Technology in Class
Report
Technology in Classrooms The use of technology in classrooms is not only new to students, but it is new to teachers as well. The teachers became the students as they began to learn all over again. They are now called Facilitators because really what they do is just help lead the students to learning information on their own through the use of this technology. The growth of technology in classrooms has expanded greatly over the past few years. A Question usually asked when the topic of technology is brought up is should technology enriched environments be put in place and is it the right way to go about the future leaders of the world’s education. Most people look at these changes as a positive effect for classrooms, students, and teachers. On the other hand, there are several who are opposed to changes and ideas occurring. After much research, one will be able to realize that the positive effects strongly outweigh the negative effects. From my understanding there is huge benefits that can come out of this and very few down falls that is not worth preventing it from being put into place.
Students as young as the pre-kindergarten stage are exposed to technology in the classroom. The types of technology used include interactive whiteboards, touchscreen interactive computers, and smaller touchscreen devices such as iPods and mp3s (McManis & Gunnewig, 2012). As this technology advances, so do the classrooms. In order for technology to be truly beneficial at such an early age there are three needed components (McManis & Gunnewig, 2012). First, the technology needs to be age and developmentally appropriate for the learner (McManis & Gunnewig, 2012). Next, the teacher needs better support in implementing technology (McManis & Gunnewig, 2012). They need a strong understanding before they can use the technology within the classroom (McManis & Gunnewig, 2012). Finally, the technology needs to support the curriculum and the
Technology in Classrooms The use of technology in classrooms is not only new to students, but it is new to teachers as well. The teachers became the students as they began to learn all over again. They are now called Facilitators because really what they do is just help lead the students to learning information on their own through the use of this technology. The growth of technology in classrooms has expanded greatly over the past few years. A Question usually asked when the topic of technology is brought up is should technology enriched environments be put in place and is it the right way to go about the future leaders of the world’s education. Most people look at these changes as a positive effect for classrooms, students, and teachers. On the other hand, there are several who are opposed to changes and ideas occurring. After much research, one will be able to realize that the positive effects strongly outweigh the negative effects. From my understanding there is huge benefits that can come out of this and very few down falls that is not worth preventing it from being put into place.
Students as young as the pre-kindergarten stage are exposed to technology in the classroom. The types of technology used include interactive whiteboards, touchscreen interactive computers, and smaller touchscreen devices such as iPods and mp3s (McManis & Gunnewig, 2012). As this technology advances, so do the classrooms. In order for technology to be truly beneficial at such an early age there are three needed components (McManis & Gunnewig, 2012). First, the technology needs to be age and developmentally appropriate for the learner (McManis & Gunnewig, 2012). Next, the teacher needs better support in implementing technology (McManis & Gunnewig, 2012). They need a strong understanding before they can use the technology within the classroom (McManis & Gunnewig, 2012). Finally, the technology needs to support the curriculum and the
References: McManis, L. and Gunnewig, S. “Finding the Education in Educational Technology with Early Learners.” National Association for the Education of Young Children (2012) : pgs. 14-24. Web. 6 February 2013. Hopson, Michael H., Richard L. Simms, and Gerald A. Knezek. “Using A Technology-Enriched Environment To Improve Higher-Order Thinking Skills.” Journal Of Research On Technology In Education 34.2 (2001): 109-120. Academic Search Premier. Web. 22 Jan. 2013. “Impact of Information Technology on Education.” IT Impact on Education. Edu Route. Web. 6 February 2013. “Technology’s Effects on Education.” The Iowa Journal. Iowa Public Television, 1 February 2008. Web. 6 February 2013. Baek, Young Kyun. “What Hinders Teachers In Using Computer and Video Games In The Classroom? Exploring Factors Inhibiting The Uptake Of Computer And Video Games.” Cyberpsychology and Behavior 11.6 (2008): 665-671. Academic Search Premier. Web. 22 Jan. 2013. Jan Perney, et al. “Technology And At-Risk Young Readers And Their Classrooms.” Reading Psychology 30.5 (2009): 387-411. Academic Search Premier. Web. 22 Jan. 2013. “Effects of Introducing Technology on Teacher Professionalization.” Technology and Education Reform. U. S. Department of Education. Web. 6 February 2013. Definitely would benefit from stronger focus. What is the question being explored? What is the thesis? Include support for claims. 7.5/10, C