This document discusses the benefits of using technology in the classroom compared to not using technology. With technology, students feel more connected to the outside world, teachers and students can access high-quality information quickly, and there is less downtime which allows for more teaching and learning. Without technology, students feel more isolated, research and information is less accessible, and there is more potential for problems due to more downtime. The document advocates for the use of technology in the classroom to enhance the learning experience.

1. By Rosanette Luther

2.  With Technology  Without Technology
 Students feel  Students feel
connected to the disconnected and
outside world. isolated from the
 Teacher and students outside world.
may access high-  Research and
quality information information
quickly. gathering is less
 Less downtime readily accessible.
means more time for  More
teaching and downtime, means
learning. more potential for
problems.

3. It takes what it takes.

4. 1.Focus student attention with a
PowerPoint or SmartBoard. Be sure all
students can see the board
2.Direct instruction with a projector will
appeal to visual learners and allow all
students ready access to notes.

5. 3. Monitoring with a lab set-up, in which each
student has a computer, allows the teacher much
greater detail in seeing the student’s work.
Handwriting concerns are moot, so that teachers
may focus on the content of the writing and not
its presentation.
4. Modeling is as easy as an over-head projector.

6.  5. Non-verbal cues help children to focus. This
is as easy as clicking the SMARTBoard on.
 6. Your environment can change as often as
you wish when you are able to take students
on visual tours of art galleries and
cities, broadcast political speeches and add
levity with sit-com clips that segue into the
lesson.

7.  7. Low-Profile Intervention is somewhat more
possible when students are focused on the
projected image or computer screen and do not
notice a word that a teacher will give to a
student who is off-task.
 8. Explain expectations with I-messages, such
as “When you … I must… Which makes me
feel….”

8.  9. Assertive discipline is to the point: No
student will prevent all students from learning.
 10. Use I-messages to describe requested
behavior clearly: “I want you to…I need you to
… I expect you to….”
 11. Use positive language instead of negative
language:”Work quietly” instead of “Stop
talking.”

9. It applies to the teacher, too.

10.  Churchward, B. (2009). Discipline by design. Retrieved from
http://www.honorlevel.com/x47.xml Pasted from
<http://citationmachine.net/cita.php?cita=Churchward, B. (2009). <i>Discipline
by design</i>. Retrieved from http://www.honorlevel.com/x47.xml
&plain=&url=http://www.honorlevel.com/x47.xml>