Literature review will be conducted to examine and critiqued previous research regarding integrating technology in the classroom. The number students that use or have access to technology on a daily base increases daily. Technology has reshaped our educational system, from integration in the classroom, collaborating with peers, and how test are administered to students. Integrating technology in our educational system can assist the special needs students and prepare students for 21st century employment. Integrating technology in the 21st century classroom would be one of the most powerful tools that we can implement in our classrooms, schools, and districts.
Technology can also be used to incorporate different learning tools in order to teach children with specific needs. Technology, if used efficiently, can produce very positive outcomes and present new ways of learning in the classroom. The new technology that has been used in the classroom over the last couple of years changed that way that children interact and engage with technology. Technology is no longer used as a resource for research but it is integrated in curriculum and has become a learning tool. McManis states (2012), researchers have discovered that “computer use supports and increases young children’s skills in the social, cognitive, language, literacy, writing, and mathematics realms” (p. 2).
1.Introduction 1.1 Statement of the Problem The intention of this study is to investigate the relationship between the curriculum of the Design and Development of Educational Games (CET-301) course which is given by Yeditepe University and teacher candidates’ self-efficacy regarding the developing educational software. In Today, computers and other electronic tools has become a crucial part of education with the contribution of huge developments in technological area. Using technology to teach an educational subject or including any kind of technological tools into the learning process has several benefits on students’ academic achievement, motivation, self-concept and engagement (Godzicki, Godzicki, Krofel, & Michaels, 2013; Kachala & Bialo, 1994). Moreover, it has to be emphasized that the main work force who are expected to create educational software in the area is educated in Computer Education and Instructional Technology (CEIT) departments of the universities (Aşkar & Dönmez, 2004). Educational Software is described as the computer software which aims teaching and includes digital teaching material or materials by creating a self-learning environment.
a. Presents the results of a study on the effectiveness of computer-based integrated learning system (ILS) in schools in the United States. Subjects in which ILS is used; ILS' ability to track students' progress on learning activities; ILS' effectiveness in improving student learning; Underutilization of ILS in American schools; Potential of ILS to transform the classroom. 3. Zuckerman, M. B. (2005, October 10).
“If it is used well, it allows teachers and schools to personalize education. That is the dream of education, to help students be taught in the way they need to be taught” (Reiss). The Federal Communications Commission (FCC) is deciding whether or not they should create a “Digital Literacy Corps” to help teach parents, teachers, students, and other community members computer skills (Reiss). Improved Grades And Responsibility Replacing print textbooks with tablets could improve students grades and increase responsibility. According to the U.S. Department of education and recent studies by the National Training and Simulation Association, using electronic devices can ... ... middle of paper ... ...-date information.
Introduction Purpose and Problem: Entering the 21st century, many educational professionals are rethinking how students learn and teachers teach. One approach to rethinking education is by creating interdisciplinary learning and providing authentic learning experiences with an emphasis on Science, Technology, Engineering, and Mathematics, known as STEM. Another approach to 21st century learning is to implement digital schools and one-to-one classrooms. Society’s changing views of technology requires curriculum to change as well. Integrating technology in interdisciplinary learning at an elementary level enhances learning and prepares students by providing 21st century skills.
ICT’s provide added innovation, acceleration, enrichment, motivation and engagement to students learning and help to relate school experience to work practices states Yusuf (2005). The use of information communication technology and information technology in education can be divided into two categories, for education and in education. For education refers to the design and creation of information communication technologies for teaching and learning usages. In education however involves the embracing of general areas of ICT in the teaching learning process. ICT enhances the teaching and learning process, traditionally teachers... ... middle of paper ... ...nable new avenues of learning for students and gives students more responsibility in their own learning and allows them the opportunity to put this knowledge into practice.
A decade ago, technologies available to classroom teachers included slides, tapes, videos, and multi-image presentation equipment (Jonassen, Peck, & Wilson, 1999), but these media have evolved and are now available digitally. Computers are now used as a compulsory teaching tool and as an instructional medium. According to Jonassen et al. (1999), the computer now has the ability to capture, synthesise and manipulate multimedia effects and integrate them into a single presentation that will better engage students. The emergence of new technologies, such as three-dimensional (henceforth 3D) virtual worlds (i.e., Second Life and Active World), creates new opportunities for teaching and learning.
Papert’s (1993) prediction of computers transforming education proves to be true with the demands placed K–12 schools to integrating technology in instructional practice. He argued that the fundamental concern of change for a number of educators is the tension between is the integration of technicalizing and non integration of technicalizing within the instructional practices. Thus, teachers must first develop some level intersubjectivety (Augustin & Huang, (2002) by understanding, accepting the technological demands, and develop strategies to use available technologies in their instructional routines. Teachers need training to utilize wireless laptops technology, promote social interaction and reinforce students’ cognition skills effectively (Vygotsky, 1978; Georgia Department of Education, 2008). Therefore, the use of an instructional training method with established validity and noted premises will apply social constructivism to assist teacher with classroom technology integration.
I had the opportunity to manage the school's computers and network. While in Savoonga, the district I worked for decided to improve their curriculum by going standards based. This gave me the opportunity to serve on the district's technology curriculum committee and help revise the districts vision for the use of technology. My helping to revise the curriculum gave me the opportunity see how technology can be integrated into the curriculum. I have since moved on from this district, but continue to use many of the techniques in regards to technology integration.