Learning Theory From The Classroom

One of the aspirations of New Jersey Board of Education is to “integrate and advance the use of education based technology to enhance student learning and assessment of student.” If this goal is to be achieved, schools will have to start incorporating technology into curriculums. Nowadays there are many ways teachers can embody technology into the classroom. For example, students attending Manual Arts School

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.

Media culture and technologies influence on curriculum in the classroom over the last 20 years has been astronomical. The increase in the use of multimedia and technology in our everyday lives has become a major influencer on the way students and teachers navigate within their classrooms. This has created a sense of urgency to incorporate this new tech culture into the classroom. With so many advancements and ideas for the facilitation of technology in the classroom, there are a number of seemingly outlying factors that contribute to technologies successful incorporation and use. When technology is seen as a valuable collaborative tool in the eyes of the students and educators it can aid in student learning, understanding, and lesson facilitation. When technology is not seen as a valuable collaborative tool its implementation and use is stagnant. The perception and attitudes of teachers play a major role in the success or failure of the introduction and implementation of technology in classroom.

In the articles “What Is The Future Of Technology In Education?” by Matt Britland and “New Class(room) War: Teacher vs Technology” by Samuel G. Freedman, two different viewpoints are expressed toward technology integration education. The authors show the implications of technology on the attitudes of teachers and students. Britland and Freedman agree that technology and theoretical framework are two inseparable facets but propose different solutions to the actions that should be taken to result in pedagogical expertise.

Comprehension as a process is an intriguing phenomenon. The ability to understand a particular student is affected by inevitable factors such as age and intelligence of that individual. The method employed during teaching is a constant factor. The intelligence quotient varies between various individuals. It is, therefore, paramount to always employ an effective means of teaching. This entrusts a feeling of equity ascertaining that all students acquire a minimum preset level of comprehension of the subjected lesson. The forged policies and pedagogy is a by all means a basis of universal teaching that can encompass a qualitative learning process. This can be achieved by several factors such as learning some characteristics of

In the ITEC 7460 Professional Learning and Technology Innovation course, I completed an Individual Teacher Technology Assessment using Knight’s (2007), Partnership Approach. In this artifact, I was able to assess and coach a colleague in integrating instructional technology. Throughout our partnership, I was able to keep a coaching journal to record what I had learned, discuss the challenges that I faced, the coaching strategies that I used, and the impact of technology integration.

In the article, “Technology Instruction: Fixing the Disconnect,” the authors state that schools that do not adapt to teaching with these new technologies that surround students outside of the classroom reflect “a decline in school’s relevancy to students’ futures” (Larson, Kuhn, Collins, Balthazor, Ribble & Miller, 2009, p. 55). In order to prepare teachers to meet the needs of today’s students, schools need to provide teachers with support from a technology specialist who also understands “the art of teaching” and how to transform curriculum with technology (p. 56). Teachers need to not only learn how to use the technology but also be willing to rethink how they teach and manage the classroom (p. 57). Allan Collins

This week’s reading continues to provide context to what technology integration should be in the classroom.  Roblyer furnished definitions for three types of web-based lessons:  Interpersonal exchanges, Information collection and analysis and Problem-solving (Roblyer, 2016, p. 219).  While I may not use these phrases with teachers, I will be able to track the types of coaching experiences I bring to my teachers. Currently, my teachers are engaged in information collection.  With enthusiasm, teachers are checking out computer carts for their students to do research on a historical event, a prominent figure, or a principle in science.  However, reading

This semester has been a challenged for me. I have encountered some obstacles personal, professionally as well as a student. However, with determination and my passion to be truly a good nurse. I have made some decisions and adjustment within myself in order for me to be successful this semester. I am very blessed that I am successful and have attained some of my goals in order for me to get a better grade and able to pass all my classes.

Technological Pedagogical Content Knowledge (TPACK) is important in the field of instructional technology because it is paramount to ensure that teachers know how to use the technology that they are supposed to integrate into there classrooms. I also can say, that TPACK is extremely helpful in the corporate world as well. If I am expected to use the technology in the office and explain how to use it, I better be sure I know how the technology is being used. In the corporate setting, much like the classroom, if you don’t know how to use the technology you are integrating into office use, you will not only be frustrated but, those you are teaching

In classrooms today, it is important for teachers to use technology with their students, but only in a way that enhances the material being taught. For this reason, it is essential for teachers to understand the concepts of the TPACK framework. The TPACK framework includes technological knowledge, pedagogical knowledge, and content knowledge. It is obvious that a teacher must know the specific content to teach and know how to teach it, but it is less obvious to note that they must know how to effectively integrate technology into their lessons in a way that will enrich student learning. Often times, teachers place technology into their classrooms through the use of PowerPoints, laptops, iPads, etc. and do not effectively use the technology in

This essay discusses two of the theories surrounding children's learning and development. It further goes on to discuss how they could be used to inform practice in the classroom. The two theories to be discussed are Vygotsky’s Social Development Theory and Gardner’s Multiple Intelligences Theory.

In his book, Foundations of Educational Technology: Integrative Approaches and Interdisciplinary Perspectives, Michael Spector explains, “It is not sufficient for a teacher or trainer to understand the use of a technology. What is essential for effective learning and instruction is for a teacher or trainer to understand how to best integrate the use of a technology to achieve instructional goals pertaining to a subject area with a group of learners” (Spector, 2012). PAGE NUMBER

Technology has had and will continue to have, the ability to transform society and necessity to incorporate into education to, as Bruce, 1998 simply states it, “…learn technology, learn through technology, and learn from technology.” (p. 22) Teachers, not computer technologies themselves, need to take ownership of the responsibility ensuring students learn well with any given technology. Teachers and school leadership must be willing to use the available tools appropriately, integrate into the development of lesson plans and implement in the classroom for it to be successful to support the education of students. As technology advances forward at a relentless pace,

The technique also holds that associating learning activities with a certain reward such as monetary rewards and promises for better grades, adversely affects the learning process and negatively motivates the students to learn