(Salend, 2009, pp. 49-54) Along with engaging students, the use of these technological tools can help to provide students with skills they will need to succeed in a contemporary society. (Besnoy, 2006, p.34) Although there is a learning curve to any new technology, there are also great benefits that it can provide. For example, using technology-based assessments and clickers not only record and give feedback on student performance quickly, they also help teachers to identify problem areas to address. Another strategy that can be very beneficial is the use of computer sim... ... middle of paper ... ...nd pick areas of comfort.
and whether it have places in our school? I can still see that there’s a lot of potential in the field of Education Gamification. Clearly there should be a way to help kids learn from what they do best – play. This is why many educators are looking into a variety of new tools and techniques in Education Gamification. If we can harness/utilize the energy, motivation and sheer potential of their game-play and direct it toward learning, we can give students the tools to become winners in real game of life.
Along with students, teachers and professors should be aware of what their students are accomplishing while using these various forms of technology. Not only will technology in the classrooms benefit their users in the present, but it will aide them when finding a job in the future. Technology is such and important part in education and it is only getting stronger.  Computer Confluence George Beekman Pg.419  A Vision for Technology in Education http://www.nsba.org  Will Technology Really Change Education? Authors: Todd W. Kent and Robert F. McNergney 1998 http://www.ecsu.ctstateu.edu  http://nces.ed.gov  Computer Confluence Author: George Beekman Page 426
I have experienced both sides of this argument in my school experience and feel as though it could be both helpful and hindering. Technology in classrooms can be a distraction and a tool for plagiarism and cheating. On the other side, it can also improve learning by increasing productivity and performance, lowering school costs, and prepare students for life after school. Technology is something that will always be in our lives and because of this; professors need to implement it into classes. However, schools must do this correctly or it can have devastating effects on students.
But how we define technology integration can also depend on the kinds of technology available, how much access one has to technology, and who is using the technology ("What Is Successful Technology Integration? | Edutopia," n.d.)”. Therefore, whenever it comes to creating effective technology integration in a classroom you should always ask yourself who is using the technology, and does this type of technology promote active or passive student learning. Technology integration is essential and nit sidelined to the learning activity. Again, when integrating technology and making it essential some things to ask yourself as the teacher is the
(Raise Smart Kid, 2001) A. Teachers are consistently looking for things that increase interest of students and force them to fully indulge in the learning pattern. B. Some point out that only “credible” or the “traditional sources are meant to be used in the class room, so they do not even consider video games as a source to improve the student learning process. C. Others, including myself, greatly support video games as an effective tool to help create student interest in the learning... ... middle of paper ... ...neously.
School districts are finding ways to include all kinds of technology into our school's curriculum. Educators seem to have caught on to the power video games have over our children. During the last decade, gaming is one way that teachers have found a strong connection to a good majority of their students. Today video gaming is widely used for educational purposes. “Interactive games are being used to teach our children history, vocabulary, math, and reading.
Integrating Technology in the Language Arts Classroom School leaders today are under extreme pressure to improve student achievement levels. Yet, in the face of tight budgets, threats to cut extra-curricular activities, and an extensive shortage of textbooks in the schools, exactly what are teachers supposed to do to ensure that “no child is really left behind.” Despite what looks like a dead end, there is hope. By integrating the usage of technology in the Language Arts classroom, students are presented with a wide range of opportunities for improving in writing, literacy, and cultural awareness. According to the article, “Are we there yet?” a survey issued by the National School Boards Foundation says that many schools nationwide have made great progress in connecting classrooms to the Internet. Yet, this is not exactly enough.
Of the 491 sample, 47% where male, 53% where female; 34% where African American, 66% where Caucasian. Originally 591 surveys were randomly mailed to the parents of children who attended 20 pre-selected middl... ... middle of paper ... ... socially loved tablets and iPads may prove useful for children age three and four to develop school readiness skills. The discoveries from the MSU project have brought amazing change for the future of video gamers, and have already led to the speculation of beneficial techniques with other IT devices. Regardless of the astonishing discoveries by MSU project, there are a majority of other reasons creativity could relate to video games. One possibility is that creative children are actually drawn to the dynamic, strategy driven, imaginative, puzzling aspects that video games possess.
They even asked if they could come back and play the game again. Some of the students wrote in their journals “I like when I click the mouse and the ball goes throw the net…..I like when I know the words and got them correct….I like the game because I learn to use the computer and identify nouns….” Data indicated at the start of the research that there was a 60 percentile rate of consistence in students’ interest and participation, while, 25% demonstrated mix reactions and... ... middle of paper ... ...ll an 11% of the class performing below the expected level. At the end of week eleven, students were given a pop quiz which revealed an 18% decline in the number of students performing at the mastery level when compared to the results of the mid-term test. Based on the data garnered from the pop quiz, 12 students scored above 80% on the pop quiz which placed them at the mastery level. Eleven scored between 79 and 60 and two students scored 50% on the quiz as illustrated in figure 4.