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Educational philosophy of john dewey
Educational philosophy of john dewey
Educational philosophy of john dewey
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The theoretical framework, involves the works of Dewey (1916/1997), Papert (1993/2001), Piaget (1973), Vygotsky (1978) and Augustin & Huang, (2002). The use of social constructivism (SC) will play a pivotal role in building collaborative relationships between teachers and their students. In addition, this framework will also apply Swan and Dixon's (2006) teachers’ technology attitude scale (TAS) to determine wireless laptop training needs for K-12 teachers. As anticipated by the theory of social constructivism, technology into the classroom produces a network of social learning agents. 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. Through the concept of reality, knowledge, learning and intersubjectity of social meaning social constructivism will develop a guide to pedagogical training approa...
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...ucial role in their use of wireless laptop technology.
I plan to use the findings to establish the potential success that an online professional learning network would have on teachers’ attitudes towards technology (Cavas, et al., 2009; Swan & Dixon, 2006). To determine if an online support network is a warranted initiative, school officials can use the SC approaches and TAS model. Given these facts, the use of this survey can be a viable instrument to help progress the integration of technology within the classrooms and facilitate a community where professionals and educators meet to combine their knowledge of education using state standards (Collins & Halverson, 2009; Snider, 2009; Vrasidas, 2010) aligned to the available technology resources. Through training and practice, teachers will integration of wireless laptop technology in the classroom effectively.
I was surprised to learn that students from both the U.S. and abroad agreed that American schools had more technology. I think of Japan and Hong Kong as being very technologically advanced and did not expect to have more than them. Ripley reports that “the United States invests more heavily in technology in classrooms than even high-performing countries.” This result opens an interesting debate of whether technology advances student learning. In my high school, we had a one-for-one policy, meaning each student in grades 9-12 received a district-owned laptop. The laptops did indeed increase student learning, but for reasons other than what the school board wants to think. The laptops provided every student with a means to complete their homework. There were no more excuses of “My printer broke!” or “My Wi-Fi connection was down!” Each student was expected to download the assignment while at school, where the Wi-Fi was guaranteed. Then, the work could be completed at home and turned in during the next class session. The laptops provided accountability for all the students, but did not ‘enhance classroom lessons’, as was the intention. The school board liked to believe that the technology would increase interactivity in classrooms and open new doors for learning, but that interactivity that was discussed in board meetings was nonexistent in practicality. In addition, they tended to waste time. We would spend the
Rakes, Glenda C., Beverly F. Flowers, Holly B. Casey, and Ronnie Santana. "An Analysis of Instructional Technology Use and Constructivist Behaviors in K-12 Teachers." International Journal of Educational Technology. Dec. 1999.
Shelly, G. B., Gunter, G. A., & Gunter, R. E. (n.d.). Teachers discovering computers: Integrating technology in a connected world.
Technology forms the most vital element of life in the world today. Every aspect of our lives is dominated by technology and its importance in our lives is indispensable. One of the outstanding facts about technology use in schools is its controversial nature. There is no common agreement by stakeholders in technology and educations sectors about the use of technology in schools. There are two different factions, one supporting use of technology as a positive aspect, while the other faction disagrees, citing the detrimental effects of technology in students. However, the use of technology in classrooms catering for children continues to increase, as education develops more interesting ways of enhan...
Image a school with laptops available to each student to complete their class notes, teachers who are able to help their students through the screens of their computer, children who are excited to learn about numbers with the help of cute, animated characters. With the endless advancement of today’s technology, schools across the world have begun integrating various technology into their curriculum. These devices have the potential to greatly impact students in their learning. When a school opts to use technology in a school setting, the most important factors they should take into consideration are the benefits of using technological devices, the effectiveness of technology used
Technology is becoming more and more dominant in our society.Everyday upgrades are being made and new innovations are being discovered. Technology is all around us whether we want it to be or not: it is the vehicles we drive, it can be found in our homes, and can even be found in the grocery store.Every place we look there is some type of technology.I believe technology has had a major impact on our school systems and is still impacting it today.There are those who do not agree, though, that technology has impacted our schools.Eric Gormly writes, “In fact, many theorists point out the overall impact of technology on education has been quite small, manifesting little discernible change in the classroom.” [1]Yes, there are some schools that are not as advanced as others, but many of them do have a significant amount of technology in them.I find it fascinating that so much technology has been incorporated into our classrooms, but I believe that, even with all of the positive aspects that are associated with technology, there are some negative and even dangerous aspects that should be taken into account.I will be sharing some of the equipment that has been used in the schools, how both the students and the teachers use the equipment, and also the positive and negative effects that technology has had on our schools.
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.
The importance of emerging technology and educational reform are outlined in The Problem with Constructivism. Elkind
In chapters 1 and 2, I discussed the problem of successfully implementing computer technology for literacy instruction in the classroom, the need to study the importance of making technology an integral part of literacy education, and the theoretical frameworks of new literacies and constructivism. In this chapter, I will detail the research methodology and forms of data collection I have chosen to use to determine how this study can provide new research for the integration of computers in the classroom as it applies to current and future literacy instructional models.
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.
In the past, technology was something that was only used in our homes and by the wealthy. However, this has become a thing of the past. Classrooms have become more interactive and lessons seem to be more engaging. Students have been given the opportunity to use Smart Boards, document cameras, projectors, and wireless slates. In order for our students to feel comfortable, when using the different technologies, they must have some amount of background knowledge. If a student is not given this background knowledge, they will have more difficulty utilizing the technology than someone who has the background knowledge. Teachers in classrooms today must also have some type of knowledge of the technology being used. A great way to build this knowledge is to attend training sessions that your district may be holding, and utilize the technology as much as possible.
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.
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.
students prefer technology because they believe that it makes learning more interesting and fun. They especially like laptops and tablets. Subjects that students deem challenging or boring can become more interesting with virtual lessons, through a video, or when using a tablet. Technology occupies an important place within students’ lives. When they are not in school, just about everything that they do is connected in some way to technology. By integrating technology into the classroom, teachers are changing the way they used to teach (lectures six hours a day) and providing students with the tools that will take them into the 21st century. One of the characteristics of the modern classroom is collaboration and technology helps to empower it. With classroom technology students can collaborate with other students and their teachers in and outside of the classroom quickly and easily.
As facilitators of learning, our classrooms are filled with students who are comprised of generation X’ers and Millenial’s. We must be conscious to structure our lessons and approaches so that we can present content in the most effective manner. Technology, in regards to principles of teaching, challenges the teacher to not only learn what the technology is all about, but to learn to integrate it effectively within the context of their individual classrooms. Teachers in classrooms across the nation struggle with computer technology, the many features, and the never-ending cycle of new devices that are bought into their classrooms daily. Because of the lack of training and severe levels of discomfort, teachers have developed a negative disposition towards the use of technology when it applying it to principle. Recognizing the noted factors, it can be resolved that we do live in an interactive world. Our job is to effectively integrate the technology in such a way that it supports, guides, and enhances learning for all parties involved.