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  • I will be discussing the effectiveness of technology in classrooms today.I have examined multiple research studies and found evidencesupporting the implementation of technology. I specifically researched the implementation of technology and how it actively engages students, increases student achievement, increases student collaboration, develops problem solving skills and critical thinking in students, and prepares students for their careers and futures using technology in their everyday lives. We are in an era where technology is part of our everyday lives and is essential in classrooms across the United States.
  • In a study by Lin, Kratcoski, and Swan (2005), 23 third grade students were working with ubiquitous tools during a science unit. Students created products using various forms of technology including multiple software programs on computers, Bluetooth technology, video cameras, and document cameras just to name a few. Students were actively engaged while using the various forms of technology in the classroom. According to another study of integrations of technology by Cottrel, Killeen, Kratcoski, Kruse, and Miller (2007), students stayed on task for longer periods of time and created work of higher quality.A. Students were intrigued and motivatedby the use of technology, while learning content.B. By using technology in the classroom, all students were active participants. C. “By encouraging students to share their work to others, students will more likely be motivated to create pieces they are proud to present (Lin, Y., Kratcoski, A., and Swan, K. 2005).” When students know that their peers will be critiquing their work, they will be more accountable for their work.
  • I. When looking at the data in the chart, it is evident that technology use at the elementary and secondary level increases student achievement.II. Usingmultiple digital devices can impact student achievement (Lin, Y., Kratcoski, A., and Swan, K., 2005). A. When using technology you can virtually meet the needs of all students learning styles. B. If teachers are given the appropriate staff development, they will know how to implement the technology effectively while meeting standards.III. Resultsof a study on the effectiveness and impact on student achievement using a document camera, Cottrel, Killeen, Kratcoski, Kruse, and Miller (2007) found:A. Students were transferring knowledge from editing using the document camera to their work.B.When their work is projected using the document camera students found mistakes they would not have found sitting at their desks.
  • Technology increases student collaboration. A. Students brainstormed with each other. They were all working together towards a common goal. B. When students use technology to create products as groups, such as the Lin, Kratcoski, and Swan (2005) study, “students began peer teaching on another. Students also began to negotiate roles and responsibilities.”C. Students used adocument camera in the study by Cottrel, Killeen, Kratcoski, Kruse, and Miller (2007). 1. Everyone was working together for a common purpose. When technology is used in classrooms students are focused on task on hand and less likely to be off-task. 2. Writing was a collaborative process among the students and the teacher. The students were helping the teacher recognize mistakes and make changes. They could see an example and analyze it as a group. This will help the students internalize the steps of the writing process and transfer the skills they learned to their own writing. 3. Instead of what happens traditionally in classrooms, students were sharing their project with entire class and not just with the teacher. The students will hold themselves more accountable when they know their peers will be analyzing their work.
  • I. Technology develops problem solving skills and critical thinking skills such as cause and effect, deductive and inductive reasoning, comparison, patterning, and classification. A. Students can use technology to research, communicate, and present information to enhance their problem solving skills and critical thinking. B. “Research and evaluation shows that technology tools for constructing artifacts and electronic information and communication resources support the development of higher-order thinking skills. The findings hold true when students are taught to apply the processes of problem solving and then are allowed opportunities to apply technology tools to develop solutions.”(Burchett, Cradler, Freeman, and McNabb 2002).” 1. Teachers should implement technology with a primary focus on the content standards and connecting to real life experiences. When doing this teachers must teach the students how to problem solve and use technology to enhance and apply those skills. 2. Students will be able to use their problem solving skills and critical thinking when given the proper scaffolding. Additionally, they will be able to transfer those skills to multiple content areas in school and in real-life situtations.
  • The implementation of technology in the classroom prepares students for their careers and futures using technology in their everyday lives. 1. According to research conducted over the last 20 years from Apple Computer (2005) A. Technology helps students master fundamental skills for future learning.When the students are beginning to work, they will need to know how to use computers in various manners. 1. They will need to know how to search and apply for jobs via the internet. 2. They will also need to use computers to create resumes and send to potential employers. 3. Additional tools that would help students prepare for their careers would be word processing, spreadsheets, using various programs to create drawing, or even designing and creating web pages. B. Technology helps students become proficient users of technology. 1. Allowing students access to technology in the classroom gives them the opportunity to work with various programs and forms of technology that may to use after high school in their vocations or as they are continuing their education. 2. When students use multiple forms of technology, they will feel more comfortable working with and learning new computer programs or other forms of technology. C.Technology prepares students with 21st-century skills. D. Technology motivates students to higher levels of achievement.
  • With the data I have presented, one can clearly see the positive effects of using technology in our classrooms. I have presented the implementation of technology and how it actively engages students, increases student achievement, increases student collaboration, develops problem solving skills and critical thinking skills of students, and prepares students for their careers and futures using technology in their everyday lives. Technology not only has positive effects in the areas I discussed, it is a necessary and essential tool for our students to be able to use with confidence on a daily basis. In order for students to be successful in the world today, they must have knowledge and experience using technology to reach their fullest potential.

Technoology Power Point Technoology Power Point Presentation Transcript

  • THE EFFECTIVENESS OF TECHNOLOGY IN CLASSROOMS Introduction Technology Actively Engages Students Technology Increases Student Achievement Technology Increases Student Collaboration Technology Develops Problem Solving Skills and Critical Thinking Technology Prepares Students for the Careers and Futures Conclusion References
  • THE EFFECTIVENESS OF TECHNOLOGY IN CLASSROOMS By Ceara Melicher Photos taken from Yahoo Images.
  • TECHNOLOGY ACTIVELY ENGAGES STUDENTS “By encouraging students to share their work to others, students will more likely be motivated to create pieces they are proud to present (Lin, Y., Kratcoski, A., and Swan, K. 2005).” Photo taken from Lin, Y., Kratcoski, A., and Swan, K. 2005.
  • TECHNOLOGY INCREASES STUDENT ACHIEVEMENT Meta-Analysis Instructional Number Percentile Level of Studies Gain over Analyzed Control Group Burns & Bozeman (1981) Elementary & 44 14 Secondary School Roblyer (1988) Elementary to 82 12 Adult Education Schmidt, Weinstein, Special Education 18 22 Niemiec, & Walberg (1985) J. Kulik, C. Kulik, & Elementary 44 16 Bangert-Drowns (1985) Neimiec & Walberg (1985) Elementary 48 14 Bangert-Drowns, J. Kulik, Secondary 51 10 & C. Kulik (1985) Table excerpted from Kulik, James A. (1994). Meta-Analysis Studies of Findings on Computer-Based Instruction.
  • TECHNOLOGY INCREASES STUDENT COLLABORATION Examples of Collaboration  Brainstorming  Peer Teaching  Study of Situated Learning in an Ubiquitous Computing Classroom by Lin, Kratcoski, and Swan (2005) Photos taken from Yahoo Images.
  • TECHNOLOGY DEVELOPS PROBLEM SOLVING SKILLS AND CRITICAL THINKING According to Burchett, Cradler, Freeman, and McNabb (2002), “Research and evaluation shows that technology tools for constructing artifacts and electronic information and communication resources support the development of higher-order thinking skills.”
  • TECHNOLOGY PREPARES STUDENTS FOR THEIR CAREERS AND FUTURES  According to research conducted over the last 20 years from Apple Computer (2005)  Technology helps students master fundamental skills for future learning.  Technology helps students become proficient users of technology.  Technology prepares students with 21st-century skills.  Technology motivates students to higher levels of achievement. Photos taken from Lin, Kratcoski, and Swan, 2005.
  • THE IMPLEMENTATION OF TECHNOLOGY oactively engages student o increases student achievement o increases student collaboration o develops problem solving skills and critical thinking o prepares students for their careers and futures
  • REFERENCES Banister, S. (2005, Spring). Exemplary technology integrators in the elementary school: The impact in a fifth grade classroom, 1. Magadore, Ohio: Journal of the Research Center for Educational Technology. Burchett, R., Cradler,J., Freeman, M., and McNabb, M. (2002). How does technology influence student learning, 29. Learning and leading with technology. Cottrell, S., Killeen, E., Kratocoski, A., Kruse, A., and Miller, D. (2007, Fall). Exploring the use of technology to facilitate the writing process, 3. Journal of the Research Center for Educational Technology. Kulik, J. A. (1994). Meta-analytic studies of findings on computer-based instruction. In E.L. Baker, and H.F. O’Neil, Jr. (Eds.). Technology assessment in education and training. Hillsdale, NJ: Lawrence Erlbaum. Lin, Y., Kratocoski, A., and Swan, K. (2005, Summer). Situated Learning in a ubiquitous computing classroom, 1. Magadore, Ohio: Journal of the Research Center for Educational Technology. Palozzi, V., and Spradlin, T. (2006, Spring). Education technology in Indiana: Is it worth the investment?, 4. Bloomington, Indiana: Center for Evaluation & Education Policy. Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Monica, California: Milken Exchange on Education Technology.