college is working on expanding its computerized technology system of support from a software package known as "Peoplesoft." The installation process and training is scheduled for September 2005. The new improved software package will allow students to review and request his/her transcript, view financial records, and view available testing sites, so students can spend more time learning and less time trying to figure out the school's network of systems. Also, given that Blackboard and Peoplesoft are well-known technologies, deployed in other fields, this indirectly facilitates the student's education.
Building Effective Technology Support Teams: A esearch Thesis
The effectiveness of technology support teams depends on the ability to combine theoretical and contextual technology support (Harich, 2006), as well as to share understandings with different kinds of specialists (Koutsoulis, 2006). In addition, the conduciveness of the social context for realizing intrinsic work goals-especially learning and mastering new technology support and skills-is an important aspect of the job.
Hiring is especially important since organizations often rely on the exploitation of technology support to achieve competitive advantage and the difference between hiring an average and a high-potential candidate can significantly affect an organization's reputation and profitability.
Graduates were hired on an annual basis, while experienced persons were recruited when vacancies arose. The emphasis in the workflows we studied was on hiring for immediate organizational requirements, so that, compared with the number of experienced hires, there were relatively few recent…
Harich, J. (2006). Analytical activism: A new approach to solving the sustainability problem. Clarkson, GA: Thwink. org.
International Technology Education Association. (2003). Advancing excellence in technological literacy: Student assessment, professional development, and program standards. Reston, VA: Author.
Koutsoulis, M. (2006). The characteristics of the effective teacher in Cyprus Public High School: The students' perspective. Paper presented at the annual meeting of the American Educational Research Association. Chicago, IL. (ERIC Document Reproduction Service No. ED478761).
Ploof, R. (2004). The Edison effect: Success strategies for the information age. Leawood, KS: Cypress Publishing group.
al.). The greatest benefit of implementing a national broadband plan is that it will significantly raise the educational levels of students, as they will have e-learning and online teaching materials available to them. Their teachers and schools will have an enriched learning experience that will allow for individualized instruction that will also lead to many of these students graduating from high school. It has been shown throughout U.S. Census data that dropout rates correlate to per capita income levels of specific regions, with lower-income areas generating the highest rates of high school dropout percentages (Heckman, LaFontaine, 244). Having broadband accessible to these students will give them the chance to break the cycle of poverty that keeps high dropout rates in place. Using broadband for teaching trades in high school for example will give these students and their families a chance to rise out of poverty.
Second, the implementation of a…
Crossman, J., D. Wagle, and J. Wilkins. "Broadband: Improving access. " the McKinsey Quarterly 3 (2009): 59.
Ford, G., L. Spiwak, and M. Stern. "Expanding the Digital Divide: Network Management Regulations and the Size of Providers. " SSRN Working Paper Series: 1 -- 18.
Heckman, J., and P. LaFontaine. "THE AMERICAN HIGH SCHOOL GRADUATION RATE: TRENDS and LEVELS. " the Review of Economics and Statistics 92.2 (2010): 244.
Kirby, P., and T. Gotsch. "In FY 2011 Budget, Obama Administration Again Pushes Spectrum Proposals, Seeks Spending Hikes for FCC, NTIA. " Telecommunications Reports 15 Feb. 2010
Formative assessment gives teachers the opportunity to provide students with feedback in time to improve learning. Fluckiger, Vigil, Pasco & Danielson (2010) describe several techniques to provide formative feedback to students more frequently and to involve them more fully in the process. Although their techniques were developed specifically to enhance the learning experiences of postsecondary students across a variety of disciplines, teachers of students at all levels can adapt the ideas to their classrooms. Their goals are to "give feedback in time for revisions to occur, provide scaffolding for learners, inform instruction, and most importantly, involve students as partners in assessment" (Fluckiger et al., p. 140). The researchers believe their techniques result in improved instruction, enhanced student learning and better student products. Helping to build a productive classroom climate in which the emphasis is on learning, not grades achieved. Instructors can improve assessments by incorporating both formative and summative assessments…
Study Island. (2011). Retrieved from http://www.studyisland.com/
Tasdemir, M. (2010). The effects of REAP reading comprehension technique on students'
success. Social Behavior & Personality: An International Journal 38 (4), 553-560.
This might also have an energizing effect upon the teachers as well.
Part 4 -- egarding mathematics, what can be done in the learning community to address the school's need? The National Council of Teachers of Mathematics, an international organization of teachers who are focused on improving the math curriculum globally, presented new standards in 2000 designed to improve curricula, teaching and assessment. Within their rubric, six principles were established to address themes that were valid regardless of the school culture:
Equity -- There must be high expectations and support for excellence in math education from all levels; teachers, administrators, school boards, and parents.
Curriculum -- More than a collection of problems or activities, a math curriculum should be focused, well-articulated, and flow from grade to grade.
Teaching -- Appropriate and effective math teaching requires not only an understanding of math principles but of what students need to understand, and…
Mastropieri, M. (1994). Text vs. Hands-On Math Curriculum. Remedial and Special Education, 15(2), 72-85.
McKee, J. a. (2005). Integrating Instruction - Literacy and Math. London: Guilford Press.
National Council of Teachers of Mathematics. (2009). Overview: Principles for School
Mathematics. Retrieved from:
Educational development is a mix of both formal and informal learning conditions as assessment of my own educational experience has taught me. I cannot say that one is more important than the other; each segment together has taught me different elements -- made me grow -- and combined in producing the 'me' that you see today.
In his "Notes for an Obituary," Einstein once noted that the system of education was a deliberate intention on the part of the state to mislead youth. He distrusted all forms of education, and from his pre-adolescent days refused to be taught. Religious leaders, too, he felt were disillusioned and deluding society. Yet Einstein felt that the fault belonged, not to the rabbi or to the priest, but with the force behind them that disregarded liberty of thought and made education compulsory. As regards Einstein himself, he was determined that formal education would not…
Kolb, David (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall
Ottawa University. Retrieved on Monday, January 24, 2011 from: http://www.ottawa.edu/ .
Reaching In, Reaching Out.(RIRO) (n.d.) Children's storybooks that promote resilience. Retrieved on Monday, January 24, 2011 from: http://www.reachinginreachingout.com/documents/Guidebook%20-%20Storybooks%20that%20Promote%20Resilience.pdf
Name four practices that commonly require written administrative procedures.
Memorandums that include school policy changes or important information for the staff are commonly distributed in writing so that the information is accurately conveyed and properly received and documented. Many staff communications to the administration, such as requests for new classroom supplies or for personal leaves of absence, are also communicated in writing. If disciplinary action of any kind is taken against a student, it is commonly recorded in writing in the student's permanent file, and a copy of this information may be sent home to parents. Finally, the recording of daily vital information, such as student attendance and test scores, are done in writing.
How would you know if you are complying with EQ policies and procedures?
A a) If I were not complying with EQ policies, I would receive notification or a warning of some kind from…
Graves, Bonnie & Michael. "Scaffolding Reading Experiences to Promote Success: A Flexible Approach to Fostering Comprehension." University of Minnesota. http://education.umn.edu/carei/Reports/Rpractice/Winter95/comprehension.htm
Education Queensland. Queensland Government. http://education.qld.gov.au
Yes, technology generates problems, and it is shrewd and apt to point out that for every net gain to certain members of society via technology there is a net loss. The hand weavers of the 18th century were put out of business by 19th century factories that could manufacture clothing cheaply, computers have probably collectively caused the art of calligraphy to die, and made even professional writers overly reliant on spell check and less willing to rewrite their work from scratch. However, would any of the authors included in the collection summarized in the essay really wish to go back to a world without antibiotics? Technology has enabled people whose vision would be a blur to see with 20/20 perfection, and made travel financially accessible to millions who would have been relegated to the narrow point-of-view of their homes. hile it is easy to find detriments to these benefits…
Vaidhyanathan, Siva. Rewiring the "Nation": The Place of Technology in American
Studies. Baltimore: Johns Hopkins Press, 2007.
It should also be noted that adults are life, task or problem-centered in their course to learning. They want to see the applicability of what they are learning to their life, a task they need to perform, or to solving a problem. Technology-based instruction will be more effective if it encompasses real-life examples or circumstances that adult learners may come across in their life or on the job. While adult learners may respond to exterior motivators, internal priorities are more significant. Incentives such as improved job satisfaction, self-esteem and quality of life are vital in giving adults a purpose to learn. If any of these can be related as part of technology-based instruction adults will act in response more positively.
Challenges of technology
Adult learners can have need of specialized support, both on campus and at a distance. In the campus environment, they occasionally lack the technology skills and motivation…
Knowles, M.S. (1980). The Modern Practice of Adult Education; From Andragogy to Pedagogy. Englewood Cliffs, NJ: Cambridge Adult Education.
Knowles, M.S. et al., (1998). The Adult Learner. Houston: Gulf Publishing.
Lawler, P.A. (1991). The Keys to Adult Learning: Theory and Practical Strategies. Philadelphia:
Research for Better Schools.
Technology Is Invaluable in Today's Schools
The commonly held assumption that technology should be infused into education in every possible way is a very important one to encourage. Although many "old-school" style teachers and administrators do not like to see old methods of teaching and school operations go by the wayside, it is impossible to deny that technology is the way of the future. In order to properly ready the next generations for the world that lies ahead, it is vital that they be given every opportunity to experience both the advantages and the limitations of the tech resources available to them today. "Technologies... are changing the way children do their homework: how they do research, how and what they read, how they write reports and communicate with one another." (Levy, 2) Technology is not only a necessity for training students for the future and a valuable teaching tool, but…
Calderon-Young, E. (1999). "Technology for teaching foreign languages among community college students." Community College Journal of Research and Practice, 23 (1999): 161-169.
Kingham, Melanie and Williams, Henry. "Infusion of Technology Into the Curriculum." Journal of Instructional Psychology, Sept. 2003. http://www.findarticles.com/cf_0/m0FCG/3_30/108836885/p1/article.jhtml
Levy, David. Scrolling Forward: Making Sense of Documents in the Digital Age. New York: Arcade Books, 2001.
Research lan: Mobile Commerce (m-Commerce)
Outline of Research lan
The introduction of mobile commerce (or m-Commerce) demonstrates the invasiveness and interactivity of technologies today and the extension of the 'virtual self' through business transactions made through m-Commerce.
m-Commerce in the worldwide and national context
Characteristics of m-Commerce: Technical
As an information service
As an information technology
Applications of m-Commerce: Business and Social
Social Impact of m-Commerce technology in the U.S. And to the World
erceived benefits of m-Commerce
Risks and challenges associated with m-Commerce
Ngai, E. And Gunasekaran, A. (2007). "A review for mobile commerce research and applications." Decision Support Systems, Vol. 23, No. 3.
The authors provided an intensive review of current literature on the topic of m-Commerce, exploring the different concepts and dimensions in which it is associated as far as scholarly studies about it are concerned. Findings…
Provides a primer and detailed description of the advent of m-commerce, specifically focusing the discussion in the case of mobile banking (m-banking). As one kind of application of m-commerce, the article would be helpful in understanding the benefits, challenges and risks that accompany the use of m-commerce.
Tiwari, R. And S. Buse. (2007). The Mobile Commerce Prospects: A strategic analysis of opportunities in the banking sector. Hamburg: Hamburg University Press.
The book provides a comprehensive overview of m-commerce from the perspective of banking/financial services. It contains a detailed discussion of the technical, business and social dimensions of m-commerce, with suggestions for future directions in terms of policy-making (regulatory framework) and further research on its usage and receptivity as a new business technology.
Technology and Healthcare
Demographics of the global community are rapidly changing so that each year there are more and more seniors within the population base. This has a profound implication on the healthcare system of many regions since a large number of elderly citizens will be spending their lives in the confines of their home, and some may have chronic illness that require continuous monitoring. Clinical telemedicine is one way to offer greater services to rural or homebound populations. Indeed, a variety of technological advances have made it possible to change the paradigm of healthcare. Clinical information systems, for instance, have expanded in scope and depth. Increased processor speeds and data storage devices have made it possible to collect more data than ever on the detailed encounters that make up the provider-patient care delivery process, and present it more effectively to a wider range of users. Healthcare monitoring is part…
Luppicini, R. And R. Adell, eds., (2008). Handbook of Research on Technoethics. New York: Information Science Publishing Company.
Teo, T., et.al. (2008). "Wireless Healthcare Monitoring Systems. World Academy Of Science, Engineering, and Technology. 42 (1: Retrieved from:
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 (N) including Facebook, Mypace, 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. et.al.), 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…
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
While the quality of Internet phone calls is still not as good as that of dial-up long-distance telephone, more and more users are taking advantage of Internet telephony because it offers free phone calls (Mceal and Elliott, 2002). Internet telephony is straightforward and simple, requiring only an Internet hookup, headphones or speakers, and a microphone.
For online students, Internet telephony offers an opportunity for students to speak to others in their classroom, almost anywhere in the world. In addition, teacher and student communication can be improved by the opportunity to speak to one another to discuss any learning challenges or questions.
Hand-held and wireless technologies are perhaps one of the greatest developments when it comes to online learning (Mceal and Elliott, 2002). According to Fortune magazine, computers will eventually be outsold by phones and organizers that have all the capabilities of a computer and the wireless connections to back them…
Duderstadt, James J. 1997. "The Future of the University in an Age of Knowledge," Journal of Asynchronous Learning Networks, 1 (August) pp. 78-88.
Gallagher, S. (2002, September). Distance learning at the tipping point: Critical success factors to growing fully online distance-learning programs. Boston: Eduventures, Inc.
Kilmurray, James. (October, 2003). e-Learning: It's More Than Automation. The Technology Source (http://ts.mivu.org/).
McReal, Rory. Elliott, Michael. (2002). Technologies of Online Learning. Athabasca University.
According to the Technology/Education Curriculum Guide, published by the New Hampshire Department of Education in 2008, technology "is an activity that involves the generation of knowledge and processes to develop systems that solve problems and extend human capabilities." Therefore, all citizens, especially young persons, "need to become technologically literate in order to be productive users of technology" and will thus become "better able to understand the world in which they live and to be more prepared for the future"
NHEA, Internet). Certainly, these statements might induce some students to forget about obtaining a higher education and focus instead on increasing their computer literacy and knowledge on their own rather than paying tuition at a local college or university for the same information.
Also, this guide offers a number of reasons why technology is so important for today's students. For example, technology education will encourage "those habits of mind necessary to…
DeWeese, Tom. "The Fix That's Destroying Education in America." American Policy
Center. 2001. Internet. Retrieved March 10, 2009 at http://fathersforlife.org / education/the_fix_that_destroys_education.htm.
In this article, Tom DeWeese of the American Policy Center for Education in the United States examines how technology as a "fix" is destroying our nation's schools and their students. DeWeese also explores a number of questions related to this topic and offers some solutions.
Emberley, Patricia C. Values, Education and Technology: The Ideology of Dispossession. Ontario: University of Toronto Press, 2003.
chool districts across the country are experiencing shrinking budgets. One way to increase the funds available for education is to apply for educational grants. They can take many forms, including those requiring rigorous research designs as well as others that might provide funds for equipment or the money to implement promising but unproven programs.
Two organizations that provide educational grant money are the Beaumont Foundation of America and the Institute of Education ciences.
The Institute of Educational ervices (IE) requires an extensive application and applies rigorous scientific research principles when considering which applications to fund. Their specific focus is to increase the body of knowledge regarding best practices in education. Their goal is to fund research being done in the "practice community" -- that is, schools and school districts (IE, 2005). They have a preference for rigorously controlled studies that involve students from multiple schools who are randomly…
Beaumont Foundation of America (BFA). "2005 Education Grant Guidelines." Accessed via the Internet 8/15/05.
Institute of Education Sciences (IES). "Grant Application Submissions for 2005." Accessed via the Internet 8/15/05.
Technology and the Learner-Centered Learning Environment
One of the primary goals of teachers and educators is ensuring that student learning is successful. The educational system within the United States is constantly being evaluated and re-evaluated to determine what technologies and programs are best suited to enhance student achievement. In modern times technology has become synonymous with progress, change, and advancement and learning. It has become a staple in the lives of every day citizens, in classrooms and in corporations.
Technology can impact the classroom in positive ways by helping educators and teachers in creating a team oriented learning community where participants are encouraged to explore the world by capitalizing on their own unique skills, abilities and interests. Technology can also help educators and teachers assess student's learning capability, learning style and knowledge frame of reference, all critical elements of a learner-centered classroom environment. The ways that technology facilitates the learner-centered…
Brown, D.M. (2003). "Learner-Centered conditions that ensure students' success in learning." Education, 124(1):99
Burns, M. (2002). "From compliance to commitment: Technology as a catalyst for communities of learning." Phi Delta Kappan, 84(4):295
Dare, D.E. (2001). Learner Centered instructional practices supporting the new vocationalism. New Directions in Community Colleges, 115. 81-91.
Duderstadt, J.J. (1999). "New roles for the 21st century university." Issues in Science and Technology, 16(2): 37
Humanistic and Technological Issues in Education
In education today, there are many humanistic and technological issues that must be addressed in order or students to receive the best possible education. Humanistic issues are concerned with educational opportunities that help students to better understand their personal development, to learn and use human relations skills, to assess humanistic issues in both personal and societal terms, and to establish goals for the future. Technological issues are concerned with students' evolution towards a knowledge society
Humanistic issues are best described as various educational theories and challenges that are committed to the humanism, human development, well-being, and dignity as the ultimate end of all human thought and action (orton, 1970). Many experts feel that education today can be a disrespectful and alienating experience for students and teachers.
Some of the most important humanistic issues in education are concerned with curriculum. Often, states ask educators…
Borton, Terry. (1970). Reach, touch and teach. McGraw-Hill, New York.
They will in turn pass on that legacy to their own children. Since that is the general rule and principle, why does it affect persons of color more fiercely?
Persons of color are disproportionately represented in the low strata of the SE ladder. Amongst the poor persons of color have higher percentages and are more likely to exist in extreme poverty. Since SES determines where you live to a large extent, and where you live will determine the schools to which your children can attend. Then SES becomes a limiting factor because person whose household income is low will live in government housing and may be on some government support program. These persons will also have their children attend schools within these communities' schools where there is high teacher absenteeism, poor results on standardized testing and generally poor conditions (Lee, 2002). Again, in this regard persons of color are over…
Achievement gap (2002) National conference for community and justice. Retrieved from http://www.kccjky.org/summaries/full_achieve.htm
Anderson M.L. & Taylor H.F. (2010) Sociology the essentials. NY, New York: Wadsworth
Brunner, B., & Haney, E. (2007). Civil Rights Timeline Milestones in the modern civil rights movement. Retrieved from http://www.infoplease.com/spot/civilrightstimeline1.html#axzz0wJNCuRjZ
Future History Journal
Challenging middle school students to develop a greater sense of civic pride is one of the most foundational goals of the period in both education and in social and personal development. Middle school is an extremely personal, social, emotional period in the development of the individual. The personal events surrounding often-rapid changes in the physical body of the adolescent and in the social boundaries of their independent lives often dictate the ability or willingness of a student to concentrate on issues of a broader nature. For this reason civic responsibility and world or local events can sometimes occur without the awareness of some members of this age group. For this reason an activity which focuses on the impact of current events on the future is age appropriate and a journal format is very personal. Melding the personal and the global into a single project, lasting…
The article on Google is brief, but is worth a note on how the founders put forth the idea of active philanthropy as part of the activity of an it company. Many of the directions in which Google has developed have a certain philanthropy element attached to it.
The Hacker Ethic discusses the moral framework within which the hacker operates. Sometimes, it is difficult to understand how this is possible, given the fact that many associate the hacker with stealing personal information. Nevertheless, there is an ethical and moral code that may explain hacker actions as well and it comprises, among other things, access to information and the money ethic. The hacker issue is however much wider than the limited perception one usually has and involves the Open Source cooperation and, in terms of the economic and material implications, issues of Protestant ethics.
With the final article, it is interesting…
"The Hacker Ethic" discusses the moral framework within which the hacker operates. Sometimes, it is difficult to understand how this is possible, given the fact that many associate the hacker with stealing personal information. Nevertheless, there is an ethical and moral code that may explain hacker actions as well and it comprises, among other things, access to information and the money ethic. The hacker issue is however much wider than the limited perception one usually has and involves the Open Source cooperation and, in terms of the economic and material implications, issues of Protestant ethics.
With the final article, it is interesting to understand how the current development fits into the historical exponential view, which means that the development in the 21st century is no longer related to the actual temporal scale, but is exponential in the sense that the 100 years in the century will mean, in fact, 20,000 years of progress, especially at the current rate things are going. According to the studies revealed in unit 3, the rate of technical progress is doubling every decade. Some of the charts in this unit are more eloquent in showing how this rate has progressively increased in the last decades. The growth was much slower (a less abrupt curve) up to 1970 and much more obvious after 1985-1990.
Following the technological development, the argument of the writer is that the economic development of the 1990s was not a bubble, but rather strictly related to the technological developments that logically triggered the economic boost.
Nearing the end of the 1960s, the analytic or language philosophy became the central focus point which led to the isolation of the classroom setting and the problems that came with it (Greene, 2000).
Most of the educational philosophers of the time were inclined towards restricting themselves to the official aspects and problems like the sovereignty of the system without any influence from the society and the surrounding environment and the assessment of the calls and school structure conducted for its growth or for the progression of the epistemology that it embodied (Greene, 2000).
All those setups that seemed to be coming across as invasive or seemed to add a personalized bias where it didn't belong were quickly identified and removed. This was one of the reasons that led to the obsession of the possible consequences that could exist due to the practicality of the philosophical theories. Inflexibility was adeptly…
Aleman, a.M. (1999). Que Culpa Tengo Yo? Performing Identity and College Teaching. Educational Theory 49, no. 1: 37-52;
Arons, S. (1984). Playing Ball with the Rodriguez Court: Three Strikes and You're Out. Educational Theory 34, no. 1: 23-27.
Brameld, T. et al., (1952). Existentialism and Education. Educational Theory 2, no. 2.
Buchmann, M. (1987). Impractical Philosophizing about Teachers' Arguments. Educational Theory 37, no. 4: 361-411.
Today, that teacher might be warned to stick to what will be on the test.
f. How will these changes impact you personally?
These two factors -- the ever-increasing presence of technology and the increased dominance of standardized testing on curriculum -- will affect my teaching in important ways. I expect to feel I will be pulled in two directions. As a teacher I can't imagine just ignoring the fact of an eclipse if it would be appropriate developmentally for my students -- and flashlight experiments could be done with kindergartners. ut at the same time, whether we like it or not, standardize testing has been given increased emphasis.
In some school districts they have begun holding Saturday "cram sessions" to help students score higher on achievement tests (Ducharme & Ducharme, 1999). These districts are paying teachers to conduct these sessions, and parents are sending their children to them. That…
Ducharme, Edward R., and Ducharme, Mary K. 1999. "Reflections on some Current Situations." Journal of Teacher Education, Vol. 50.
Lindquist, Joni. 2004. "The Future of Anytime, Anywhere Education." THE Journal, Vol. 32.
Moses, Lisa. 2001. "Rethinking Standardized High-Stakes Testing." Childhood Education, Vol. 78.
Posner, Dave. 2002. "Education for the 21st Century. Phi Delta Cappan, Vol. 84.
The four pillars that must be included in a technology plan are: Infrastructure, software, hardware and the professional development (Cradler, 2013).
There are two basic categories that the software instruction and curriculum can be divided into:
Teaching and Learning Software Tools: the use of technology to improve the quality of education for the students as well as the teachers. Subscription-based electronic learning resources have enabled the teachers as well as the students to access more reliable and vast sources of information like they were never before able to do (Cradler, 2013).
Productivity Software Tools: the basic technology tools that have increased the usage of technology to the extent that it has changed the landscape of how work was done in the past and how it is being done today. Student information systems and the electronic gradin systems are an example of such tools (Cradler, 2013).
The most important…
Cradler, J. (n.d.). WestEd. Retrieved February, 2013, from Implementing Technology in Education: Recent Findings from Research and Evaluation Studies: http://www.wested.org/techpolicy/recapproach.html
Dexter, S. (2002). ETIPs -- Educational technology integration and implementation principles. In P. (Rogers, Designing instruction for technology-enhanced learning (pp. 56-70). Hershey: Idea Group Publishing.
International Society for Technology in Education. (2002). NETS for Teachers. Retrieved November 2007, from National Education Technology Standards Project: http://cnets.iste.org/
Massachusetts Department of Education. (2007). Technology Self-Assessment Tool (TSAT). Retrieved February, 2013, from the Office of Instructional Technology: http://www.doe.mass.edu/odl/
Computers and Technology in the Classroom
One of the critical advantages of introducing technology into the classroom, even for the youngest of elementary school children, is that technology offers the presentation of clear problems that require immediate, hands-on solutions with appreciable results. (Roblyer, 2003) Computers have a tactile and visual quality in their applications that are enticing as toys to elementary school level children. Unlike many toys, however, there is an educational and real-life component to using computers that makes the integration of technology crucial to modern education. One must not allow one's students to be part of the much discussed digital divide that separates tomorrow's workers from those whom are technically literate from those whom are not.
There is also a communications aspect to the use of technology in the classroom, as embodied through the use of the Internet and the orld ide eb that would be of value…
Cassell, J. (2002). "We Have These Rules Inside": The Effects of Exercising Voice in a Children's Online Forum," In: S. Calvert, A. Jordan, and R. Cocking (editors). Children in the Digital Age: Influences of Electronic Media on Development. Westport, Conn.: Praeger.
David Huffaker. (June 2004) "The educated blogger: Using weblogs to promote literacy in the classroom " First Monday. Volume 6. Retrieved on September 9, 2004. http://www.firstmonday.dk/issues/issue9_6/huffaker/FirstMonday .
Intel. (1997) Intel Education Odyssey Day. Retrieved on September 9, 2004 http://www97.intel.com/education/odyssey/day_300/day_300.htm
Roblyer, M.D. (2003). Integrating educational technology into teaching. Third Edition. New York: Merrill Prentice Hall.
Pedagogic Model for Teaching of Technology to Special Education Students
Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to those with special educational needs. During the last presidential term, the "No Child Left Behind" Act attempted to assure that individuals with disabilities were increasingly mainstreamed and assured of high educational results. All of these legislative mandates were aimed at insuring that children with disabilities were not defrauded of the public education which has become the birthright of all American children. The latest reforms to IDEA, for example, provided sweeping reforms which not only expanded the classification of special…
Many of the answers used to hold workers with disabilities can also crack work-related problems of older workers. But older workers would not point out that they are disabled, even though they may come across functional limitations that are comparable to those met by persons with disabilities. Elder workers with vision, hearing, dexterity, memory, attention, standing, and/or sitting disabilities may come across difficulties on the job. There are a range of AT aids and other useful products available to tackle the issues that older workers may experience. (Assistive Technology and Aging)
6. Describe a process as to how assistive technology devices will be transferred to and/or purchased by another agency to support postsecondary activities
Once the nature of the needs have been identified, you can then look at the appropriate assistive technology devices and services. It is also important, that most technologically advanced system may not be the best solution.…
"A framework for assistive technology planning" (2002) Education Tech Points. Retrieved from http://www.edtechpoints.org/manual.htm Accessed on 20 February 2005
"Assistive Technology and Aging" Virginia Assistive Technology System. Retrieved from http://www.vats.org/aging.htm Accessed on 20 February 2005
Assistive Technology Fact Sheet #2. (November 30, 2004) Department of Public Instruction and Wisconsin Assistive Technology Initiative. Retrieved from http://www.wati.org/BestPractices/factsheet2.html Accessed on 20 February 2005
'Assistive Technology: What is it?" Massachusetts Department of Education. Retrieved from http://library.thinkquest.org/11799/data/assistech.html Accessed on 20 February 2005
The fourth is invading privacy an example for this is having an access to your credit card number while you are having transaction using the Internet this is done usually by many hacker in the Internet.
The fifth is that technology increase delinquency in children attitude this is the cause of most violent computer games nowadays in our country. Even though computer games give fun and entertainment for children it also give some bad benefits especially to their attitude because most of them become aggressive if they are playing such type of computer games.
The sixth is manipulation of the truth; one example for this is the issues and information that we have in the web. This is usually happen to the person that is very famous to the country.
Lastly, pornography which is usually happen to the web that even children can have an access to that without even…
Critical Issue: Using Technology to Improve Student Achievement." North Central Regional Educational Laboratory. 1999. North Central Regional Educational Laboratory. 9 Nov. 2004. http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm
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integrating ethical use of technology into the K-12 curriculum
Integrating Technology in the Classroom
The No Child Left Behind Act of 2001 aims to close the achievement gap between disadvantaged and struggling students and their peers. The message is that every child can learn, and that schools are accountable for a child's progress.
At the federal level, there is to be more money for at-risk children in low-income communities. The government will invest in teacher training and innovative education practices that improve student performance.
While this new law defines a destination, it is up to the states and school districts to define the paths for getting there. Best practice begins with ensuring that all the components for successful integration of technology are in place. The primary ethical concerns of access, attitude, training, and support must be addressed before moving on to the more popular topic of integrating instructional technology into…
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Linn, M.C. (1997) Learning and Instruction in Science Education: Taking Advantage of Technology. Handbook of Science Education.
Salpeter, J. (1998) Taking stock: What's the research saying? Technology and Learning, 18(9) 24-25, 28-30, 32, 34, 36, 40.
Wenglinsky, W. (1998) Does it compute? The Relationship Between Educational Technology and Student Achievement in Mathematics. Princeton, N.J.
If we take the average cost of just one text, say a science text ($40), add 3-4 public domain novels (e.g. Huckleberry Finn at $5 ea.), and then a set of encyclopedias per classroom ($750), we find that even one small classroom of 25 students can save almost $2,000; which is now enough to purchase 4-5 computer stations at educational discount rates.
Math and Science teachers are often at the cutting edge of technology integration into the classoom, largely due to their networking and personal interests. The skills required to function at all levels in 21st century society are different than even those needed in the 1990s (Bitner, 2002). Primarily, this is due to the efffects of technology, cultural advancement and particularly how information is accessed, organized, proceeded, and distributed. In the 21st century classroom there are now far more motivating tools used to teach, reinforce, and apply what might…
Aguirre, J. e. (1990). Student-Teachers' Conceptions of Science, Teaching, and Learning. International Journal of Science Education, 12(4), 381-90.
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Integrating Technology in My High School Social Studies Classroom
The utilization of technology in education has gained a lot of popularity in the recent years. Great enhancements in computer software and hardware in the past decades have been noted and this has resulted to the increase of computer integration in education. The employment of computers in education unlocks a fresh area of knowledge in addition to providing a means which has the capability to change some of the inefficient and traditional educational techniques (Asan, 2003). Currently, the modernization of educational systems on the basis of data and communication technologies is thought of as very essential (ICT), in terms of literacy for the information society (Orhun, 2003, p.1; Acikalin & Duru, 2005).
The environment of the modern schools provides students with plenty of chances to conduct conversations. The students have the chance to debate, converse, tackle issues, and make certain bargains…
Acikalin, M. & Duru, E. (2005).The Use Of Computer Technologies In The Social Studies Classroom. The Turkish Online Journal of Educational Technology, vol. 4 Is. 2 Article 3, ISSN: 1303-6521
Asan, A. (2003). Computer technology awareness by elementary school teachers: A case study from Turkey. Journal of Information Technology Education. Vol. 2, 153-162.
Berson, M.J. (1996). Effectiveness of computer technology in the social studies: A review of the literature. Journal of Research and Computing in Education, 28(4), 486-489.
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Elementary Special Education Teachers Place Value in the use of Technology Resources for Students?
Technology is an integral part of society. Students learn through use of technology like personal computers, tablets, and e-books (Garland & Tadeja, 2013). Computers can provide access to videos, documents, and other forms of data that students have the choice of absorbing via visual or auditory methods. Tablets provide the same access but with a light-weight, touch responsive interface. Technology investment within schools not only enables varied learning opportunities for students, but it also helps students discover or improve their own ability to research and analyze information, collaborate and communicate, and solve problems (Lim, Zhao, Tondeur, Chai, & Tsai, 2013). Comment by Steve Moskowitz: Yes, this is the reason
Technology helps provide other benefits. Integrating technology in schools, especially in other areas like special education enable staff to develop new ways of teaching and…