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what is the use of internet in education
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Before I start my final paper I would like to first take a minute and say that a lot of this class was review of different courses I have already taken. There are also different areas of the course that I am very familiar with because of personal experiences. However, there were a few areas that were very new to me and honestly helped me understand pervious classes. With that being said I with first talk about the teaching or instructional methods.
. Research on the “teaching methods” or “instructional methods” result thousands of explanations of accomplishments – these are called methods. Sometimes they are also referred to as strategies or techniques, and there is no doubt that there are a good range of recommendations for activities in teaching techniques to use. But for our study with this program, we choose to explain the terms prior to seeing other characteristics. This is because we can make practical decisions in daily teaching routine.
As far as, the method, technique and the strategy are concerned in the teaching, there are a number of different sub-types of each of them. Below each description of the subcategories I also included a cart of some kind to show exactly how these methods would look like in a classroom setting. I used the illustration as a simpler explanation to each area and were guides to help me describe them.
The first, the method can be defined as; “A method is a description of the way that information or a behavior is carried forward or consolidated during the instructional process.” Teaching methods are further classified as; 1) Lecture – no interaction between teacher and class 2) Interactive Lecture – teacher centered interaction 3) Group Work – group centered interaction.
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...survey into mainstream teachers' attitudes towards the inclusion of children with special educational needs in the ordinary school in one local education authority. Educational Psychology, 20(2), 191-121.
Azjen, I. (1991). The Theory of Planned Behaviour. Organizational Behaviour and Human Decision Processes, 50, 179-211.
Azjen, I., & Fishbein, M. (1977). Attitude-Behaviour relations: A theoretical analysis and review of empirical research. Psychological Bulletin, 84, 888-918.
Babbie, E. (1990). Survey Research Methods. Belmont: Wadsworth Publishing Company.
Barnatt, S. N., & Kabzems, V. (1992). Zimbabwean Teachers Attitudes Towards the Integration of Pupils with Disabilities into Regular Classrooms. International Journal of Disability, Development and Education., 39(2), 135-146.
Internet web pages offered in previous classes
http://dsq-sds.org/article/view/545/722
4. METHOD/MEDIA: This period of instruction will be taught by the lecture method with the aid of PowerPoint Presentation and handouts
The movement for inclusion in education has advanced since the years of special schools for children with disabilities. Although there have been significant changes to the laws protecting the rights of children with disabilities there remains an underlying debate as to whether these children should be in main stream classes. Most states and territories in Australia practice inclusive education, however this remains a contentious topic with differing attitudes. It is evident whilst many challenges remain, schools should implement and deliver quality programs that reflect best practice policies. Positive teacher attitudes, promoting diversity, modelling inclusion in the classroom and developing a sense of community by working in partnerships
Educators can have strong feelings on the subject because having special needs students in a regular classroom can have a large impact on the classroom community. Those who believe in inclusive classrooms realize that, to be successful, it requires allot of classroom management and differentiated instruction, but feel the benefits are worth the work involved. Those who do not believe in inclusion feel that it leads to “l...
Winter, E.D., & O'Raw, P. (2010). Literature review of the principles and practices relating to inclusive education for children with special educational needs. Retrieved from http://www.ncse.ie/uploads/1/ncse_inclusion.pdf
In the International Journal of Special Education, Yoon-Suk Hwang and David Evans writes “Attitudes Towards Inclusion: Gaps Between Belief and Practice”, which was published in 2011, highlighting where and what elements affects the success of inclusion within the education system. Hwang and Evans examine thirty three teachers from three Korean schools and compare the study to other international results, concerning the attitudes and compliance to inclusion policies (136).
This paper aims to discuss the different learning styles that people use, and the way in which to apply new teaching methods, in which to expand the learning strategies of students. Here are two quotes from P Honey which explains the purpose of this paper
Within the past decades and a big discussion has occurred regarding the most appropriate setting within which to provide education for students in special education. Although the change in the educational environment is significant for handicapped student the concepts of inclusion also bring up new issues for the regular education classroom teachers.
Teaching methods are based upon notions about learning. Second language learning theories teaching methods are closely related to concepts about learning a first language. It is important for a teacher to be aware of the theories available in order to make informed practical choices.
The true purpose of school is to prepare children for their future in becoming lifelong learners and global citizens. For children with special needs, special education services prepare and provide support for them in dealing with the challenges they face daily. Laws such as Individuals with Disabilities Education Act has enforced schools to provide education to all children and reinforces the purpose of the school, which is to provide children the Least Restrictive Environment to help them develop to their optimal potential. There are myriad of concerns regarding inclusion’s effect on typical developing students, yet a research done by Bui, Quirk, Almazan, and Valenti shows that “[p]resence of students with disabilities results in greater number of typical students making reading and math progress compared to non-inclusive general education classes” (p. 3). Therefore, inclusion not only benefits children with disabilities, but it also benefits typical developing student’s academic skills and allows them to learn acceptance and respect for students with disabilities.
Instructional Strategies that are using are direct instruction, lecture, collaboration, exit Slips, K-W-L report, need analysis, reflection, graphic organizer, response cards. My direct instruction includes learning goal/s for the day, modeling a process in Microsoft, checking for understanding and providing feedback. My lectures focus students on the critical information in the book.
Ornstein, A. C., & Lasley, T. J. (2004).Strategies for Effective Teaching. (4th ed.) New York: McGraw-Hill.
A teacher’s responsibilities are to ensure that every student gets the education that they deserve from a well-structured curriculum and materials. Within the teacher’s responsibilities a strong foundation of instruction has to be implemented, this is why instructional strategies are significant in a teacher’s career. The strategies for instruction vary from teacher to teacher; as a result there are no specific ways to employ strategies within instruction. The main purpose of this essay is to display knowledge of methods that are involved in teaching second language instruction for various ages and levels of students. This essay will also develop from the following components that methods and techniques are important to encourage tactical instructional strategies. These components are comprehensible input, feedback that is on-going, specific and immediate, grouping structures and techniques, building background and vocabulary development along with student engagement.
In this essay I will be describing various types of learning styles and stating the advantages and disadvantages of these learning styles. I will also inform you of the most commonly used method of finding out your own learning style, and I will inform you of the man who made this method. Finally, I will write about my own preferred learning styles and the strengths and weaknesses of the different learning styles.
Today I used a variety of instructional delivery methods to ensure that my students were able to accomplish the learning targets. Having different modes of instruction (direct instruction, individual writing, pair-share, small group discussion, large group discussion, etc.) allows students to demonstrate learning in a variety of ways. If students do not master a key skill, it also provides students to relearn, rework, and rethink key concepts. This type of instructional design also encourages engagement as it appeals to multiple learning styles and builds in time for me to interact with students in multiple ways (including one-on-one) (IE: Chloe can be quieter. I was able to touch base her to make sure that she understood the abstract vs. concrete exercise). Using multiple instructional delivery methods also provides me with opportunities to personally motivate students to be active in their learning (IE: Emily is very creative and likes small group work. IE: Taylor likes politics and would grasp the global climate change example IE: Big Mike works best when he has time to think individually before responding to a group. A notes handout helps him process key ideas before feeling pressured to apply them. IE: Several students enjoy speaking in large groups. Asking for examples and group participation appeals to the sense of camaraderie in the class).
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.