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Technology impact on teaching and learning
Technology impact on teaching and learning
What technology is doing for education
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Computer Usage in Schools
A computer is, “a programmable electronic device that can store, retrieve and process data” (Merriam-Webster). This tool once predominately used in homes and offices is making its way into our educational system. Technology is a growing part of our society today. We are beginning to see the use of computers in classrooms more and more. The increase of computer usage in schools, primarily elementary, has enhanced student learning.
The study I looked at recognized the importance of technology in education, but then examined teachers’ educational background and knowledge of technology and its effect on their integration of computers and computer software into classroom curriculum. It also researched the impact and effectiveness of such technologies on student learning. Both Alex Pan and Stuart Carroll, the authors of the study, are professors of elementary and early childhood education at the College of New Jersey in Ewing. Alex’s specialty is in the area of the effectiveness of the use of educational technology. So this study was right up their alley.
They decided to use a combination of surveys and observation to gather their data. They did a study they call The Magic School Bus Project, in which they selected 45 first- to fifth-grade students from an elementary school in an urban district. All had some experience with computers, but none were familiar with the Magic School Bus Software. 22 college sophomores who were enrolled in the Analysis of Teaching class were also chosen. First, the college students examined and evaluated the Magic School Bus CD-ROMs. They used an evaluation form to rate them based on their own observations and perceptions. Some of thes...
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...ne Dictionary. Merriam-Webster, Incorporated. 2003. http://www.m-w.com.
Pan, Alex C.; Carroll, Stuart Z. “Preservice Teachers Explore Instructional Software with Children.” The Educational Forum v. 66 no4 (Summer 2002): 371-9.
Sava, Samuel G. “Electronic Genie: Will Computers Serve Schools, or Run Them?” Vital Speeches of the Day v. 6 no2 (Nov. 1997): 55-57.
Sefton-Green, Julian. “Computers, Creativity, and the Curriculum: the Challenge for Schools, Literacy, and Learning.” Journal of Adolescents and Adult Literacy v. 44 no8 (May 2001): 726-8.
Solomon, Gwen. “Digital Equality: It’s not just about access anymore.” Technology and Learning v. 22 no9 (Apr. 2002): 18-26.
Vann, Allan S. “Debunking Five Myths about Computers in Schools.” Principal (Reston, Va.) v.77 (Jan. 1998): 53.
Winans, Dave. “Techno Hype-or Help?” NEA Today v.15 no4 (Nov. 1996): 4-5.
The United States is a country that thrives through technological advancement. The wealth and success of this nation is dependent on providing every child, regardless of race, ethnicity, or gender, with the opportunity to obtain technological skills that are essential for a successful future. Unfortunately, educational funding for technology has failed to take precedent. In realizing that, the question then becomes, how is a country expected to thrive from the use and advancement of technology, when failing to properly train future leaders? Funding must be provided for schools to purchase technological equipment, such as computers, in order to ensure that each child has an equal chance to thrive in a country that is defined by its advancement in technology.
There are some startling statistics about texting and driving. The NHTSA (National Highway Traffic Safety Administration) stated that in 2008, 16% of all fatal crashes and 21% of all crashes were caused by texting and driving (Chordas; Hartwell). Over 50% of teens admit to using cell phones while driving (Hart; Paterson). That was over five years ago and even more people are texting and driving today. This shows that this problem is not going to go away.
44 percent of Americans eat fast food at least once per week (“Fast food statistics”, 2014) and kids between the ages of 6 and 14 eat fast food 157 million times every month (Ransohoff Julia, 2013). Just in the past 3 decades the obesity rates in children have more than tripled (Kalaidis Jen, 2013). Needless to say, whether once a year or 3 times a week, fast food is a definitely part of most Americans nutrition. Acco...
Gelernter admits the computers are very helpful for educational purposes if the people use it wisely. He suggests, “Computers have the potential to accomplish great things. With right software, it could help make science tangible or teach neglected topic like art and music.” (278). But while admitting the power of technology, he also points out the adverse effects of excessive use of technology in the education system. He states, “Computers make our worst educational nightmare come true.” (279). According to him the improper or overuse of computer hinders the learning ability. He reports the fact that over past few years computers has been assumed to be a necessity in America’s classrooms. Computers have been introduced to children from the elementary levels. Technology c...
Texting while driving is a widespread epidemic in the United States that has unfavorable effects on our society.“Driving while texting is the standard wording used for traffic violations” (Bernstein). It causes many people to be distracted which can lead to accidents. “Eighty-nine percent of people own a cell phone” (Gardner). That is a plethora of people that are at risk of texting while driving. Also, texting has increased by ten times in three years(Bernstein). “The risk of a crash for those who are texting is twenty-three point two times greater than those who are not” (Gardner).Driving drunk only makes a person seven times more likely to be in a crash (Bernstein). This means texting while driving is three times more dangerous than driving intoxicated. One in five drivers admits to texting while driving(Gardner). This shows that that texting while driving is a widespread epidemic. When a survey asked teenagers whether they text and drive,“seventy five percent of teens admitted to texting while driving” (7).Distracted driving causes seventy-eight percent of car crashes(Bernstein). “No distraction causes as high of a risk of an accident as texting while driving” (Gardner). Also with these statistics, it is not hard to understand why accidents in teenagers that are driving have risen. The Bluetooth capability in cars gives a driver a hands-free way to talk on the phone, but is still not completely safe (8). Also, only 1 out of 3 US cars sold in 2009 had this feature. New systems are being developed that will use Bluetooth as well a global positioning technology to allow parents to monitor cell phone use and texting while driving (10).
Hamlet’s “To be or not to be” Soliloquy in act 3, scene 1, reveals that Hamlet is a thoughtful and calculating character attempting to be cautious. Hamlet is looking at the prospect of killing himself from all viewpoints. In Hamlet’s soliloquy shakespeare strikes home with a pivotal human conc...
Technology is a recent development that has been widely used in many fields to enhance productivity and output. For instance, it has been incorporated in the education sector to allow easier access to information. Mostly, technology in education has taken the form of using computers and related accessories like software to enhance the learning capacity, information access, and development of students’ learning capabilities. In essence, extensive use of technology in classrooms has reduced the workload of tutors while enhancing the overall performance of students through employment of various programs aimed at developing the learning of students. Technology is used on all sorts of classroom scenarios including early childhood education. Some technologists and educations specialists, however, cite that use of technology in early childhood may be detrimental. This paper seeks to explore both the positive and negative attributes of use of technology in early childhood education.
Based on what I have read, technology effectiveness is a highly debated and argued topic among educators. There are many myths and misconceptions that even I myself have argued about technology use. For example, I always assumed that because I was a young, new teacher and used technology that most teachers who used technology were new and young like me. According to the article Research dispels common ed-tech myths, this idea is not the case. Veteran teachers are just as likely to use technology as new, young teachers (eSchool News Staff, 2010). A 2009 survey by Grundwald associates, found that as many as 34% of teachers were infrequent technology users compared to 22% who claimed that they used technology frequently, more than a third of their class time. This number is astounding to me. The research in this article seems to argue that even among those who do use technology in the classroom, many use it for tasks such as email, word processing, or games. Very few classrooms seem to be using the technology for actual learning and teaching.
Not many people would argue that computer technology is bad for the K-12 classroom. There is, however, a serious and thought-provoking debate going on regarding computer technology in the classroom. At issue is to what extent and at what age should computers be integrated in American classrooms. There is no question that a certain level of technology will bring improvements in academic achievement. In one study on children of low socioeconomic status a definite improvement was seen. It was noted that, “Increasing the technology available to students encourages, facilitates, and supports student achievement – at the elementary level, the most profound effects were found in the area of mathematics” (Page 391). Page also states that, “numerous studies have demonstrated that young children’s self-esteem or self-concept directly affects their academic performance” (Page 391).
It is no surprise that technology is rapidly taking over the world, and defining the day to day lives we live. As humans we are constantly engaged in some form of technology. However, the role of technology in early childhood classroom is a growing and controversial topic. The bottom line question for most teachers is whether or not computer based technology is developmentally appropriate for early childhood students, and if they benefit from using computers as a primary learning tool. Technology is the branch of knowledge that deals with the creation and use of technical means and their interrelation with life, society, and the environment (Webster Dictionary). Technology has been present in the world for centuries, from cave men to the industrial revolution which brought on a whole new era of technology to the United States. The Department of Education is granting schools with seven million dollars to help fund technology based learning just this year (Luebbe, 2011). Schools are now starting to be judged by the student to computer ratio, to determine the schools ability to provide a “quality” education. It’s no wonder everywhere we look and everything we do is a counterpart to technology.
Drenoyianni, Helen, and Ian D. Selwood. "Conception or Misconceptions? Primary Teachers' Perceptions and Use of Computers in the Classroom." Education and Information Technologies 3.2 (1998): 87-99. Web. 15 Feb. 2014.
Electronic Devices in Schools -. Detroit: Green Haven Press, 2008. Print. The. Higgins, Josh.
As time goes by, advances in technology will provide more and more avenues for learning by way of the computer. The Internet has opened the doors of the world and unleashed limitless possibilities in research and education. It may be only a matter of time when the classroom is brought online to all children and attending a school classroom outside the home is a thing of the past. Looking back over the last 20 years, I never would have imagined that computers would come this far and impact our lives so much. Just imagine where they will be 20 years from now.
Earle, Rodney S. 2002, “The Integration of Instructional Technology into Public Education: Promises and Challenges”, Educational Technology, vol. 42, no. 1, pp. 5-13, viewed on 12 January
Andy Carvin states “ internet access in schools isn’t worth a hill of beans if teachers aren’t prepared to take full advantage of technology” (2000). Schools spend a lot of money on computer hardware and software as well as other technologies without realizing that many of their employees are unprepared to include them in their teaching and use them to their advantages. Educators often use technology as a classroom management tool rather than an educational one, allowing computer time as a reward for good behavior (Clark & Gorski, 2001). The problem with this is that students learn to use the computer for games and such because it is their reward instead of using it on their own time for educational purposes. This is teaching them the wrong idea. Margaret Honey, director of the Center for Children and Technology in NYC said it best, “The bottom line is, you don’t just put technology into schools or into homes and expect miracles to happen. The technology is only as good as the program that surrounds it” (Meyer, 2002, p.2).