Evaluating Kindergarten Teachers ' Perspectives About The Practice Of Effective Computer Technology Procedures And Its Incorporation Into Their Current

Technology of the past 20 years has become a focal point of teaching and learning. As a teacher, it is my job to facilitate the learning for an individual by creating an environment that not only conducive for learning, but also places the child in a position to discover and learn them for themselves. Technology has given teachers to opportunity to take learning beyond the classroom, and has begun to reshape their role in the learning process.

Teachers can use technology within the classroom to assist with providing instructional guidance and education to students. However, the use of technology in the classroom has both its advantages and

Technology in the classroom is important for teachers, parents, and students alike, because technology use has become a necessary skill for survival in today’s vastly expanding technology driven global economy. Research has shown an increase in student’s success rates when exposed to technology in the classroom. Also technology has opened lines of communication between educators and parents to keep students on track, and help teachers educate better.

A review of literature was done and then based on the research; a survey was conducted to find out what factors contribute to classroom teachers’ use of computers in instruction. Two previously tested instruments that were used in large scale surveys were used to develop this survey. Validity and reliability were established through the piloting procedures of Tailored Design Method (Franklin, 2007). A modified pilot study or pretest was done by experts in education, research, and technology. According to Lodico, Spaulding, and Voegtle (2010) any survey should be pilot tested with a small group that was similar to the actual participants.

Society is becoming more reliant upon technology every day. Technology is found in hospitals, banks, grocery stores, homes, and schools across the nation. As technology becomes more prevalent in the classroom, teachers need to learn how to use it effectively. Differentiating instruction, facilitating learning, enhancing communication, and facilitating instruction are all appropriate ways to use technology in the classroom (Standards for Teachers). Once these types of technology are mastered, student performance, creativity, and thirst for knowledge should begin to increase.

The first set of questions were used to see what technology teachers use and how often they use them. The seven different devices that were surveyed are computers, smart boards, mobile devices, tablets/iPads, digital cameras, clickers, and televisions/projectors. Each device was rated based on use either daily, weekly, monthly, yearly, or never. Using this data we can see which devices are used most and least by teachers. These charts also show us which devises teachers and students are most familiar with in the classroom. The most significant statistic from this first set of questions is that 91% of teachers use computers daily and weekly in the classroom (Fig.

With the advancement of the technology, it immerses more and more in our everyday life. It surrounds us, helps us to overcome the problems that arise and assists in our everyday life. At the same time, it also surrounds our children who have to learn how to deal with the emerging technological environment. The ever growing importance of the computer technologies has also evolved to be used in the classroom for educating children. It is no doubt that such inclusion is necessary, considering the developments of our society.

The questions are asked are urban school districts, educated of the same level as its counterparts. Some question we need to ask during this research is as follows: do urban schools have larger enrollments, on average, than suburban or rural schools at both the elementary and secondary levels? Do urban teachers had fewer resources available to them and less control over their curriculum than teachers in other locations, as did teachers in urban high poverty schools compared with those in rural high poverty schools? At least as likely to have a parent who completed college? At least as likely to have parents with high expectations for their

The role of technology in early childhood education is a controversial topic to both teachers and parents. The main concerns of both teachers and parents is the potential benefits for young children’s learning and development.. Supporters and non-supporters agree on the importance of young children’s social, emotional, cognitive and physical development. Supporters feel children should have the opportunity to use the computer as another tool to aide in and encourage their development. Non-supporters agree the computer may be a useful tool for young children but feel many teachers may not be using the computers in the best way to promote a healthy development in the child.

However, the fact that the study only focused on a small group (a specific university students), a specific race (whites), one specific social class (middle class), and one gender (female) makes the credibility of the findings questionable because we cannot use them to develop a general conclusion to represent all the teachers. The researcher also acknowledged this by stating that the findings from the study can be used to inform other groups, but is not meant to be representative of all teacher researcher groups (Vetter,

A two way analysis of variance (ANOVA) was used to analyze the data. There were some instruments that were not administered in this study therefore bias and error was not eliminated. For example, there were limitations to the study, as stated in the text, there was no control for teacher expectancies and how this would influence student setting their goals. The second limitation was that only one subject area was used in the study. The scores on the measures of this research are both valid and reliable because the researcher has attended to potential threats of validity

The scope of this case study will be confined to teachers within the XYZ Georgia school system. There are several restraints to this study. One restraint is that Pre-K teachers only have access to stand alone/desktop computers and software applications. Additionally, due to lack of funds, the district has placed the additional available

The quantitative method for this study is being used because of the statistical, arithmetical, or a numerical study of facts gathered through surveys, and questionnaires (Babbie, 2010). The quantitative will allow to measure before and after. This quantitative research is significant because it will statistically show the number of teachers that improve with a before and after test design. The methodology will be a Quantitative Quasi-Experimental Pre-Post Test Design.

During today’s quest, you will employ your performance character skills to survey a current application for digital technology and its social, moral, and ethical implications for teachers. You will begin in the Introduction Level where you will read an explanation of the technology application and how it relates to ethical concerns for teachers. You will proceed through two additional levels prior to reaching your ultimate destination, The Conclusion, where you will collect your experience points (xp). Collect four badges along the way to help you monitor your progress.

Education is one of the most important professions in the working world. Technology has done many things for us in today’s society especially for education and schools. Technology in the school system has impacted the students and teachers in many positive ways, including virtual field trips, testing tips, teacher resources, class web sites, and lesson plans. With computer use in our schools, we have access to many different sources and various types of learning.