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Persuasive Arguement Ed 633
Persuasive Arguement Ed 633
Persuasive Arguement Ed 633
Persuasive Arguement Ed 633
Persuasive Arguement Ed 633
Persuasive Arguement Ed 633
Persuasive Arguement Ed 633
Persuasive Arguement Ed 633
Persuasive Arguement Ed 633
Persuasive Arguement Ed 633
Persuasive Arguement Ed 633
Persuasive Arguement Ed 633
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Persuasive Arguement Ed 633

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  • This presentation will consist of the slides listed. Click on any title of a slide to view the slide.
  • Hello, my name is Diana Schroeder. Today I will be sharing with you the positive effect technology integration, when coupled with quality professional development opportunities for teachers, can have on many educational aspects such as student motivation and student achievement. I am certain you will find the information I present to you to be extremely useful in making informative decisions regarding technology investments.
  • The findings of this study are valuable because the information clearly points out the positive effects increasing student access to technology can have on student engagement.
  • If the goals of a school consist of not only increasing test scores, but also experiencing positive changes in other areas such as student behavior and attendance, technology is a tool that can greatly assist in the completion of this goal.
  • Technology keeps learning student-centered if used correctly. When students are given access to technology they become active participants. Teachers can then take on the role of facilitators, so learning is student-centered rather than teacher-centered.
  • Without knowledgeable people behind the integration of technology, it is very difficult for students to reap the full benefits technology has to offer. When investing in technology it is imperative to plan on investing in teacher training. Quality professional development opportunities for teachers in the area of technology will enhance the positive changes in student achievement that can be expected when investing in technology equipment.
  • Technology can greatly assist in the pursuing of a wide variety of educational goals. If teachers are given quality professional development opportunities, technology equipment purchases will have an enhanced impact on student achievement.
  • Of course following these recommended percentages will depend on the specific technology situation in each school. However, having specific numbers to use in planning can give direction and guidance during the investment planning process. This information is critical for stake holders to be aware of so they can plan how to spend the budget accordingly.
  • We all know through formative assessment that the majority of youth today enjoy using technology on a daily basis. Outside of the classroom students spend time chatting online, sending text messages, listening to music on their iPods, watching video podcasts, playing games on their iPods or computers; the list goes on. Bringing these elements into the classroom seems like a sure bet in motivating students, but how do we know for sure?
  • This study indicates the ability technology has to create efficiency in learning for students and its ability to motivate students. Technology is shown in this study to be an extremely powerful tool in creating efficiency in learning for students. In order to provide students with a high quality educational experience, in which they are motivated participants, technology is essential.
  • The changes we can expect will be in the areas of student motivation and student achievement. These changes will most likely be more dramatic when technology purchases are coupled with professional development opportunities for teachers. Understanding the positive role technology can play in increasing student motivation and achievement makes the decision to invest in technology a wise choice.
  • Transcript

    • 1.  Introduction  Increase Access  Project Child  Technology is Key  Adequate Training + Equipment = Success  Professional Development  Motivate Me!  Recommended Percentages  It only Takes a Spark  Conclusion  Bibliography
    • 2. Presenter: Diana Schroeder
    • 3.  A study was completed over the course of 10 years comparing a control group of students who did not receive an increase in access to technology to a group of students who were part of a project, which involved a computer- integrated instructional program (Project CHILD.)
    • 4.  Positive changes were found in students who were part of Project Child that were not found in students who were not part of Project CHILD, such as:  -Higher test scores  -Improved behavior  -Improved attendance  -Higher grades  (Ringstaff, Cathey, Kelley, Loretta 2002)
    • 5.  Teachers who used a constructivist approach reported having fewer classroom management problems, and more engaged learners. (Demirtas, Gulek, 2005). Technology is a useful asset when teaching with a constructivist approach.
    • 6.  In order for the investment in technology to produce positive results, the teachers who will be integrating technology into the curriculum need to participate in quality training opportunities.
    • 7.  In order to maximize the potential of a technology investment, it is absolutely vital that teachers are adequately trained.
    • 8.  Technology can be a motivating factor when attempting to increase student achievement.
    • 9.  A large study was conducted comparing 2 groups of English Language Learner Students. “Students with routine access to technology learn these basic skills faster and better when they have a chance to practice them using technology, and are more motivated to learn when technology is part of their daily school experience.” (Mag-isa Estoque, 2009).
    • 10.  By making informed decisions regarding technology investments we can expect to see many positive changes in schools.
    • 11.  Gulek, James Cengiz, & Demirtas, Hakan. (2005). Learning With Technology: The Impact of Laptop Use on Student Achievement. Journal of Technology, Learning, and Assessment, 1-39.  Mag-isa Estoque, Cecilia. 2009. The Effectiveness of Telecollaborative Learning Activities on Students' Performance in English. Journal of the Research Center for Educational Technology Ringstaff, Cathey, Kelley, Loretta. (2002). The Learning Return on Our Educational Technology Investment. West Ed RTEC

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