Design And Make Play Chapter Summaries

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The overabundance of stimuli that comes from technology negatively affects the traditional classroom atmosphere and should be done away with. In the article “New Class(room) War: Teacher versus Technology” by Samuel G. Freedman, Freedman brings up the touchy subject of technology in the classroom setting and how numerous students and professors differ in their views concerning the use of technology.

Being raised in a very STEM-centric family, I began to realize the importance of STEM at an early age from spending time with my parents during school breaks. My mother is a professor of electrical engineering at Georgia Tech and my father is a civil engineer who works for Georgia Power. I played around with Scratch and small robots when I was very young, spending a lot of time at Georgia Tech. What we, humans, can create fascinates me. I

According to Huff Post Education, part of the Huffington Post internet newspaper that caters to the world of education, companies such Google, Verizon and Microsoft are pouring in million upon millions of dollars to provide schools with the latest in new gadgets and devices. The schools are in return, are looking for technology to revive student performances in the classroom (Contributing writer to the Huffington Post, 2010). As I mentioned earlier, my goal is to produce lifelong learners. I want my students to be just a captivated in my class as they are to latest music video by their favorite artist. Engagement is the true issue here, and begs the question, “Does technology foster engagement or inhibit it?, (Ain, 2011). I for one, believe that technology can do what is it purposed to do, and that is to foster engagement and enable critical and creative thinking (Ain,

For example, calculators are utilized in math and science classes to solve for arithmetic solutions to number problems, while smart phones and tablets are introduced in my Early Learning toddler classroom to engage students in intentional learning via the plating of games for identifying and matching objects as well as occasional watching of a kid friendly video. Moreover, the article Technology in the Classroom Versus Sustainability suggests that “Technology also changes the way instruction is delivered by offering educators effective ways to reach different types of learners and assess student understanding through a wider array of options” (Knott,

Education in classrooms are getting a different twist these days. In order to get kids more engaged at learning, teachers are trying to figure out ways to get then interested. With a handful of technology available that can distract kids from learning, teachers are using that same technology as a tool for learning.

In this information age, most people have access to multiple high-tech devices and they start to become dependent on those devices. Cathy Davidson, a famous American scholar and university professor at Duke University, proposed some new ideas of technology to change people’s lives from the perspective of education. In her article “Project Classroom Makeover”, she argues how the information age has created a new model for education which further change how students learn as well as how instructors teach. The participatory model, she promotes is described as a “student-led curiosity, whose object was not a bunk of white plastics, but the very nature of interactivity, crowdsourcing, customizing and inspired inquiry-driven problem solving” (54).

The leadership team discussed specific outcomes that they want accomplish, taking into consideration the issues they want to address. After careful deliberation, they decided that they wanted to create a process of implementation with a feedback loop in which teachers and staff discuss each lesson. Documentation would be written down of what worked and what did not work and modifications could be done for the upcoming lessons. This could be accomplished by setting time for staff to meet and discuss lesson implementation, areas of strength and weakness. After discussion the staff would discuss and change the lesson plans to meet the needs of classroom. By crating this process of implementation staff can course correct

You walk into most public-school classrooms and you see laptops, I pads, Desktops and sometimes smart boards. These are used as learning tools. When using these tools, the kids really are learning with a hands-on approach. For some kids, it’s a helpful tool for other kids it’s a distraction. The students can use technology for school work at home and it also helps with the Turing in process with teachers. I think that technology can be useful in a classroom setting but should not replace the classroom

Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. Arlington, VA: NSTA Press.

According to the experts at http://www.innovativereading.com, “The hard truth is that technology is too powerful for kids to handle alone, and they will always choose the fun, highly stimulating option over any other activity unless parents give firm guidance.” This proves without limitation and guidance, kids can go overboard with technology. Still, the parents in The Veldt chose not to make rules, and in return, they were killed. Yet, one teacher encouraged her students to try something

The research topic of this study is how integrating technology into a middle school classroom effects student engagement and performance on assessments. Students that are currently in middle school have grown up with technology surrounding them their entire lives. When these students see technology as a part of their everyday life, it seems natural to include technology in their school work whenever possible. It is true that some schools lack the resources to allow classes to integrate technology as frequently as they would like, however, this study will look at the effect that technology has on engaging students in their lessons. This study will also explore if an increase in student engagement leads to improved achievement

Technology has almost no impact on student's engagement if it is presented in inappropriate manner; as a result of which students are not motivated to enhance their scope of knowledge and interaction with each other. Susan Pinker in her article “Can Students Have Too Much Tech” claims that mission of providing technology to children from low income class to improve their interaction in education failed because of low quality of gadgets, lack of adult supervision and teacher training with technology; consequently, students misused the gadgets, scored less grades, and isolated from peers and family. Despite the fact that certain questions remain unanswered, the author provides not only strong and connected arguments, but also references to experts in this field to support the arguments.

She had a drawer on her desk for substitutes. Posters with things like the scientific method, main idea, clocks, schedules, alphabet with words that start with each letter, and the current spelling words were all on the walls. The teacher would have the students “take pictures” of things on the board to remember for test. For oral discussions students would clap when other students got the correct answer. For reading there were three groups going at a time. The group at the table with the teacher, a group listening and following along, and a group reading to each other while timing the reading to improve speed. When the other class of students came in she continued the work because her class and the other class follow the same lessons. The students from the other class were very respectful toward her and her to them.

Inside of the classroom there was a different objective I observed such as three calendars, three tables, a cabinet, 15 pack backs on the shelves and glitter. There were 2 flags, four plants and children sitting and lunch set. There were wood blocks, children pictures, pencil and crayons. There was hand paint, one clock and three rugs. There was three teachers and one with it an apron on.