Technology in the Classroom
Bielefeldt, Talbot. "Guidance For Technology Decisions From Classroom Observation." Journal Of Research On Technology In Education 44.3 (2012): 205-223. Computer Source. Web. 12 Feb. 2013 http://ehis.ebscohost.com.ezproxy.gsu.edu/eds/pdfviewer/pdfviewer?sid=472c8b61-36cd-4aa1-9024-21d91068b786%40sessionmgr15&vid=6&hid=15 (S.G) The purpose of this article was to give guidance to schools about the integration of technology into the classroom based solely on the observation of students who have been give exposed to or given technology in the classroom. The investigation of what is observed during learning opportunities in the classroom with a student using technology is important because only observation can ensure that that data found through methods such a surveying or interviews are correct. “Only observation of students and teachers at work can document the learning experience itself. It helps determine whether an invention has actually been implemented before a program tries to evaluate outcomes” (pg 16). What observation experiment found was that technology does help students to learn the material materials, however, it puts more pressure on the student when they are in a classroom setting because they have to focus on the accuracy of the school work assignment that is being done as well as the issue of using the technology correctly. (T.L) Braiker, Brian. "Technology in the Classroom: The Good and Bad." The Huffington Post. TheHuffingtonPost.com, 17 Jan. 2013. Web. 25 Feb. 2013. (T.L) In this article Braiker goes into great detail to show the importance of integrating technology in school and how important it is to start incorporating this into children’s lives at such a young age. In the beginning of this article Braiker uses educator Chris Crowell as an example of someone who strongly believes in incorporating technology. Braiker then goes on to discuss the difference between addiction vs. engagement, and how many seem to confuse the two when talking about technology. Lastly, Braiker talks about his interview with Mandy Brooks, who is the director of education and research at Sesame Workshop, and her hands on experience with children and technology and that “Research has shown that kids engaged in interactive media appear to retain information better than their peers who passively watch” (Braiker). I find this article very useful, especially for anyone researching more information about a variety of studies involving technology in the classroom. (A.M) Brown, J. Mariah. "DOES THE USE OF TECHNOLOGY IN THE CLASSROOM INCREASE STUDENTS‟ OVERALL ACADEMIC PERFORMANCE?"Gonzaga.edu. N.p., Dec. 2011. Web. 20 Feb. 2013. (T.L) As technology becomes increasingly prevalent, Brown emphasizes the fact that today most people cannot think of doing such a minor task without the use of technology. This is especially among children, who are the most frequent users of technology. In this publication Brown states, “Technological advances provide easier facilitation of and access to information, but technology does not change the message received by students, or the students’ ability to grasp and retain information” (Brown et. al. Thurlow). Brown, throughout this publication continues to discuss the effective ways of integrating technology into the classroom, selecting which technologies to use, and also the problems that are faced. The only way technology can be effective is if teachers use it correctly, not to teach the students, but to use it as an educational tool. I would recommend this source to anyone looking to research more on how to effectively integrate technology and the purpose of its use in the classroom. (A.M) Chatel, Regina G. "Computers Use In Preschool: Trixie Gets A Screen Name." New England Reading Association Journal 41.2 (2005): 49-52. Education Full Text (H.W.Wilson). Web. 14 Feb. 2013. (C.J.) The combination of technology and early childhood education is very controversial and...
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