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Using technology in the classroom
Using technology in the classroom
Using technology in the classroom
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Assumptions
This study has four assumptions. First, teachers will gain the basic understanding of the benefits of wireless technology and take an intuitive to integrate it into their instructional practices. Second, the presented assessment is receptive enough to assess teachers’ technological attitudes. Third, the responses from the participating sample will be honest and accurate. Last, explore and, establish whether there is a need to offer advance technology training initiatives.
Limitations
The limitations are as follows: the amount of time available for the researcher to conduct this study. The other limitation is the researcher’s inability to assess the accurate amount of time teachers will spend using an online network. The next limitation is the location, a rural school system and not a suburban or urban school system. The XYZ system under review only has four schools. The final limitation is teachers’ use of available technology within their classroom due to possible technophobia, lack of training, and or skills. Therefore, based on the quantitative nature of the study, this investigation is better outfitted to present a wealthier account for teaching-learning with wireless laptops within K–12 classrooms, as opposed to a qualitative or mixed method investigation of the phenomenon (Leedy & Ormrod, 2010). However, the use of a self-reported questionnaire will also assume that participants provide truthful responses from a one-shot posttest (Leedy & Ormrod, 2010).
Scope
This study’s scope connects to the research question, “Do teachers' attitudes towards technology, including their eagerness and curiosity to use it in their teaching, impact the integration of wireless laptops into th...
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...rooms effectively. The purpose of this quantitative, pre-experimental study will investigate whether XYZ teachers are curious and eager to advance their technology skills. Advanced technology skills can provide additional teaching opportunities based on teachers’ self-reported responses.
In chapter 2, the literature from various scholars, books, articles and journals that provide the account of the problem and conceptual framework of this study will be reviewed. In chapter 3, the methodology of the research will be explained, including the design, sample, environment, instrumentation, data collection, treatment, data analysis, validity, reliability, and ethical considerations. In chapter 4, the study’s results will be presented. Finally, in chapter 5 the outcomes, implications for social change, and recommendations for future research will be discussed.
In response to the question set, I will go into detail of the study, consisting of the background, main hypotheses, as well the aims, procedure and results gathered from the study; explaining the four research methods chosen to investigate, furthering into the three methods actually tested.
Three major types of methods used for this study are “Longitudinal Research Method”, “Cross- sectional Research Method” and “Cross Sequential Method” (A cohort form of Longitudinal and cross-sectional method). “Case Study Method” and “Survey Method” also have been used (Baltes, 1968).
Working as an Instructional Technology Specialist for the past seven years has provided many opportunities to observe teachers and students in a classroom setting. During this time teachers have been in the process of phasing in a new standards-based curriculum with an emphasis on student mastery of these standards. New technology tools have also been incorporated in many classrooms including studen...
Andrew Zucker examines computer use in the United States in both elementary and secondary education. It addresses issues such as teacher training, technology availability at home and in schools, and current technology projects that were ongoing at this time. The article ends by discussing computer usage in schools in a larger context, which provides a different perspective on educational technology.
The authors of this article have outlined the purpose, aims, and objectives of the study. It also provides the methods used which is quantitative approach to collect the data, the results, conclusion of the study. It is important that the author should present the essential components of the study in the abstract because the abstract may be the only section that is read by readers to decide if the study is useful or not or to continue reading (Coughlan, Cronin, and Ryan, 2007; Ingham-Broomfield, 2008 p.104; Stockhausen and Conrick, 2002; Nieswiadomy, 2008 p.380).
Almost everyone attends a school at one time in their life, whether the classroom includes technology or not. Research shows that technology isn’t used as often as one might think. The article, “High Access and Low Use of Technology in High School Classrooms” illustrates the use of technology by stating that only one in ten elementary and middle school teachers are daily users of computers (Cuban, Kirkpatrick, Peck). Most schools now have classrooms that use technology throughout the entire class time and even at home to do homework. Although some people might agree with the use of technology in class, it is more harmful to the students than useful.
Technology forms the most vital element of life in the world today. Every aspect of our lives is dominated by technology and its importance in our lives is indispensable. One of the outstanding facts about technology use in schools is its controversial nature. There is no common agreement by stakeholders in technology and educations sectors about the use of technology in schools. There are two different factions, one supporting use of technology as a positive aspect, while the other faction disagrees, citing the detrimental effects of technology in students. However, the use of technology in classrooms catering for children continues to increase, as education develops more interesting ways of enhan...
Have you ever thought that what happen if technological devices disappear all over the world? It is a fact that technology affects all aspects of people’s lives. If there is not technology, people will face many problems: cannot connect to each other, hard to find information, and everything can be delayed. Modern devices help our lives become more convenient and effective. So that it is obvious that the educators should take the chance to apply technological devices into the classroom because there is an inevitable trend towards technology in everyday life, the Internet is an optimum way for the students to learn, and using technology enhances the classroom by making learning more enjoyable.
Based on what I have read, technology effectiveness is a highly debated and argued topic among educators. There are many myths and misconceptions that even I myself have argued about technology use. For example, I always assumed that because I was a young, new teacher and used technology that most teachers who used technology were new and young like me. According to the article Research dispels common ed-tech myths, this idea is not the case. Veteran teachers are just as likely to use technology as new, young teachers (eSchool News Staff, 2010). A 2009 survey by Grundwald associates, found that as many as 34% of teachers were infrequent technology users compared to 22% who claimed that they used technology frequently, more than a third of their class time. This number is astounding to me. The research in this article seems to argue that even among those who do use technology in the classroom, many use it for tasks such as email, word processing, or games. Very few classrooms seem to be using the technology for actual learning and teaching.
Image a school with laptops available to each student to complete their class notes, teachers who are able to help their students through the screens of their computer, children who are excited to learn about numbers with the help of cute, animated characters. With the endless advancement of today’s technology, schools across the world have begun integrating various technology into their curriculum. These devices have the potential to greatly impact students in their learning. When a school opts to use technology in a school setting, the most important factors they should take into consideration are the benefits of using technological devices, the effectiveness of technology used
Drenoyianni, Helen, and Ian D. Selwood. "Conception or Misconceptions? Primary Teachers' Perceptions and Use of Computers in the Classroom." Education and Information Technologies 3.2 (1998): 87-99. Web. 15 Feb. 2014.
Technology has rapidly changed over the years and has expanded our infrastructure greatly. In particular, as technology advances the education system adapts to the many changes. The world of technology brings about many new improvements and shows no sign of slowing down. Many people spend their day to day lives utilizing the great aspects of technology doing almost anything imaginable. Through technology teachers and students can connect and expound upon the many fields of education. Technology is an ever growing aid in education that has increased awareness, communication, and accessibility. How is technology shaping education? The uses of mobile devices and applications have shown a great influence in the education system.
Mundy, M., Kupczynski, L. and Kee, R. 2012, “Teacher's Perceptions of Technology Use in the Schools”, SAGE Open, pp. 1-8, viewed 15 Jan 2014, retrieved from Sage Online Article.
Andy Carvin states “ internet access in schools isn’t worth a hill of beans if teachers aren’t prepared to take full advantage of technology” (2000). Schools spend a lot of money on computer hardware and software as well as other technologies without realizing that many of their employees are unprepared to include them in their teaching and use them to their advantages. Educators often use technology as a classroom management tool rather than an educational one, allowing computer time as a reward for good behavior (Clark & Gorski, 2001). The problem with this is that students learn to use the computer for games and such because it is their reward instead of using it on their own time for educational purposes. This is teaching them the wrong idea. Margaret Honey, director of the Center for Children and Technology in NYC said it best, “The bottom line is, you don’t just put technology into schools or into homes and expect miracles to happen. The technology is only as good as the program that surrounds it” (Meyer, 2002, p.2).
Technology has changed many aspects of our lives, so why should we expect less of the classroom atmosphere? Technology in the classroom has changed the way students learn and the way teachers teach. Technology today is integrated into the classroom as a teaching tool rather than being taught as a course. There are many ways that technology is used in today’s classroom such as the World Wide Web, Power Point, and Excel (Starr, 2011). Teachers will continue to be the most important aspect of a child’s education because they teach and technology does not. The use of technology in the classroom can bring advantages to a child’s education but can also bring disadvantages (Cleaver, 2011).