Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
integration of technology in schools
new technology in the classroom in the 21st century
integration of technology in schools
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: integration of technology in schools
Part 1: Identifying a Technology for Classroom Use
This week's task is to identify a technology for classroom use that will improve students learning, make curriculum more meaningful and provide opportunities for my students to actively engage with technology in a meaningful way. My classroom has a Smart Board that was installed in the spring of 2011. It is wonderful for displaying information, taking notes, showing videos and photos that relate to the curriculum. However, students have a more limited interaction with it as a direct learning tool. I would have to admit that it is more a teacher centered tool than it is a student centered use of technology. After researching the Smart Board's available resources and tools, I found the technology that I would like to incorporate in my classroom. SMART Response™ interactive response system PE.
The SMART Response™ interactive response system PE allows students to actively participate in activities as individuals and as a part of a group. Students have the ability to answer questions, challenges or play games that allow them to see the info displayed on the Smart Board. Students then answer using their individual controller. Answers can vary from multiple choice style (press the correct letter) to a short response in which students "text" their answer. Their choice is recorded by the Smart Board and can be used by both teacher and instructor for a variety of purposes. The information on the system can be found on the company website through the following link: http://www.smartboard.ie/product-smart-response-PE.php?PHPSESSID=e24b6ef32bf1a39fe6b5b102762128dc
The use of the SMART Response™ interactive response system PE will serve to increase student interaction with ...
... middle of paper ...
...uote of $1765 for each set of the 32 Pack SMART Response with text and wireless receiver. This amounts to just over $55 per student wireless remote. For perspective These clickers cost almost half of the TI graphing calculators that we use for many of our math courses. COTG also provides free unlimited training and professional development for teachers in the district to learn how to use this technology and create activities to align the technology with the curriculum.
Works Cited
Caine, T. (1998), Getting the most out of technology in the classroom. The Exceptional Parent, 28(11), 44-46.
De Lay, A.,M. (2010). Technology as a differentiated instruction tool. The Agricultural Education Magazine, 83(3), 15-17.
Knobloch, N. A. (2005). Reap the benefits of games and simulations in the classroom. The Agricultural Education Magazine, 78(2), 21-23.
Formative assessment to inform instruction and guide student learning is being underutilized. Many students are not given feedback that is effective in helping them see where they are in regard to reaching the learning goals or that provides plan for moving them forward to achieve that goal. Students are not always given the opportunity to take an active role in the learning process by regularly assessing themselves and their peers as they work to achieve their learning goals. The purpose of this study is to determine how the use of formative assessment with immediate feedback using student response systems will impact student learning. This study will also investigate the effect that student involvement in self-evaluation has on learning.
The class as a whole will play an interactive area software game on mathplayground.com on the Smartboard. Students are motivated and enjoy this type of activity. It allows them to see mathematics in real world situations. The Smartboard allows the students to have an interactive hands on experience (Purdue University, 2007). Students that are actively involved in the instructional process tend to remember information (Moore, 2014).
Use of active responding (AR) strategies in the classroom has been an increasingly prominent subject matter in education-based behavioral research. These studies consistently show improved test scores and comprehension across a multitude of subjects and environments. Although previous research has focused on an institutional approach, Armendariz (1999) asserts that active responding (AR) concurrently reduced the occurrence of problem behaviors in the classroom. In “Using Active Responding”, Armendariz explains that the purpose of the study was to analyze the effects of AR using response cards on problem behavior reduction. Implications of this study could affirm that AR is an effective and efficient means to facilitate learning, while acting as a classroom behavior-management system.
“…a student may not benefit from a standard read aloud version of a test if it is distracting to the student, in this case, another testing condition or accommodation such as a student controlled text reader might be more beneficial.” (Almond, Winter, Cameto, Russell, Sato, Clarke-Midura, Torres, Haertel, Dolan, Beddow, & Lazarus, 2010, p.8) Not every student needs the same modification to their assessment and with the universal design (UD) that the article discusses, this technology would be able to adapt to the needs of the student before the test so that they have their best testing environment. “The core tenet of UD is to create flexible solutions that avoid post hoc adaption by considering from the start the diverse way in which individuals will interact with their environment.” (Almond, Winter, Cameto, Russell, Sato, Clarke-Midura, Torres, Haertel, Dolan, Beddow, & Lazarus, 2010,
...speaker and the listener. The student can store often used responses, and prepare anticipated answers prior to situations where he will be meeting with those less familiar with his speech capabilities. By implementing this type of device, the student has become more confident and can communicate appropriately for a student his age. In this instance, the integration of technology into the learning environment may make a difference as to whether the student is employable or overlooked due to the inability to communicate well on the job.
Student response systems, or clickers, are a wireless handheld device used by students to provide responses to a variety of different assessments as a part of classroom instruction (Caldwell, 2007). Researchers have not yet agreed on a standard term for student response systems. For the sake of this paper, student response systems will be the all encompassing term for this technology. There are different types and brands of student response systems, but the concept is the same for all, which is to provide feedback to the instructor in an interactive way during instruction. The use of clickers is not necessarily face to face. When used correctly, student response systems are a tool of engagement (Berry, 2009). Students are engaged in active learning when they apply knowledge and solve problems (Sullivan, 2009). Lastly, student response systems eliminate fear of asking questions in a classroom, because the student knows that if they do not understand the content, they may indicate so without fear of being singled out. Student response systems are an engaging tool, that when used effectively in the classroom can activate student learning.
Pisha, B, & Coyne, P. (2001). Smart from the start: The promise of Universal design for learning. Remedial and special education, 22(4), 197-203. Proquest education journals
An interactive learning experience between the learner and computer in which the computer provides the majority of the stimulus, the learner must respond, and the computer analyzes the response and provides feedback to the learner (1995).
Intelligent adaptive learning is defined as digital learning that immerses students in modular learning environments where every decision a student makes is captured, considered in the context of the sound learning theory, and then used to guide the student’s learning experiences, to adjust the student’s path and pace within and between lessons, and to provide formative and summative data to the student’s teacher. This type of learning tailors instruction to each student’s unique needs, current understandings, and interests, while ensuring that all responses subscribe to sound pedagogy. The IAL System are designed a) To serve as a personal tutor to the student b) Adapt the sequencing of the curriculum and associated learning experiences c) Individualize the pace of learning d) Regulate cognitive load for the student e) Engage students in learning through gaming (Dreambox, 2011). The adaptive program Dreambox which is being developed in the U.S.A. and Great Britain is showing promising results (WWC Intervention Report, 2013, Harvard university, 2016).
In the article by Chris Preston and Lee Mowbray (2008) a kindergarten classroom was the choice of installation of the interactive hardware. The justification for using this technology with Kindergarten children was their short attention span and the ability of the interactive whiteboard to keep them actively involved promoting learning (Preston and Mowbray 2...
The classroom is a place that is constantly trying to be improved for the betterment of students’ education. New teaching methods and improvement in environment are all constantly being researched; however, recently, research on technology in the classroom has flourished. The Smart Classroom contains these technological advances and triggers them toward in-hancing student learning.
Active involvement in class discussions and incorporating technology are techniques that could be used when trying to engage student’s interests. Interactive based learning provides an opportunity to become actively involved in the discussion instead of just listening to an instructor throw huge amounts of information their way. Using technology is a way for students to become active in their learning. Tools such as interactive white boards enable children to engage in classroom games, view websites, and review problems step by step. As technology is advancing students rely on teachers integrating technology into their lessons more frequently. In traditional lectures the teacher gives a large quantity of material, but if the student is not paying attention, does learning occur? By incorporating learner response devices where students can electronic...
...n because of the ability they present to measure student knowledge at any moment. I did not know before using the Technopedia site that there were so many different types of student response systems. I always just imagined the basic student response system with four A, B, C, and D buttons. However, the fact that you can have student response systems that allow for elaboration to open-response questions make this technological tool even more useful and effective. With so much pressure on standardized testing, this tool allows teachers to question and rank the knowledge of each individual student. Furthermore, because of the abilities of current Smartphones, the expensiveness of student response systems goes out the window in a classroom that allows cell phone use. I truly believe that both of these technologies can truly change and positively effect education.
Bialo, E., & Sivin, J. (1990). Report on the Effectiveness of Microcomputers in Schools. Washington, DC, Software Publishers Association. (ERIC Document Reproduction Service No. ED 327 177)
Learners’ satisfaction and results of the project are shown through interviews and surveys. Teachers say that the apps were a studying tool and that learners used numbers and phonics more confidently. Insightful results in independent test show good academic results. Results show improved scores.