Interactive Cable Archives and Videoconferencing
The integration of technology into curriculum and instructional practices in P-12 education has been gaining momentum in classroom reform across the nation (Mowre-Popiel, Pollard, & Pollard, 1994). Interactive and digital technologies are now recognized as tools by which educators can bring unique resources into the classroom (Schutte, 1998; Wise, 2002) and engage students in dynamic, self-constructed learning (Branzburg, 2001). The use of technology as a tool that supports instruction and learning is transforming the traditional way of teaching; both digital and geographically located resources now offer an enriched content that was not available to earlier generations (Branzburg, 2001). As a result, many authors and researchers believe that the use of technology within educational settings will serve to motivate students to learn more, both with and without teacher assistance, effectively promoting increased cognitive development (Gernstein, 2000; Wise, 2002). While there are many projects involving the utilization of interactive and digital technologies in classroom instruction (Buckle, 1995; Gernstein, 2000; Warner, 1999; Petersen, 1998), there is limited scientific evidence of its effectiveness in improving teaching and learning when compared to traditional instruction. In addition, there exists almost no literature that illustrates the impact of the combined effect of both digital and video resources.
Purpose of the paper
The purpose of this paper is to describe the developmental process used to create technology-infused curriculum and the methodology used to document the combined impact of the enriched curriculum and instruction on students’ affective and cognitive domains. In addition, preliminary findings of pilot studies, conducted during the summer and fall of 2003 will be presented. The curriculum unit under study consisted of a civics education unit on the “Power of the Presidency” prepared for use in grades 7-12 (AP). Technological resources included interactive cable archives and point-to-point videoconferencing.
Review of Literature
The late 1980’s ushered in a period of change in the American educational context, with a major focus on integrating technology in P-12 classrooms (Dwyer, Ringstaff, & Sandholtz, 1990). Several authors credit this continued use to the belief that technology integration supports philosophies of instruction that perceive each student as a unique learner, thereby aiding in the transformation of teacher-centered classrooms into student-centered settings (Mowre-Popiel, Pollard, & Pollard, 1994; Bork, 1997).
Research has provided at least partial support for this belief. Multiple studies have shown that instructional technology enhances learning (e.g. Clouse, 1991-1992; Phillips & Soule, 1992). An early study of technology-supported instruction, conducted by the Educational Testing Service, found that students learned more quickly in a web-based environment, compared to traditional classroom settings (Ragosta, 1982).
Using the PMESII framework to guide analysis, Venezuela was generally examined as a system of systems to identify nodes, linkages, and Centers of Gravity (COGs) and determine the relationships between them. Once the COGs of each system were identified, the critical capabilities (CCs) of those COGs were analyzed to determine which is the most consequential to achieving U.S. strategic objectives within Venezuela. This paper argues the significance of Venezuela’s Executive Office and the importance of the oil industry as critical COGs within its Political and Economic systems. The paper focuses on these two systems because of their importance and because they are so closely interwoven. As described in Joint Doctrine, the COGs explored within this paper were identified using analysis of nodes and linkages within their respective systems. As such, the oil economy was determined to be a critical requirement (CR) and critical vulnerability (CV) for the political system as well as other PMESII categories not directly discussed in this paper. Therefore, the oil industry within Venezuela’s economic system is the primary COG and possible means of influence are critical to consider while progressing toward achievement of U.S. strategic objectives with Venezuela, namely, regional stability.
Gysbers, N. C., & Henderson, P. (2006). Developing & managing your school guidance & counseling program (4th ed.). Alexandria, VA: American Counseling Association.
...existing law and if the decision violated federally protect rights. The third is determining if probable caused existed under search and seizure and had reason to believe that she/he was following due process as interpreted as good faith (pp. 403-404).
It is very hard not to realize that technology has overpowered education in many ways. “Technology integration is similar to a tidal wave, growing silently in strength, then falling with an unstoppable roar upon those who paid no attention or showed little interest” (Guhlin, 40). Nowadays, computers are almost considered a necessity in the classroom, and are the main component of technology integration. Computers are being used in more numerous ways, besides only being used for basic word processing. With a simple computer, copious availabilities of technologies can be used in the classroom. “The one thing that is so great about the computer is that it does give a lot of instruction--and you don't need to have hearing to take advantage of it” (Anderson, 12). It’s amazing how one simple screen can provide everlasting opportunity for learning.
The classic tale of oppressing children to death remains one of the most dramatic descriptions of tension-filled families, centuries after its first performance. The feud between the Capulets and Montagues spans generations; when Juliet discovers Romeo’s last name, she mourns, “My only love sprung from my only hate!” (I.v.135) She even goes as far to say, “be but sworn my love, And I’ll no longer be a Capulet” (II.i.77-78). From the moment she meets the Montague, love pushes aside her loyalty to family. Her allegiances now side with her husband of mere hours over the family that raised her, proving her fickle nature. Neither half of the couple disappoints their respective family— their union remains a secret with only two other witnesses— until Romeo murders Tybalt and the Prince banishes him from Verona. Although she curses her nurse for blaming Romeo, Juliet never offers to run away with her husband, scared of the unknown road her husband must take. Although Romeo mentions nothing of it, her decision to remain in Verona disappoints, as it cements the relationship’s doomed fate. Not only does Juliet disappoint her husband, one of the two most important men in her life, she disappoints her father, the other most important, by refusing to marry Paris. Her parents, oblivious to their daughter’s change in marital status, cannot comprehend the girl’s outrage and refusal to the respected man’s proposal. The verbal sparring between Juliet and Lord Capulet ends with the elder commanding, “But fettle your fine joints ‘gainst Thursday next To go with Paris to Saint Peter’s Church, Or I with drag thee on a hurdle thither” (III.v.153-155). Women in Shakespeare’s time customarily obeyed all orders, so Juliet’s refusal impresses readers, but creates a major rift in one of Verona’s most elite families. Disappointment follows the girl no matter how she acts: either refusing to marry Paris or exposing her
With the widespread use of digital technology, the classroom teaching approaches and practices went through remarkable changes. When compared to the past ten years, today the classrooms look entirely different in terms of programs and technical tools used to enhance the learning skills of students.
The Venezuelan government is destroying the rights of its citizens. The press is censored, and anyone who criticizes or protests against the government can be prosecuted. Citizens who are arrested for acting against the government are often abused, and the abusers do
When technology is used in education, it can potentially improve learning. According to Speaker (2004) when technology is integrated into learning most students experience improvement in their learning.
Do you ever think about how much technology has changed the way we work, learn, play, and even think? Technology is a major beneficiary to society; especially in the classroom where we get the opportunity to learn and grow. In recent years, schools have begun implementing tablets and other devices in the classroom to better student’s education. The use of technology in the classroom provides more of a personalized learning experience and gives students a widespread availability to engage in learning. Technology is necessary in today’s modern globe, it is basically “the pen and paper of our time and the lens through which we experience much of our world” (Warlick, 2013). Technology is not just considered the “internet”, it is so much greater than that. Overall, it enhances the quality of education and engages students deeper than ever before. With all the significant gains, why would people argue that technology hinders students more than it helps? Critics may try to repute the use of technology in the classroom but I believe what really matters “is the way we use it, the context that we use it in, and the learners who we use it for” (Chong, 2012).
In less than a decade, computer use progressed from programming classes for a few of the better students, to literacy classes for all students, to the integration of computers and technology into the curriculum. Now, there is a goal for educators to use technology as a tool in efforts to teach more effectively by using a variety of strategies to meet different needs in a diverse classroom. This will take training and commitment to keep up in an area that changes quickly, but the benefits to teachers and students are greater that the effort it will take to stay informed; computers increase productivity of students and make learning a fun experience. They help students become better problem-solvers instead of just rote learners.
Modern technology has made it so much easier to obtain educational information for classroom or homework assignments. It offers educational games that stimulate the brain and help children who have difficulties focusing on traditional teaching and learning procedures. College students are even taking advantage of online courses that many colleges are offering as an alternative to physically attending classes. Advances in technology and computers will continue to play an important role in education for many generations to come.
Whether technological integration has positive or negative impacts on teaching and learning has been paid increasing attention and a numerous research has done to explore the issue. Regarding the issue, the question of if training teachers in the use of technology in classrooms contributes to students’ outcomes is still an endless argument. This essay will explain two reasons why such training brings about positive academic achievements for learners and a number of training guidelines that can be followed.
Technology has many different effects on education, one of them being enhancing the students learning. Technology may enhance the students learning and may assist most students in achieving their academic standards. When technology and appropriate teaching methods are combined, technology may increase the academic achievement. Positive effects have been found in all major subject areas, from preschool to higher education, both regular and special needs students. Educational technology has been found to have a positive effect on a student’s attitude toward learning and on self-concepts. The introduction of technology into the learning environment has allowed the learning to be more student-centered, to encourage group learning, and helps to stimulate an increase in the student-teacher interaction. Technology has shown a shift from a focus on a student’s memorization to their problem solving. Through technology’s use, learning opportunities have become unrestricted by time or place, allowing lifelong learning. Student use of technology through communications can also help to enhance access to a career and continued education. Students are more likely to use a computer to get help because they can to it themselves. Technology is helping students to become independent.
Technology properly used in the classroom has many advantages to a student’s learning. Technology can help students become more involved in their own learning process, which is not seen in the traditional classroom. It allows them to master basic skills at their own rate rather than being left behind. Teachers and students alike can connect to real life situations by using technology in the classroom; this can also help to prepare students for real world situations. Technology can be used to motivate students as well as to offer more challenging opportunities. It can also be used as a visualization tool to keep students interested in the subject that is being taught. When technology is used effectively, students have the opportunity to develop skills that they may not get without the use of technology (Cleaver, 2011). Assessing and monitoring students is easier on the teacher because of the ability to use technology in the classroom. When technology is used correctly it offers limitless resources to a classroom atmosphere.
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA and Denver, CO: ASCD and Mid-continent Research for Education and Learning.