1. The document discusses how technology and its integration into classrooms has transformed the definition of literacy to include the ability to interact with technological tools and resources. 2. It explores how government initiatives like No Child Left Behind have aimed to expand access to learning through e-learning and technology to close achievement gaps. 3. Standards organizations like ISTE and NETS have also worked to define standards for effective educational use of technology to enhance learning and prepare students for an increasingly digital world.

1. BASELIOS MARTHOMA MATHEWS II
TRAINING COLLEGE
KOTTARAKARA
ON LINE ASSIGNMENT
TOPIC: TECHNOLOGY IN THE CLASS ROOM
NAME:NIBIN RAJ
OPTIONAL SUBJECT:NATURAL SCIENCE
CANDIDATE CODE:

2. INTRODUCTION
The traditional definition of literacy is the ability to read and write.
With the rapid development of new technologies, the nature of literacy
is undergoing a rapid metamorphosis. Thus in addition to reading and
writing, the current definition of literacy also includes the ability to
learn, comprehend, and interact with technTechnology should
enhance learning. There is no value in just having access to it but
more important how it is used. The ED Tech initiative plans to
constantly develop new ways of applying technology into teaching and
learning.
In order to educate the public about the NCLB act, U.S. Secretary of
State Rod Paige embarked on a 25-City No Child Left Behind Tour
Across America. Paige believes that "By harnessing technology, we
can expand access to learning and close the achievement gap in
America." One way is by e-learning which is a powerful option for
parents and schools. With a click of a mouse button any student
anywhere has the opportunity to learn. It increases flexibility for
schools and promotes individual instruction to meet the needs of each
student. Paige had a similar message in New York where he believed
that "Technology is connecting parents to teachers, and, it is helping
connect parents to assessments so we can measure the progress of
every student".oThe need for technology in the classrooms for
improving literacy is also seen in the national and state standards.

3. The National Educational Technology Standards (NETS) Project is an
ongoing initiative of the International Society for Technology in
Education (ISTE) and a consortium of distinguished partners and co-sponsors
. The main goal is to develop national standards for
educational uses of technology to enhance educational and literacy
improvements in schools. The NETS Project defines standards for
students, integrating curriculum technology, technology support, and
standards for student assessment and evaluation of technology use.
The organization believes that in order to survive in today's
competitive and information-rich culture, students must be able to use
technology effectively. Technology in the classroom can help students
become capable users, information seekers, problem solvers and
decision-makers
The use of technology research tools suggests that "Students use
technology to locate, evaluate, and collect information from a variety
of sources" and "Students use technology tools to process data and
report results". Similarly, there is a correlation between NYS-ELA-Std
4, National-ELA-Std 4 and Technology-Std 4. The ELA standards
expect students to read, write, listen and speak for social interaction
while the Technology standard expects students to use
telecommunications to interact and publish. If one looks carefully, one
can similarly find associations between technology and the various
subjects. For example, the New York State Math, Science and
Technology Standard 2 deals with Information Systems which expects
students to access, generate, process and transfer information using
appropriate technologies. Standards 6 and 7 both involve the use of
technology.logy in a meaningful way .

4. Research is the number one reason to use the internet in education.
Students have a wealth of information open to them. Often, when they
are researching obscure topics, school libraries do not have the
needed books and magazines. The internet helps solve this problem.
Here's an example of a great research project: Using this site's
new Lecture Outline Series for the History of China, students can
research directly off this page and then present the information they
find.
One concern which I will discuss in Part II of this article is the quality
of the information found online. However, with some advance
'footwork' of your own, along with stringent recording requirements for
sources, you can help the student determine whether their information
is from a reliable source. This is also an important lesson for them to
learn for research in college and beyond.
The possibilities for assessment of research on the internet are
endless, many of them involving other forms of technology. Some
ideas include essays, debates, panel discussions, role play, video
presentation of information, web page creation (see next subheading
for more on this) and PowerPoint(tm) presentations.
Educational technology, also termed instructional
technology, information and communication technology (ICT) in
education, EdTech, and learning technology, is "the study and ethical
practice of facilitating learning and improving performance by
creating, using and managing appropriate technological processes and
resources."[1] A closely related term, e-learning, refers to the use of
modern technology, such as computers, digital technology, networked
digital devices and associated software and courseware with learning
scenarios, worksheets and interactive exercises that facilitate
learning.
Educational technology is used by learners and educators in homes,
schools (both K-12 and higher education), businesses, and other
settings. The term educational technology encompasses both material
objects, such as machines and networking hardware, as well as

5. theories such asinstructional theory and learning theory. Educational
technology is an integral part of society today.[2]Information and
communications technology in education refers both to an array of
tools and also to the principles for their effective application in
learning. Educational technology relies on a broad defini
methodologies and techniques, and skills assessments. Examples of
these two dimensions are material aspects such as internet-based
learning, and educational psychology aspects such asinstructional
theory, learning theory, media psychology and human performance
technology, fields of study that apply theories of human behavior to
educational technology.
Although there is some semantic debate,[3] educational "technology"
refers to all valid and reliable applied education science, such as
equipment, as well as processes and procedures, that are derived
from scientific research. As such, educational technology in a given
context may refer to theoretical, algorithmic or heuristic processes,
and does not necessarily imply physical technology.
This vocabulary is consistent with educational technology as "the
study and ethical practice of facilitating learning and improving
performance by creating, using and managing appropriate
technological processes and resources"[1] and the definition by
the Association for Educational Communications and
Technology (AECT), which denoted instructional technology as "the
theory and practice of design, development, utilization, management,
and evaluation of processes and resources for learning."[4]
Educational technology thus refers to the use of both physical
hardware and educational theoretics. It encompasses several
domains, includinglearning theory, computer-based training, online
learning, and, where mobile technologies are used, m-learning.
Accordingly, there are several discrete aspects to describing the
intellectual and technical development of educational technology:
 educational technology as the theory and practice of educational
approaches to learning
 educational technology as technological tools and media that
assist in the communication of knowledge, and its development and
exchange

6.  educational technology for learning system management (LMS),
such as tools for student and curriculum management, and
education management information systems (EMIS)
 educational technology itself as an educational subject; such
courses may be called
CONCLUSION
Computer Studie orInformation and Communication
Technology (ICT)
1. The learning environment is a complex system where the
interplay and interactions of many things impact the outcome of
learning. When computers are brought into an educational
setting just because they are there, the entire pedagogical
setting of the classroom changes. This is known as the Everest
Effect which leads to more “technology-driven teaching, where
the entire meaning of an activity changes without adequate
research validation. This leads to unclear learning objectives
and standards that are not met by the end of a lesson. If
classroom technology continues to monopolize an activity, the
students involved begin to develop the sense that “life would
scarcely be thinkable without technology."[75] This concept goes
along with Postman's claim that "it is more important for
learners to reflect on the implications and consequences of
process of information gathering, than it is to simply acquire the
skills to genera te,receive, gather and distribute information in
easierway.
REFERENCE
2. Richey, R.C. (2008). Reflections on the 2008 AECT Definitions of
the Field. TechTrends. 52(1) 24-25
3. Selwyn, N. (2011) Education and Technology: Key Issues and
Debates. London: Continuum International Publishing Group.
4. Lowenthal, P. R., & Wilson, B. G. (2010). Labels do matter! A
critique of AECT’s redefinition of the field. TechTrends, 54(1), 38-

7. 46. Randy Garrison and Terry Anderson; Definitions and
Terminology Committee (2003). E-Learning in the 21st Century: A
Framework for Research and Practice. Routledge.