(1992). The Jasper series as an example of anchored instruction: Theory, program description, and assessment data. Educational Psychologist, 27, 291–315. • Coley, R., Cradler, J., & Engel, P. (1997). Computers and classrooms: The status of technology in U.S. schools.
Van Dusen, L. R. (1995). Can integrated instructional technology transform the classroom?. Educational Leadership, 53(2), 28. Retrieved from EBSCOhost. a. Presents the results of a study on the effectiveness of computer-based integrated learning system (ILS) in schools in the United States.
In today’s classroom the emphasis is no longer on teacher-directed instructed; it is on student-centered learning. Another important aspect of the classroom is the integration of technology to enhance student learning. Research over both is significantly increasing, which makes understanding the positive outcomes of implementing the two strategies imperative for educators. As most educators are aware, the key element to a pupil’s success lies in their motivation to achieve goals and be successful pupils; therefore by combining both student-centered learning strategies, such as cooperative learning and technology integration, student learning can be positively impacted. One way to incorporate both cooperative learning and technology integration into the classroom setting is through the use of Web 2.0 technologies, such as wikis, blogs, and podcasts.
The increase of computer usage in schools, primarily elementary, has enhanced student learning. The study I looked at recognized the importance of technology in education, but then examined teachers’ educational background and knowledge of technology and its effect on their integration of computers and computer software into classroom curriculum. It also researched the impact and effectiveness of such technologies on student learning. Both Alex Pan and Stuart Carroll, the authors of the study, are professors of elementary and early childhood education at the College of New Jersey in Ewing. Alex’s specialty is in the area of the effectiveness of the use of educational technology.
More households now have computers and Internet access and most parents believe the computer is an important tool in a child’s education. The Internet provides a wealth of information, resources, and a network throughout the world that facilitates the exchange and communication of ideas not available in the traditional classroom. Research has shown that technology does play a major role in providing an environment for increased student motivation and achievement. Technology has a powerful and positive impact on instruction today especially when staff development and technology integration is an integral part of the process. Educators have clearly underutilized technology in the classroom but it should not be confused with the significance of the role of technology in the educational process.
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(2003). Powerful learning: Creating learning communities in urban school reform. Journal of Curriculum and Supervision , 18 (3), 240-258. Scher, L., & O'Reilly, F. (2009). Professional Development for K–12 Math and Science Teachers: What Do We Really Know?
'DISCOVERY', LEARNING, CRITICAL THINKING, AND THE NATURE OF KNOWLEDGE. British Journal of Educational Studies, 38(1), 3-14. Retrieved from Education Research Complete database. Rosenfeld, B., & Martinez-Pons, M. (2005). Promoting Classroom Technology Use.
In 1984, only 8.2 percent of American households owned a personal computer. This has been increasing at a mind-blowing rate with 78.9 percent of households owning a personal computer in 2012 (U.S. Dept. of Commerce). With technology advancing by leaps and bounds, it would only make sense that computers be found more prevelant in classrooms as well. According to a survey conducted in 2006, out of 84 elementary schools surveyed, only 5 of them did not use any computers; this was 8 years ago (Razo 3).
The introduction of technology into education has revolutionized the teaching quality and learning outcome in the last ten years. The integration of technology into lectures by teachers in classroom has become so natural that both teachers and learners consider computers and their related applications for instruction are “a routine component of the classroom and educational processes in general” (Nuldén, 1999 cited in Buzzard et al., 2011, pp.131-139). 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.