Cuban et al. (2001), however, found that teachers do not always have enough time to blend technologies into their teaching routine as easily as their pupils expect. In spite of the training, some teachers face certain low response/adaptability to changes. Hence, the top-down pressurers [external imperatives] must provide consistent support and guidance, sufficient time to get familiarized with the tools and positive rewards. These strategies allow finding opportunities into the digital age to make more pedagogical moves in teachers’ labour. Stepp-Greany’s study (2002) appeared to report gains for students related to their use of technology in their study ‘including higher motivation, improvement in self-concept and mastery of basic skills, more student-centred learning and engagement in the learning process’. In short words, the more student-centred learning is promoted, the more teachers and technologies can improve the education and learning. Technology and teachers are adjustable and compatible since they can complement each other and increase their valuable practices mutually. Laurillard (2008) suggested that technology could bring collaborative learning for teachers, and now, we can add to her statement the students, in order to show what both groups [teachers and students] could do best in their academic settings.
One of the goals of using new ways of teaching in different levels of education (i.e. higher education, adult education, secondary school) is to promote
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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.
This article explores the evolving landscape in education, where increased use of technology is not only recommended, but is essential. It explains the learning styles of millennials and digital natives, and compares them to “traditional” learners. The article makes it clear that teachers must be willing to adapt their teaching style to meet the needs of today’s students. This study was an action research inquiry, using the mixed methods model. Quantitative data was gathered through survey answers and observation checklists. Interviews and focus groups provided the qualitative data. The results of the study reveal that students who received instructions through technology were more engaged in the activity and asked fewer questions than the students who received the instructions verbally. The students that were guided by technology were also more reflective about their learning and were more excited about the project. The self-proclaimed weakness of this study is its relatively small scale. It recommends that a larger scale study be completed in the future. That being said, this study does seem to confirm Gagne’s principal of the importance of gaining the attention of the learner. Using technology in the classroom appears to be a viable manner of obtaining students’
In Lavin, Korte, Davies). The result of the study further pushes the notion of how important it is for school staff to understand the given technology so they can distribute the information effectively to their students. All the technology in the world will be ineffective if the teachers themselves are not passionate of their work. “Technology has the potential to transform the learning environment from passive to active and more subject to the control of the learner.” (qtd. In Lavin, Korte, Davies).
Technology and learning are becoming more and more hand in hand as technology gets improved and learning styles are figured out about students. There are a couple of learning theories that teachers need to know to provide students with the best learning situations to make sure that students are learning everything that they need, so they can be ready and successful today and are able to go into the workforce and be a benefit to future employers. This paper we are going to discuss how technology is going to help these student with technology.
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
I learned that this would make me a better teacher because I will not be doing things only one way. I have learned that although that a lot of teachers believe that the traditional way is to go; technology is the way to go. Due to technology, pupils have better access to resources they need; they are also able to share their thoughts with other pupils, as well as work together as a team (T-Team, E-Everyone, A-Achieves, M-More) even with professionals on things they like, they can judge and see what is good for them and what is not. In the end, these realities lead them to a change of outlook towards learning and become more accountable for what they acquire. Nevertheless, as a teacher, I know that my pupils and I will benefit from technology, as we are able to utilize it as a tool for better communication and group effort in and out of the classroom. At the end of the day, technology has permitted me to assess my pupils in an array of ways in resemblance to the past and most essentially technology has allowed me to improve my
It is crucial that students are not just being educated in only one way. Each child is different; as a result, learning styles should be versatile and open to new strategies. By learning to use technology correctly, teachers are preparing themselves, and the students for the future by developing certain skills that will be essential in the 21st century. Besides developing the students’ technology skills, students will
The incorporation of technology in education encourages students to become critical thinker’s problem solvers, who use strategies and practices learned through technological activities and apply them to their own lives. The use of technology in the learning environment encourages students’ engagement in teaching and learning activities, combined with the provision of opportunities for students ’higher level of learning and collaboration, which are necessary skills required for successful achievement in today’s college and career lives.
This essay will explore the role of teaching, the purpose of schooling and the use of technology in the Digital Age with a focus on the implications the Digital Age has on teachers, teaching and the use of technology in schools. The Digital Age signifies the period since the 1970’s, which saw the change in the way we interact based on information computerization and saw the prevalence of the high-tech global economy that surrounds a knowledge-based society (Wikipedia, 2014). This period saw the rapid increase of the technological capacity to store information (Wikipedia, 2014). Traditionally, schooling is defined as the transferring of knowledge and skills in a school environment (Merriam Webster, n.d.). Schooling additionally includes the social and cultural structures such as the organisation of time reflected in the school timetable, the role people assume within the school and the knowledge that makes up the curriculum (Selwyn, 2012). Along with the obvious processes of teaching, learning and communication, the processes of socialisation and regulation should also be considered when thinking about schooling (Selwyn, 2012). A person who teachers or instructs, especially in a school environment is referred to as a teacher (Merriam Webster, n.d.). The priority of the teacher should be to seize the opportunity for learning experiences (Creighton & Dickson, 1969). Society has always had high expectations of teachers as protectors, inspirers and critics (Creighton & Dickson,
Technology can help students in all areas of study. Students need to be able to use this technology since, “Currently and in the near future, it is understood that students need to acquire more autonomous skills of ‘information gathering, analysis, and display’” (Todnem, 2004, p. 1). Furthermore, the use of technology, mainly the internet, provides for variation since “Students find themselves bored and burnt-out of the lecture format to classes, so changing the curriculum and instruction to include things like online assignments and educational videogames can be one clear remedy” (Todnem, 2004, p. 1). Teachers who have implemented technology into their classrooms have noticed changes in their students. The most common of these effects being an increase in motivation. In “Effects of Technology on Classrooms and Students” another positive effect is given “technology effect stressed by many teachers was enhancement of student self esteem” (“Effects,” 2004, p. 2).
As we navigate through the 21st century, technology in the classroom is becoming further predominant. iPads are replacing our textbooks, and we can research any desired topic on our smartphones. The impact that technology has had on today’s schools has been utterly momentous. Educators have now seen firsthand the numerous benefits of technology in the classroom. According to a study by IT Trade Association CompTIA, around 75 percent of educators have come to the conclusion that technology has a positive impact on the education process. Educators have also recognized the significance of developing these technological skills in students so they will be prepared to enter the workforce after they graduate (Cox). By incorporating technology in the classroom, teachers are setting our students up for a successful life outside of school. The increase of technology has even changed how teachers teach along with how
There is much in the literature regarding the use of technology in education. According to Dede (2009), Banister (2010), Peled and Schocken (2014), my topic can be characterized as technology in education is an effective tool for motivating student engagement, increasing academic success, and providing new environments for students to learn. Thus, the more technology that is incorporated in a students’ earlier grades, the more inclined they will be to prefer that type of instruction in their latter years. It is an important topic with respect to education because the wave of new technology is increasing at rate never before seen in the field of education. These articles track the study of technology use in the field, and how they are beneficial for my study of technology in education. All of the articles support the idea of the use of technology in education, and each represent a different aspect in which technology can improve a child’s education.
In the world of education, educators ought to be growing and learning right along with their students. In order to develop meaningful learning experiences and curriculum that challenges students, teachers must set objectives and goals that not only meet state standards but involve the incorporating of new emerging technologies. Goals need to be directed towards programmatic outcomes and long term learning for both the student and the educator. In this paper we will go further in depth on how one can reach their goals of one, growing in the field of education by staying current with emerging technologies and acknowledging the skills necessary to implement technology into the profession of education. Investing in the teacher’s professional development in regards to technology. And secondly, becoming a technology leader on campus helping those individuals resistant to change.
studies and stories have shown that the use of technology in learning environments actually enhanced people's ability to learn and discover new new abilities. Introducing technologies into teaching can encourage classroom productivity and connections with students more dynamic by redefining how students interact with their teachers and peers (“Teaching With Technology”). Technology also helps transform everyday, routine lesson plans to the next level by introducing experimentation as well as being able to step outside normal practices and explore new possibilities.