This essay discusses several examples of the way in which technology begun to move into the classroom.
IIntroduction
Technology has become an important part of our lives. While we may think of technology mainly in terms of science and the computer industry, it also plays an increasingly large part in education, in various ways.
This paper explores briefly some of the uses of technology in education.
IIDiscussion
Technology has entered the classroom in various ways; for example, television shows are created specifically for educational purposes and broadcast to the classroom. Alternatively, teachers are encouraged to purchase professionally made programs and use these visual presentations in place of traditional lectures.
Perhaps the greatest change, and the one that most clearly illustrates the “marriage” of education and technology, is the increasing use of the Internet. Sometimes entire classes are conducted via the Net; sometimes exams or lessons are posted there; sometimes technology is used in the classroom to create a project. The uses are varied, and the results have been mixed, but most educators seem to feel that as comfort with the technology rises, the integration of technology into the classroom will become easier and the results superior.
One use of technology in education was a project done with third-grade gymnastics students. Technology is just now coming into use in physical education, and pilot effort explored ways in which writing and movement could be melded. Physical education is rarely thought of as a field that lends itself to technological innovation, but this project proved its value.
The Review on Special Education Classroom
The purpose of this study is to know whether or not the Discrete Trials Training, one of the main strategies under the Applied Behavior Analysis of Lovaas, is an effective and applicable strategy for special children students especially those who are severely mentally handicapped. Knowing whether or not this strategy is effective for special children, this could be considered as the immediate ...
The young gymnasts were asked to compose their own routine, and then to verbally describe that routine. “Analogies were drawn between physical movement and the figurative representation in written form, which matched the actual physical form of the routine. The next step … was to construct a poem using the descriptive words and expressions.” (Finkenberg, 2002, PG).
The children then performed the routine, which was videotaped; a voiceover recited their poem as they moved. The concept was unique: the tapes showed the youngsters as they did their gymnastics moves and at the same time allowed the audience to listen to those same youngsters describing what the moves felt like to them, what they meant to them, etc. The entire class was videotaped; copies were made available to those who wanted them.
The program was a rousing success, integrating the two concepts, words and movement, through the use of video equipment; the tape was edited on a computer. This is a direct and innovative use of technology in the elementary classroom.
In another example, technology is being implemented to help elementary preservice teachers enhance their teaching abilities. It’s been found that many teachers have difficult teaching science; their difficult handling the subject can be traced, in most cases, to their own difficulties in learning it, because of the trouble their teachers had in teaching it. Technology may now be available to help them learn to cope with their bias.
One system now being implemented is the Inquiry Learning Forum. The ILF is a “web-supported professional development system explicitly designed to support a community of in-service and preservice mathematics and science teachers in sharing their beliefs … and their experiences … in their classrooms.” (Barnett, 2002, PG).
Some of the tools to be found in the ILF (http://ilf.crlt.indiana.edu) include videotapes of actual classes, teachers’ lesson plans, and examples of students work, among others. The ILF provides a way for university education instructors to interact with preservice teachers, many of whom are far away physically from the university (and who may consider the university professors out of touch with the problems of elementary classrooms).
The Homework on Mathematics Technology Lesson Plan
NTeQ Lesson Plan Project Title: Developing Time Management Unit Topic: Statistics and Data Collection Grade Level: High School (9th-12th) Overview: Students all over the world seem to battle with time management. Many students are involved in extra-curricular activities, or they work while they attend school. Therefore, they not only have the burden of the everyday school assignments, they have ...
(Barnett, 2002, PG).
The ILF is a forum where teachers and university educators can share knowledge, pool resources, and learn, and it would not be possible without technology.
Another source provides insight into an entirely different subject: how the Internet impacts language learning, and how Internet-based reading materials should be integrated into a foreign language curriculum. The author says that although many people have enthusiastically embraced the idea of using the Internet to help teach a second language (it would seem a natural, given its international scope), few instructors have stopped to consider how to use these materials in a sound pedagogical way. The author suggests three approaches: teacher-determined lessons, in which the teacher selects readings and materials and makes them available on his/her web page; teacher-facilitated lessons, in which the teacher provides a set of preselected resources, sets a goal for the student (“research German cities”), and then allows the student to proceed on his own; and student-determined lessons, in which the student determines the topic, resources he will consult, and the way he will structure the project. The first is the closest analogy to the traditional classroom, in which the teacher sets the lesson and the student completes it. The second places the teacher in more of a supportive role, rather than that of a pedagogue, and the third may be the most original, with the student pursuing his interests as a way to learn. (Brandl, 2002, PG).
None of these options would exist without the integration of technology into the educational program.
IIIConclusion
Despite the fact that it can be tricky at times, cause confusion, and is often cited as being overly complex, technology is here to stay. Common for years in the computer world, science, automotive and other such industries, it is now finding its way into education. The results thus far have been intriguing, and the wise use of technological resources would seem to provide opportunities for teachers to stimulate students’ imaginations in ways that would have been unthinkable a decade ago.
The Essay on Students Who Speak a Language Other Than English
Students who speak a language other than English at home and who are not proficient in English are known as English learners (ELs). These students constitute nearly one-third of California’s elementary school students and one-quarter of all K–12 students. As might be expected, these students’ incomplete mastery of English adversely affects their academic performance. Given that proficiency in ...
IVReferences
Barnett, M., Keating, T., Harwood W. and Saam, J. (2002) Using emerging technologies to help bridge the gap between university theory and classroom practice: challenges and successes. School Science and Mathematics, 102, 299-314. Retrieved February 5, 2003 from The Gale Group, San Diego Public Library, San Diego, CA at: http://web3.infotrac.galegroup.com/itw/infomark/76/338/57168137w3/purl=rc1_ITOF_0_A93447855&dyn=13!xrn_13_0_A93447855?sw_aep=sddp_main
Brandl, K. (2002).
Integrating internet-based reading materials into the foreign language curriculum: from teacher- to student-centered approaches. Language, Learning & Technology, 6, 87+. Retrieved February 5, 2003 from The Gale Group, San Diego Public Library, San Diego, CA at: http://web3.infotrac.galegroup.com/itw/infomark/76/338/57168137w3/purl=rc1_ITOF_0_A91579594&dyn=22!xrn_41_0_A91579594?sw_aep=sddp_main
Finkenberg, E., LaMaster, K, Barnes-Wallace, L., Creeden, K.O. (2002) Using technology in elementary physical education. JOPERD-The Journal of Physical Education, Recreation & Dance, 73, 12-15. Retrieved February 5, 2003 from The Gale Group, San Diego Public Library, San Diego, CA at: http://web3.infotrac.galegroup.com/itw/infomark/76/338/57168137w3/purl=rc1_ITOF_0_A93085912&dyn=17!prv_12_0_A93085912?sw_aep=sddp_main
