In order to increase teachers’ Web 2.0 skills, school districts must offer explicit training that models creative and effective uses for these tools in the classroom. Purpose While many teachers embrace technology in the classroom, some hesitate to change their curriculum. Some teachers complain using technology causes more headaches than it is worth. These teachers feel comfortable with their traditional methods and do not embrace change. As the world becomes more interconnected, opportunities for communication and collaboration among peers greatly increases.
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.
Technology in the classroom is a debatable discussion had by educators all over the world. The topic falls on both ends of the spectrum with educators young and old. Some feel that education needs to go back to the basics, while others feel the technology is the only way to go and it is what the future holds for students. Both of these ways of teaching are very valuable, and a middle ground needs to be established in order for the most success to happen in the classroom. Drastic changes are being made in schools across the country.
For 21st century educators, the use of technology in the classroom has no longer become an option, but a requirement. As the student bodies being taught continue to change, so do their educational needs. In order to provide the best practices of technology integration in the classroom, teachers must incorporate multiple strategies, follow new trends, and utilize the strategies that they are the most comfortable with. Even though the use new technology may be somewhat intimidating for some teachers, it can also be used as a tool to bridge the gap between generations of students. After researching multiple educational articles on technology, most seem to stress the importance of using a variety of strategies in the classroom.
“Educators today are faced with myriad changes driven by forces outside their control. Changes are not always understood or supported by teachers though the impact … can be profound” (Thompson, Jr., 2003, p. 102). Change can be uncomfortable for anyone; however, the integration of technology into education is a change that is worth its discomfort. Several book reviews, edited by Jay C. Thompson, illustrate the need for school reform in different areas. There is no one solution that would repair the issues facing these schools, but the integration of technology would be a step toward their goals of success.
131-139, viewed 15 Jan 2014, retrieved from Sage Online Article. Earle, Rodney S. 2002, “The Integration of Instructional Technology into Public Education: Promises and Challenges”, Educational Technology, vol. 42, no. 1, pp. 5-13, viewed on 12 January < http://isites.harvard.edu/fs/docs/icb.topic87187.files/Earle02.pdf> Mundy, M., Kupczynski, L. and Kee, R. 2012, “Teacher's Perceptions of Technology Use in the Schools”, SAGE Open, pp.
Instead, educators must be willing to embrace the movement to the 21st century schools where technology enables personalized learning for all students. In addition, teachers must be educated as well as motivated to use technology as a tool to provide individualized learning for each child. Teachers need to gain the skills and knowledge to successfully utilize these powerful tools within the classroom setting. However, Burns (2010) stated that even though technology has been incorporated into schools over the last 25 years, many teachers still do not have the skills or the confidence to use computers for classroom instruction. Some teachers complain they have no time to integrate technology into their learning segments, while others admit to not knowing how.
It is the key that a teacher uses to open the door to the minds of students who need to know how what they are learning applies to the real world. Problem-based learning as an instructional model is associated with the new... ... middle of paper ... ... Works Cited Beamon, Glenda W. “Guiding the Inquiry of Young Adolescent Minds.” Middle School Journal. 33.3 (Jan. 2002): 19-27. Goodnough, Karen Ph.D. “Preparing pre-service science teachers: Can problem-based learning help?” 22 April 2003. EBSCOHOST.
Challenges are always arising in elementary, middle, and high school classrooms with technology. Educators attending professional development programs do not always leave with a complete understanding or knowledge they need to take with them back to their own classrooms. Lack of knowledge about the technology being used, or ways to incorporate the technology, make it very difficult to implement all the new stuff, and feel like they have been successful. Technology integration has expanded far beyond knowing how to access a computer or laptop, and related basic skills. The involvement is much deeper now and requires a different approach for student learning.
These teachers can not only aid in the PD plan for the school, but can play a vital role in providing the momentum needed for technology integration. According to Prensky (2008),“relying on a few teacher technology innovators to create the envy and interest necessary to get everybody else on board (Prensky, M., 2008, p. 84).” While Prensky makes a great point in using these teachers for the technology initiative, O’Neil (2000) argues that a school must be careful not to create an environment where these tech savvy teachers are looked upon in a negative light because of their knowledge, but rather an extra resources or guide in technology instruction (O’Neil, J., 2000, p. 8). In