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Impacts of technology in learning
Impacts of technology in learning
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Educational technologies are being utilized in every way shape and form, from inline gaming to numeracy, literacy and painting by numbers. From learning to leisure we have embraced the internet, in online chat rooms we communicate, interact and move into future learning through educational programmes and technology that lets us learn virtually. Instruction and directions are sent across cyberspace which change perceptions and give us an insight into different cultures far away across the other side of the world .The enigma that is cyberspace has the capacity to change our way of thinking, learning and teaching, and it is this teaching aspect that most interests me. As classroom based beings, teachers and the technological movement ebb slowly toward each other as interactive learners push educational boundaries into virtual reality. This assignment will attempt to show the importance of internet connections for interactive learners. As communication is the main aim of any interface, society in the main has accepted these progressive technologies and as our willingness to integrate this mechanically driven entity into our lives draws education into our very living rooms, for some though the challenge of engagement continues, especially for those with learning difference.
Developing learning for students with difference has always confronted society with a dilemma; nevertheless the technological age of interactive education has increased access to learning for all those who are willing to take up the challenge. Traditional teaching methods have taken a backwards step and the cyber spaced virtual reality of online has in my view, rightfully taken its place at the classroom. In the Community Engagement Department where I teach a...
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Due to the effects of higher enrolment, teaching methods are now directed towards suiting the masses, thus everything has become less personal, as well as, less educationally in depth. Teaching techniques consist of multiple choice tests, rather than written answer questions which require critical analysis, as Jacobs states “So many papers to mark, relative to numbers and qualities of mentors to mark them, changed the nature of test papers. Some came to consist of “True or False?” and “Which of the following is correct?” types of questions” (Jacobs 49). While teachers also no longer engage in one on one conversations with students, but merely in a lecture hall among masses and everyone is seen as just a student number. Jacobs states a complaint from a student “who claimed they were shortchanged in education. They had expected more personal rapport with teachers” (Jacobs 47). Universities are too much focused on the cost benefit analysis, of the problem of increased enrolment, with the mind set of “quantity trumps quality” (Jacobs 49). The benefit of student education and learning is not being put first, but rather the expansion of the university to benefit financial issues. Taylor states “individualism and the expansion of instrumental reason, have often been accounted for as by-products
Although somewhat vague compared to summative assessment, several key features help frame formative assessment. First, formative assessment happens while learning is taking place as opposed to at the end of content delivery. Rather, this is considered “assessment for learning,” (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5). The format is formal or informal, but the outcome in its use is an in-progress check of what students know and what students do not know. Chappuis, Stiggins, Chappuis, and Arter (2012) define formative assessment as, “Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning,” (pg. 24). Second, this type of assessment is used to make instructional strategy adjustments. If student learning did not happen via one instructional method, the teacher must make the necessary accommodations to reteach the concept or skill. Next, it is not only used by teachers for feedback on instruction, but formative assessment is also used for providing timely, descriptive feedback to students and extends to allow for student self-assessment (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012; Popham, 2008). Formative assessment provides opportunity to provide specific feedback to students on where they are currently in their learning, and where they should be headed.
Almost everyone attends a school at one time in their life whether the classroom includes technology or not. Research shows that technology isn’t used as often as one might think. The article, “High Access and Low use of technology in High School Classrooms” illustrates the use of technology by stating that only one in ten of elementary and middle school teachers are daily users of computers (Cuban, Kirkpatrick, Peck). Most schools now have classrooms that use technology throughout the entire class time and even at home to do homework. Although some people might agree with the use of technology in class, it is more harmful to the students than useful. It can cause many distractions, it can be difficult to use and can take away from learning time.
Properly introducing technology into early childhood classrooms is the first and crucial step in producing a new and useful tool for students to use to enhance their learning. Many researchers do not recommend introducing computers to children young than three because they are not developmentally ready ((Haugland, 2000). It is useful to start off introducing a computer to young children in a group setting because it is general information all children need to know. The teacher may begi...
Gensneimer, Jolene. “Technology and Childhood.” Parent Map. Smith, Jere. 3 Feburary 2007. Web. November 2011.
Black, Paul. (2003). The Nature and Value of Formative Assessment for Learning. Improving Schools. 6 (3) 7-22
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
Regular use of formative assessment improves student learning as instruction can be adjusted based on students’ progress and teachers are able to modify instructions to cater to students’ individual needs (Black & Wiliam, 2010; Taylor-Cox, & Oberdorf, 2013). Various forms of informal and formal formative assessment methods are conducted as learning takes place, continuously through teacher observations, questioning through individual interactions, group discussions and open-ended tasks (McMillan, 2011). tests can tell us a lot about students and be used to inform and guide teaching, rather than simply to determine grades. Teachers can learn a lot from test results if they analyse the data generated to inform their teaching and learning programs (Perso, 2009). However, high stakes tests may result in students becoming stressed, leading to misreading questions, careless working and incomplete answers (Booker et al., 2010).
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.
Technology, as we all know, is helping and improving many disciplines of life. Technology, in Britannica Encyclopedia, is defined as the application of scientific knowledge to the practical aims of human life. (Britannica, 2009)
Cauley, K.H. & McMillan, J.H. (2009). Formative assessment techniques to support student motivation and achievement. Clearing House, 83(1), 1-6.
All of our lives, we have gone through school learning with many other students in a classroom, and using books. But what if things were to change? What if instead of getting up to go to school, we simply had to just turn our computers on. Virtual Education is becoming a new way to teach and learn. Using computers, students can interact with other students and instructors, go to a history lecture with people all across the world, and even dissect frogs.
Warner, D. (2006). Creating a perspective for schooling in the knowledge era. Camberwell, Victoria: Acer Press.