The history of higher post-secondary learning is a long, interesting, and fruitful one. Universities date back close to a thousand years and has been seen grow, expand, and now become a center for the future of every nation. The fast increasing pace that technology has education and technology has been closely linked and now have their future, success, and fate are carefully intertwined. Because of technology we’re now seeing education finally moving away from the traditional setting and expanding without much restriction.
The word University comes from Latin word meaning “a whole”. Universities were largely established to educate the clergy but because of demand of the merchant class to develop skills in reading, writing, and mathematics the curriculum was amplified. Student and masters were influenced by other industries and, following societies example, created guilds of their own. The guilds created a standard that anyone who wanted to become a teacher was required to do six years of liberal arts studies. Most universities followed this example and added other requirements such as the University of Paris requiring a future teacher to be 20 years old at least. The statues also read “[sic] is to promise what he will lecture for at least two years.” Theology was still the champion at universities and pretty much dictated the school curriculum and student life. Becoming a Theology teacher also had a stricter set of requirements they had to achieve before being accepted such as at least 35 years of age and 8 years of further education. Universities in Europe were very popular for example, University of Paris by 1250 had about 7,000 students and Oxford University had 2,000 students. Oxfords numbers are even more remarkable consid...
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Bennison, Anne, and Merrilyn Goos. "Learning to Teach Mathematics with Technology: A Survey of Professional Development Needs, Experiences and Impacts." Mathematics Education Research Journal 22.1 (2010): 31-56. ERIC. EBSCO. Web. 1 Oct. 2011.
Rakap, Salih. "Impacts of Learning Styles and Computer Skills on Adult Students' Learning Online." Turkish Online Journal of Educational Technology - TOJET 9.2 (2010): 108-115. ERIC. EBSCO. Web. 1 Oct. 2011.
Kop, Rita, and Adrian Hill. "Connectivism: Learning Theory of the Future or Vestige of the Past?." International Review of Research in Open and Distance Learning 9.3 (2008): 1-13. ERIC. EBSCO. Web. 1 Oct. 2011.
2010 Distance Education Survey Results. Rep. Instructional Technology Council, May 2011. Web. 2 Oct. 2011. .
The core purpose of the article is to anatomize the relationship among the adult students ability and instructional technology competency in the online environment. This article investigates the motivation and learning approaches that the students use to learn . The article results indicate that motivation is an important factor for learning technology in an online environment.
The creation of these education institutions and their effects are detailed in Document F, “universities introduced a new system of education, eventually replacing the monastery and church schools”. The effects of the creation of these institutions are seen even today as universities like Paris, Oxford, and Cambridge are still notable centers of knowledge and thought throughout the world. The one factor that could potentially discredit this claim is that Document F is sourced from Wikipedia, which is a website that can be edited by anyone. However, it is important to note that Document E makes mention of the same system of monastery and church schools that preceded the universities, thus providing support for Document F’s
...n Society for Information Technology & Teacher Education International Conference: Proceedings of SITE 2000, edited by D. A. Willis, J. D. Price, and J. Willis. Charlottesville, VA: Association for the Advancement of Computing in Education; and Society for Information Technology and Teacher Education, 2000. (ED 444 484)
In a K-12 setting, distance learning or traditional learning requires careful planning that must take place in order for the educational process to work for the students. When we look at both forms of education there are still pros and cons to both. Although online learning has made a major impact in the world of education, many people have not accepted this form of education. One of the reason for their concerns is that students cannot get fast answers to their questions about the assignment from the teacher. Another concern is that the students cannot perform effectively in a group collaboration that is taking place online. Also, students may not effectively do their homework from an online program. Lastly, some families do not have the technology at home for online learning.
The twenty-first century has arrived, and it has brought some of the most advanced computing technologies into the classroom; this leaves us with a very important question, do we really need technology, such as iPads or computers, implemented in our learning plans? As a student that has taken entire courses on iPads or computers, I can tell you that the former is not the case. There are plenty of reasons to teach about technological advances in each individual field of learning, but, more often than not, technology is unreliable and distracting for students. Not to mention that methods of maintenance rehearsal, like taking notes by hand, are more effective for recollection of information than staring into a screen. The bottom line is, using technology as a tool for education in the classroom is not necessary because it can inhibit the way students learn material.
Wright, Vivian H. and Elizabeth K. Wilson. "Teacher’s Use of Technology: Lessons Learned from the Teacher Education Program to the Classroom." 20.2 (2011): 48-58. Web. 13 Nov. 2013.
These definitions suggest that a university is a place where various types of students such as graduates or non-graduates and also teachers who come together under one roof, almost being considered as ‘university of masters and students’. It can be clearly seen that it is difficult to rely upon traditional terminology for the definition of a university in the full sense of the world. Medieval universities generally consisted of a ‘community of scholars’ who had the authority to award students with degrees. Majority of these scholars were monks or priests because in 600-1500 A.D. there was a strict religious hierarchy to create stability within the society. The majority of the higher education took place in cathedrals or monastery schools.
Technology is Changing Education The best method for improving educational standards is to utilize every tool available, including state-of-the-art technology. Computers and the Internet have expanded the way in which education can be delivered to the students of today. Today's networking technologies provide a valuable opportunity to the practice of learning techniques. Educators are discovering that computers and multi-based educational tools are facilitating learning and enhancing social interaction. Computer based telecommunications can offer enormous instructional opportunities, but educators will need to adapt current lesson plan to incorporate this new medium into all the classrooms.
Wenglinsky, H. (1998). Does it compute? The relationship between educational technology and student achievement in mathematics. Princeton, NJ: Educational Testing Service. Retrieved March 6, 2002, from ftp://ftp.ets.org/pub/res/technolog.pdf.
Grace-Martin, M., & Gay, G. “Web Browsing, Mobile Computing and Academic Performance.” Educational Technology and Society, 4(3), 2001: 95-107.
The higher education system was established for religious purpose at first. In colonial times, the primary function of higher education was to produce Puritan ministers and clergy. The increasing focus on secular education, as proposed by Thomas Jefferson who believed in educating the public and citizens, is crucial for the sake of democracy and building a skilled workplace. Later, Morrill Land-Gran was enacted and most of the universities we saw today had their origins in the Morrill Act. ①
Sheehan, T. & Taylor, E. (2010). Perspectives On the Future of Learning. Ashridge Busines School. Retrieved from http://www.ashridge.org.uk/website/IC.nsf/wFARATT/Perspectives%20on%20the%20Future%20of%20Learning/$file/PerspectivesOnTheFutureOfLearning.pdf
Modern technology has made it so much easier to obtain educational information for classroom or homework assignments. It offers educational games that stimulate the brain and help children who have difficulties focusing on traditional teaching and learning procedures. College students are even taking advantage of online courses that many colleges are offering as an alternative to physically attending classes. Advances in technology and computers will continue to play an important role in education for many generations to come.
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).
There have been many critics that strongly advocate against the use of distance learning in elementary schools. With the increased availability and choice of new technology, comes many new concerns about the quality of instruction and the threat it may pose to the already established methods of teaching. Many believe that this new teaching method may replace the existing classroom all together, and won’t give students the adequate face-to-face contact they need. Most critics fear that “ineffective face-to-face teaching methods could be made even worse when they become technology based” (Truell, 2001, p46). The computer and internet have become dominant distance learning technologies, and hold the potential to take away from the human aspect of learning, so students do not learn the proper social skills they need to develop early on. Children need to learn to interact with one another, and function properly in a social setting, they learn this primarily within the classroom, and if these classroom settings are altered by distance learning, then they will no learn how to function in the normal social school setting. Many critics also say that all schools do not have the appropriate technological support and infrastructure to make distance learning programs effective for students. Since all schools do not have the tools and financial means needed to establish and support effective distance learning programs, they would not be able to keep up with the advancing technology in education, and therefore their students would not receive the same advantages as other students in the schools around them (Ravaglia & Sommer, 2000). Greenwood (1998) states that schools using distance learning are just contracting out their educational responsibilities and that such courses result in the elimination of teaching jobs. He feels that by using distance learning to teach students, they are minimizing the teacher’s job of actually teaching the students and designing lesson plans, and therefore slowly eliminating the need for teachers in the classroom at all. It is thought that there is more emphasis being placed on teaching than learning, and as a consequence schools are using distance education as merely a means to extend the classroom walls . While the critics of distance learning feel that this is just a way for schools to educate students, and relieve themselves of their responsibilities, there has been even more substantial evidence that these programs improve the elementary curriculum, rather than replace it altogether.