This paper discusses the impact of technology on education. It argues that technology can have positive effects on academic performance and meaningful learning when integrated properly into the classroom. When teachers are high-level users of technology and use it to support real-world simulations and applications, students score higher on standardized tests and show improved problem-solving skills. For learning to be meaningful, technology must be used in a way that connects to students' prior knowledge and experiences.
A transformational principal plays a vital role in a school development. If I am appointed as a school principal, I will implement the development of technology to fulfill school’s initiative. An efficient technology has countless benefits in learning institutions. For students to perform effectively in the business world, it is important for them to know technology. Advanced technology in most of the schools encourages the use of minimal resources, and at the same time, it serves a significant number of people. Also, the use educational technology boosts student’s performance in school. They can meet the requirements of the instructor easily because there many samples online with a clear outline of how to handle the assignments. Besides, students can access their abilities through the use of technology. This paper discusses the role of technology in learning schools and the responsibilities of transformation principal.
This document provides an agenda and overview for a professional learning session on the Learning and Technology Policy Framework (LTPF). The objectives are to understand the rationale, structure and research foundations of the LTPF, identify how it will affect schools, gain familiarity with toolkit components, clarify expected outcomes, and identify implementation resources. The agenda includes introductions, presentations on the LTPF overview and research, a toolkit overview, working with assessment tools, planning next steps which include completing a readiness assessment. Key questions are identified around outcomes, current status, challenges, opportunities and resources needed for implementation.
Effects of Technological Device to StudentsKollins Lolong
This document discusses a study on the effects of technological devices on the learning performance of information technology students. It begins with an introduction describing the increasing role of technological devices like cellphones, laptops, and computers in students' lives. It then discusses the statement of the problem, which aims to determine the negative and positive effects of technological devices on IT student performance. The document also presents the study's scope, limitations, theoretical framework based on cognitive learning theory, and reviews related literature both from foreign and local sources on the role of technology in education.
The teaching and learning styles that teachers and students apply in their teaching and learning have dramatically changed due to technological advances particularly in computer. Technological advancements are affecting the way we teach and learn. Technology has found a profound home in the world of teaching and learning. Teaching/learning technologies (TLT) have received considerable attention of many including academicians in recent years. The promises of TLT vary for the respective publics. Many insist that students today do not learn well with traditional teaching and learning methods. They argue that students require presentations that are visual and stimulating. Classroom teachers hold the key to the effective use of technology to improve learning. Whatever the varying perceptions of the promises of teaching, leaning, technology, presentation instruction in the classroom, using the Web for teaching the bulk of their course, and many other faculty are considering adopting such technologies. This paper will examine some of the advantages and disadvantages of only one type of TLT, presentational technology in the classroom, and some of the issues for faculty to consider before adopting it.
This document discusses the importance of information and communication technologies (ICT) in education in Pakistan. It provides background on how educational methodology has evolved over time and how ICT is now an important modern tool used in educational institutions. The document reviews several articles and studies that outline the key benefits of ICT in education, including improved learning outcomes for students, more effective teaching methods, and better preparation of students for the modern workforce. It argues that adopting ICT is crucial for Pakistan's development and that teachers need proper training to fully realize the benefits of ICT in education.
1) The document discusses how 21st century classrooms need to better incorporate technology to reflect the digital world students live in outside of school. It argues teachers must use technology to develop 21st century skills through collaboration, creativity, and team-building with digital tools.
2) While some research finds technology in classrooms can be distracting or reduce social skills, other research supports the need for technology in education to prepare students for a world run on technology. The document advocates modernizing curriculum to meet the needs of today's digital students.
3) The document concludes teachers should receive training to successfully integrate technology into their classrooms in a way that expands learning opportunities for students through personalized tools that develop 21st century skills.
Bring Your Own Technology: The Effect of Student-Owned Technology on Student...Patrick Boyd, Ed.D.
The purpose of this ethnographic research study was to investigate the effect of a Bring Your Own Technology (BYOT) policy on student engagement in a high school setting through classroom observations, cross-sectional surveys, and a focus group of technology teacher leaders. The qualitative and quantitative data gleaned from this study indicated no significant difference in student engagement levels when student-owned technology was used for instructional purposes, but student engagement increased with teacher support and efficacy with technology, student-directed learning, and utilization of Web 2.0 applications. The findings of this study will inform future decision making by school districts considering BYOT policies, assist teachers with technology-based instructional design, and contribute to the literature on student engagement with instructional technology.
Impact Of Technology In Education Final Draftloraevanouski
This document discusses the impact of technology in education based on a synthesis paper. It finds that technology can have positive effects on student academic performance, meaningful learning, and students with learning disabilities when integrated into the classroom curriculum. It also improves critical thinking skills and motivation. The document examines applications of technology in the classroom and recommends that teachers need more training to effectively integrate technology.
A transformational principal plays a vital role in a school development. If I am appointed as a school principal, I will implement the development of technology to fulfill school’s initiative. An efficient technology has countless benefits in learning institutions. For students to perform effectively in the business world, it is important for them to know technology. Advanced technology in most of the schools encourages the use of minimal resources, and at the same time, it serves a significant number of people. Also, the use educational technology boosts student’s performance in school. They can meet the requirements of the instructor easily because there many samples online with a clear outline of how to handle the assignments. Besides, students can access their abilities through the use of technology. This paper discusses the role of technology in learning schools and the responsibilities of transformation principal.
This document provides an agenda and overview for a professional learning session on the Learning and Technology Policy Framework (LTPF). The objectives are to understand the rationale, structure and research foundations of the LTPF, identify how it will affect schools, gain familiarity with toolkit components, clarify expected outcomes, and identify implementation resources. The agenda includes introductions, presentations on the LTPF overview and research, a toolkit overview, working with assessment tools, planning next steps which include completing a readiness assessment. Key questions are identified around outcomes, current status, challenges, opportunities and resources needed for implementation.
Effects of Technological Device to StudentsKollins Lolong
This document discusses a study on the effects of technological devices on the learning performance of information technology students. It begins with an introduction describing the increasing role of technological devices like cellphones, laptops, and computers in students' lives. It then discusses the statement of the problem, which aims to determine the negative and positive effects of technological devices on IT student performance. The document also presents the study's scope, limitations, theoretical framework based on cognitive learning theory, and reviews related literature both from foreign and local sources on the role of technology in education.
The teaching and learning styles that teachers and students apply in their teaching and learning have dramatically changed due to technological advances particularly in computer. Technological advancements are affecting the way we teach and learn. Technology has found a profound home in the world of teaching and learning. Teaching/learning technologies (TLT) have received considerable attention of many including academicians in recent years. The promises of TLT vary for the respective publics. Many insist that students today do not learn well with traditional teaching and learning methods. They argue that students require presentations that are visual and stimulating. Classroom teachers hold the key to the effective use of technology to improve learning. Whatever the varying perceptions of the promises of teaching, leaning, technology, presentation instruction in the classroom, using the Web for teaching the bulk of their course, and many other faculty are considering adopting such technologies. This paper will examine some of the advantages and disadvantages of only one type of TLT, presentational technology in the classroom, and some of the issues for faculty to consider before adopting it.
This document discusses the importance of information and communication technologies (ICT) in education in Pakistan. It provides background on how educational methodology has evolved over time and how ICT is now an important modern tool used in educational institutions. The document reviews several articles and studies that outline the key benefits of ICT in education, including improved learning outcomes for students, more effective teaching methods, and better preparation of students for the modern workforce. It argues that adopting ICT is crucial for Pakistan's development and that teachers need proper training to fully realize the benefits of ICT in education.
1) The document discusses how 21st century classrooms need to better incorporate technology to reflect the digital world students live in outside of school. It argues teachers must use technology to develop 21st century skills through collaboration, creativity, and team-building with digital tools.
2) While some research finds technology in classrooms can be distracting or reduce social skills, other research supports the need for technology in education to prepare students for a world run on technology. The document advocates modernizing curriculum to meet the needs of today's digital students.
3) The document concludes teachers should receive training to successfully integrate technology into their classrooms in a way that expands learning opportunities for students through personalized tools that develop 21st century skills.
Bring Your Own Technology: The Effect of Student-Owned Technology on Student...Patrick Boyd, Ed.D.
The purpose of this ethnographic research study was to investigate the effect of a Bring Your Own Technology (BYOT) policy on student engagement in a high school setting through classroom observations, cross-sectional surveys, and a focus group of technology teacher leaders. The qualitative and quantitative data gleaned from this study indicated no significant difference in student engagement levels when student-owned technology was used for instructional purposes, but student engagement increased with teacher support and efficacy with technology, student-directed learning, and utilization of Web 2.0 applications. The findings of this study will inform future decision making by school districts considering BYOT policies, assist teachers with technology-based instructional design, and contribute to the literature on student engagement with instructional technology.
Impact Of Technology In Education Final Draftloraevanouski
This document discusses the impact of technology in education based on a synthesis paper. It finds that technology can have positive effects on student academic performance, meaningful learning, and students with learning disabilities when integrated into the classroom curriculum. It also improves critical thinking skills and motivation. The document examines applications of technology in the classroom and recommends that teachers need more training to effectively integrate technology.
The impact of ict on educational performance and itsTariq Ghayyur
This document summarizes a research paper that analyzes the efficiency of information and communication technology (ICT) use in education and its impact on educational performance in selected European Union and Organization for Economic Cooperation and Development countries. The research uses a non-parametric data envelopment analysis technique to measure the efficiency of ICT inputs relative to educational outputs and outcomes. The analysis finds that countries like Finland, Norway, Belgium and South Korea are the most efficient in their use of ICT for education. Most other countries showed potential for increased efficiency of ICT use and improved educational results.
This document discusses how technology has changed education. It explores how computers have transformed teaching methods from teacher-centered to more student-focused. Technology allows for more individualized and visual learning approaches. It has increased access to information and reduced learning times. However, challenges remain in fully integrating technology into curriculums and training teachers. The definition of a "classroom" is also changing as virtual classrooms may someday replace physical schools, transforming the education process.
New media switching the paradigms of traditional education requires the change of national education systems as well. The last project designed for integrating innovative technology supported education environments in education is Increasing Opportunities Improving Technology Movement (FATIH) Project, which is a countrywide, is now in the pilot application phase. In the scope of this pilot application, 52 schools in 17 cities have been provided tablet computers, interactive boards, document cameras and multifunctioning printers as new media technologies.
Teachers of FATIH Project should comply with ISTE’s NETS*T which has been accredited standards for teachers on 2008 to benefit from advanced technology in education. The aim of this research is to determine the level of compliance between FATIH Project teachers’
usage of new media oriented innovative technology supported education environment and what ISTE’s NETS*T actually required. 1005 teachers who are using the new media provided by FATIH Project in 52 schools located in 17 cities have been asked to fill in an online survey composed of 162 items, which has been prepared and analyzed by Atatürk University staff : (Göktaş & at all. 2012). It has been observed that teachers’ pedagogical applications in innovative technology supported education environments of FATIH Project does not comply with ISTE’s NETS*T standards.
2014_09_15 EIA & British Council Policy Seminar: Findings from DFID review of...Tom Power
This document summarizes evidence from research on the impact of educational technology on teaching and learning. It finds that effective programs are characterized by a clear educational purpose, relevant materials, and teacher professional development rather than a sole focus on technology access. Programs using radio instruction, eReaders for literacy, and mobile videos for teachers showed improvements in practices and outcomes. More research is still needed on supporting teacher technology use and enactment in schools. The recommendations emphasize enabling educational change over technology delivery, strong program support, and evaluating outcomes over outputs.
This document discusses the impact of technology on education. It explains how technology has transformed classrooms from teacher-centered environments to more student-focused settings. While technology has improved presentation of information and access to resources, challenges remain in integrating it fully into curriculums and training teachers to use it effectively. The future may see technology replace physical classrooms and enable personalized education anywhere. However, ensuring teachers and students have necessary skills will be key to realizing technology's potential benefits.
The document discusses the benefits and potential of information and communication technology (ICT) in education. It outlines how ICT can enhance teaching and learning by motivating and engaging students, offering personalized learning approaches, and enabling new forms of collaboration. The document also discusses challenges of integrating ICT and proposes strategies like teacher professional development to help more teachers adopt ICT in the classroom.
Student teachers observed a variety of factors that influenced the use of information and communication technologies (ICT) in schools during their placements. While welcoming ICT as a tool for modernizing teaching, students identified several hindering factors. These included a lack of resources and teacher skills/training, as well as difficulties integrating ICT into traditional curriculum settings. Students also felt ICT changed classroom relationships and the nature of learning and teaching. The article examines student teachers' perceptions of ICT in schools based on their reflections in an online forum.
Evaluation of mobile teaching and learning projects, introductionHelen Farley
In the decade and a half since the beginning of the new millennium, mobile computing technologies have evolved rapidly, enabling increasingly sophisticated methods of communication and interaction. As a result of the incremental improvements in design, tendency towards reduced size, increased functionality, improvements in data storage capability, and the reliability and ubiquity of the networks that support them, mobile technologies are increasingly perceived as essential to the conduct of people’s everyday lives (Evans-Cowley, 2010).
The document discusses a study that examined barriers to early childhood teachers' integration of information and communication technologies (ICTs) to support numeracy development. The study involved interviews with six early childhood teachers. It found that they faced significant extrinsic barriers like lack of access to digital tools and WiFi, time constraints, and lack of relevant professional development. A few teachers also reported intrinsic barriers in the form of philosophical concerns about young children's use of technology. Overall, the barriers hindered teachers' ability to authentically integrate ICT into teaching and limited young students' access to valuable learning opportunities with technology.
This research proposal examines the impact of teachers' use of information and communication technologies (ICT) on student performance in higher education. The study aims to observe the relationship between ICT use and student achievement, as previous analyses have provided inconclusive results on whether ICT investments affect student outcomes. Since student performance is influenced by instructional factors and teacher characteristics, teachers' use of ICT could play an important role as a determinant of educational results. The proposal reviews literature from 2000-2018 and will use teacher ICT use data and student performance scales to determine the relationship. The results may provide insights into how promoting greater ICT integration in education can enhance student performance.
A study on the impact of web technologies in teacher education to train the f...Dr. C.V. Suresh Babu
International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
ICT and Cooperative Learning-Reinventing the Classroomrexcris
This study examined the impact of using information and communication technology (ICT) and cooperative learning on student achievement in geometry class. Two groups of students were compared: one used ICT alone while the other used both ICT and cooperative learning. Pre- and post-tests showed that while both groups improved, the group using both ICT and cooperative learning performed significantly better. The results indicate that simply providing technology is not enough and that effective pedagogical approaches like cooperative learning maximize the benefits of integrating technology into teaching.
This study used factor analysis to explore the technological knowledge of beginner and veteran Office Data Processing (ODP) teachers at colleges in South Africa. The researchers developed a survey based on the Procedural Functional Pedagogical Content Knowledge (PrFPACK) framework, which is an extension of the Technological Pedagogical Content Knowledge (TPACK) framework. The survey collected data on teachers' knowledge of technologies like Microsoft Office, presentation software, and data projectors. The findings revealed that procedural functional content knowledge was the most important factor for ODP teachers' technological knowledge. The study provides insight into the technological knowledge required by teachers in technology-focused subjects.
1. The document discusses the history and future of instructional technology. It begins by looking at how instructional technology evolved from a focus on hardware and media in the 1960s to incorporating learning theories today.
2. It then examines trends in instructional technology, including the influence of learning theories like behaviorism, cognitivism and constructivism. The role of technology is shifting from a delivery mechanism to a tool that can be used to address educational problems and improve learning.
3. Going forward, the document argues that instructional technology needs to consider issues like reducing costs and connecting learners through collaborative tools and resources. The role of teachers will also change as they adapt to new technologies and focus more on
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
TEACHING AND LEARNING THROUGH ICT FOR TEACHER'S EDUCATION Chintan Patel
The document summarizes a presentation given at an international conference on contemporary English studies. It discusses how teachers can use information and communication technologies (ICT), like social media applications, to enhance teaching and learning in the 21st century. Specifically, it provides examples of how the Department of English at Maharaja Krishnakumarsinhji Bhavnagar University in India has incorporated tools like Gmail, blogs, WhatsApp and Google+ into its curriculum. Students and teachers have increasingly adopted these technologies, according to surveys. The presentation argues that embracing new technologies, while knowing how to use them positively, can help modernize education and achieve goals like those in India's Digital India initiative.
Professional Development approach to motivate teachers to overcome the second...Willy Castro
This is the presentation of the PHD research project plan regarding to Professional Development approach to motivate teachers to overcome the second-order barriers of Information and Communication Technologies integration in Higher Education.
Author Willy Castro
PHD Student
Aalborg University
Relevance of e-training for English Teachers.publishedIntakhab Alam Khan
This document discusses the importance of e-training for English teachers. It summarizes that e-training can help prepare modern teachers to effectively utilize e-learning tools and resources. A key finding is that successful implementation of e-learning requires teachers to have the proper attitude, readiness, and training in e-learning. The study also examines e-training that was provided to teachers at Jeddah Community College in Saudi Arabia to integrate e-learning materials into their teaching.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
Technological devices as a new & improved teaching method is highlighted as the future of education. The document discusses key aspects of developing a knowledge society through embracing technology in education, including the pervasiveness of technology, goals of providing education for all, and national strategic objectives. It emphasizes the need to develop teacher competencies relating to ICT and professional development to effectively integrate technology into teaching.
This document discusses the impact of technology in education. It finds that technology has positive effects on academic performance, meaningful learning, and students with learning disabilities when integrated properly. It provides examples of how technology improves standardized test scores and problem solving skills. The document also explores applications of technology like productivity tools and how they allow independent learning. It concludes that technology enhances education when applied to learners' lives and recommends further research on educational technology.
This document discusses the impact of technology in education based on a synthesis paper. It finds that technology can have positive effects on both students and teachers when integrated meaningfully into the curriculum. It leads to improved academic performance, as seen through higher test scores. It also enhances meaningful learning when used for real-world simulations and applications, rather than just drill-and-practice. For learning to be meaningful, students must see relationships between new concepts and their prior knowledge. The document also notes that technology is most effective when teachers shift to a more student-centered approach in their instructional practices.
The impact of ict on educational performance and itsTariq Ghayyur
This document summarizes a research paper that analyzes the efficiency of information and communication technology (ICT) use in education and its impact on educational performance in selected European Union and Organization for Economic Cooperation and Development countries. The research uses a non-parametric data envelopment analysis technique to measure the efficiency of ICT inputs relative to educational outputs and outcomes. The analysis finds that countries like Finland, Norway, Belgium and South Korea are the most efficient in their use of ICT for education. Most other countries showed potential for increased efficiency of ICT use and improved educational results.
This document discusses how technology has changed education. It explores how computers have transformed teaching methods from teacher-centered to more student-focused. Technology allows for more individualized and visual learning approaches. It has increased access to information and reduced learning times. However, challenges remain in fully integrating technology into curriculums and training teachers. The definition of a "classroom" is also changing as virtual classrooms may someday replace physical schools, transforming the education process.
New media switching the paradigms of traditional education requires the change of national education systems as well. The last project designed for integrating innovative technology supported education environments in education is Increasing Opportunities Improving Technology Movement (FATIH) Project, which is a countrywide, is now in the pilot application phase. In the scope of this pilot application, 52 schools in 17 cities have been provided tablet computers, interactive boards, document cameras and multifunctioning printers as new media technologies.
Teachers of FATIH Project should comply with ISTE’s NETS*T which has been accredited standards for teachers on 2008 to benefit from advanced technology in education. The aim of this research is to determine the level of compliance between FATIH Project teachers’
usage of new media oriented innovative technology supported education environment and what ISTE’s NETS*T actually required. 1005 teachers who are using the new media provided by FATIH Project in 52 schools located in 17 cities have been asked to fill in an online survey composed of 162 items, which has been prepared and analyzed by Atatürk University staff : (Göktaş & at all. 2012). It has been observed that teachers’ pedagogical applications in innovative technology supported education environments of FATIH Project does not comply with ISTE’s NETS*T standards.
2014_09_15 EIA & British Council Policy Seminar: Findings from DFID review of...Tom Power
This document summarizes evidence from research on the impact of educational technology on teaching and learning. It finds that effective programs are characterized by a clear educational purpose, relevant materials, and teacher professional development rather than a sole focus on technology access. Programs using radio instruction, eReaders for literacy, and mobile videos for teachers showed improvements in practices and outcomes. More research is still needed on supporting teacher technology use and enactment in schools. The recommendations emphasize enabling educational change over technology delivery, strong program support, and evaluating outcomes over outputs.
This document discusses the impact of technology on education. It explains how technology has transformed classrooms from teacher-centered environments to more student-focused settings. While technology has improved presentation of information and access to resources, challenges remain in integrating it fully into curriculums and training teachers to use it effectively. The future may see technology replace physical classrooms and enable personalized education anywhere. However, ensuring teachers and students have necessary skills will be key to realizing technology's potential benefits.
The document discusses the benefits and potential of information and communication technology (ICT) in education. It outlines how ICT can enhance teaching and learning by motivating and engaging students, offering personalized learning approaches, and enabling new forms of collaboration. The document also discusses challenges of integrating ICT and proposes strategies like teacher professional development to help more teachers adopt ICT in the classroom.
Student teachers observed a variety of factors that influenced the use of information and communication technologies (ICT) in schools during their placements. While welcoming ICT as a tool for modernizing teaching, students identified several hindering factors. These included a lack of resources and teacher skills/training, as well as difficulties integrating ICT into traditional curriculum settings. Students also felt ICT changed classroom relationships and the nature of learning and teaching. The article examines student teachers' perceptions of ICT in schools based on their reflections in an online forum.
Evaluation of mobile teaching and learning projects, introductionHelen Farley
In the decade and a half since the beginning of the new millennium, mobile computing technologies have evolved rapidly, enabling increasingly sophisticated methods of communication and interaction. As a result of the incremental improvements in design, tendency towards reduced size, increased functionality, improvements in data storage capability, and the reliability and ubiquity of the networks that support them, mobile technologies are increasingly perceived as essential to the conduct of people’s everyday lives (Evans-Cowley, 2010).
The document discusses a study that examined barriers to early childhood teachers' integration of information and communication technologies (ICTs) to support numeracy development. The study involved interviews with six early childhood teachers. It found that they faced significant extrinsic barriers like lack of access to digital tools and WiFi, time constraints, and lack of relevant professional development. A few teachers also reported intrinsic barriers in the form of philosophical concerns about young children's use of technology. Overall, the barriers hindered teachers' ability to authentically integrate ICT into teaching and limited young students' access to valuable learning opportunities with technology.
This research proposal examines the impact of teachers' use of information and communication technologies (ICT) on student performance in higher education. The study aims to observe the relationship between ICT use and student achievement, as previous analyses have provided inconclusive results on whether ICT investments affect student outcomes. Since student performance is influenced by instructional factors and teacher characteristics, teachers' use of ICT could play an important role as a determinant of educational results. The proposal reviews literature from 2000-2018 and will use teacher ICT use data and student performance scales to determine the relationship. The results may provide insights into how promoting greater ICT integration in education can enhance student performance.
A study on the impact of web technologies in teacher education to train the f...Dr. C.V. Suresh Babu
International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
ICT and Cooperative Learning-Reinventing the Classroomrexcris
This study examined the impact of using information and communication technology (ICT) and cooperative learning on student achievement in geometry class. Two groups of students were compared: one used ICT alone while the other used both ICT and cooperative learning. Pre- and post-tests showed that while both groups improved, the group using both ICT and cooperative learning performed significantly better. The results indicate that simply providing technology is not enough and that effective pedagogical approaches like cooperative learning maximize the benefits of integrating technology into teaching.
This study used factor analysis to explore the technological knowledge of beginner and veteran Office Data Processing (ODP) teachers at colleges in South Africa. The researchers developed a survey based on the Procedural Functional Pedagogical Content Knowledge (PrFPACK) framework, which is an extension of the Technological Pedagogical Content Knowledge (TPACK) framework. The survey collected data on teachers' knowledge of technologies like Microsoft Office, presentation software, and data projectors. The findings revealed that procedural functional content knowledge was the most important factor for ODP teachers' technological knowledge. The study provides insight into the technological knowledge required by teachers in technology-focused subjects.
1. The document discusses the history and future of instructional technology. It begins by looking at how instructional technology evolved from a focus on hardware and media in the 1960s to incorporating learning theories today.
2. It then examines trends in instructional technology, including the influence of learning theories like behaviorism, cognitivism and constructivism. The role of technology is shifting from a delivery mechanism to a tool that can be used to address educational problems and improve learning.
3. Going forward, the document argues that instructional technology needs to consider issues like reducing costs and connecting learners through collaborative tools and resources. The role of teachers will also change as they adapt to new technologies and focus more on
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
TEACHING AND LEARNING THROUGH ICT FOR TEACHER'S EDUCATION Chintan Patel
The document summarizes a presentation given at an international conference on contemporary English studies. It discusses how teachers can use information and communication technologies (ICT), like social media applications, to enhance teaching and learning in the 21st century. Specifically, it provides examples of how the Department of English at Maharaja Krishnakumarsinhji Bhavnagar University in India has incorporated tools like Gmail, blogs, WhatsApp and Google+ into its curriculum. Students and teachers have increasingly adopted these technologies, according to surveys. The presentation argues that embracing new technologies, while knowing how to use them positively, can help modernize education and achieve goals like those in India's Digital India initiative.
Professional Development approach to motivate teachers to overcome the second...Willy Castro
This is the presentation of the PHD research project plan regarding to Professional Development approach to motivate teachers to overcome the second-order barriers of Information and Communication Technologies integration in Higher Education.
Author Willy Castro
PHD Student
Aalborg University
Relevance of e-training for English Teachers.publishedIntakhab Alam Khan
This document discusses the importance of e-training for English teachers. It summarizes that e-training can help prepare modern teachers to effectively utilize e-learning tools and resources. A key finding is that successful implementation of e-learning requires teachers to have the proper attitude, readiness, and training in e-learning. The study also examines e-training that was provided to teachers at Jeddah Community College in Saudi Arabia to integrate e-learning materials into their teaching.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
Technological devices as a new & improved teaching method is highlighted as the future of education. The document discusses key aspects of developing a knowledge society through embracing technology in education, including the pervasiveness of technology, goals of providing education for all, and national strategic objectives. It emphasizes the need to develop teacher competencies relating to ICT and professional development to effectively integrate technology into teaching.
This document discusses the impact of technology in education. It finds that technology has positive effects on academic performance, meaningful learning, and students with learning disabilities when integrated properly. It provides examples of how technology improves standardized test scores and problem solving skills. The document also explores applications of technology like productivity tools and how they allow independent learning. It concludes that technology enhances education when applied to learners' lives and recommends further research on educational technology.
This document discusses the impact of technology in education based on a synthesis paper. It finds that technology can have positive effects on both students and teachers when integrated meaningfully into the curriculum. It leads to improved academic performance, as seen through higher test scores. It also enhances meaningful learning when used for real-world simulations and applications, rather than just drill-and-practice. For learning to be meaningful, students must see relationships between new concepts and their prior knowledge. The document also notes that technology is most effective when teachers shift to a more student-centered approach in their instructional practices.
Impact of technology on teaching and learningSteven Poast
The document discusses the impact of technology on teaching and learning. It reviews how technology benefits student performance and engagement in both traditional and online classrooms. It explores how software programs and online learning help meet the needs of different learning styles. The document also examines how technology allows for more accessible education and helps develop 21st century skills. It concludes by looking at future innovations and the importance of integrating technology into education standards.
1) The document analyzes research showing that carefully integrated technology can improve learning gains when used as an instructional tool.
2) At-risk students in particular benefit from technology integration as it allows more autonomous and interactive learning.
3) Multiple studies found improvements in student performance, attitudes, and motivation when technology was incorporated into writing and other skill-building exercises.
Educational technology has significantly impacted education. It has increased access to unlimited resources, removed physical boundaries, and revolutionized communication through social media. While technology provides benefits like engaging students, supporting achievement, and strengthening career education, it also presents challenges. Positive effects on students include improved research abilities and globalization opportunities, while negative impacts can include a lack of curiosity and short attention spans. Educators experience benefits such as enhanced outreach and interactivity, but also struggles with adaptability to technology and reduced student interaction. Proper implementation of educational technology requires developing a clear plan, preparing teachers, researching hardware and software, and organizing management activities.
FOR PPT AND SCRIPT ON INTERNATIONAL PRESENTATION.docxEDWINCFUEGO
This document discusses the importance of integrating information and communication technology (ICT) into education. It provides context on how ICT has transformed education globally and discusses various organizations and policies that support ICT integration. The document also outlines a study conducted to develop an ICT skills-based program for high school teachers in the Philippines. The study assessed teachers' ICT knowledge and skills, identified areas for improvement, and developed a program to address gaps. The program considered teachers' profiles and was validated by experts.
Assessment of usage of information and communication technology among graduat...Tariq Ghayyur
This study assessed the usage of information and communication technology (ICT) among graduates of Allama Iqbal Open University. 132 graduates participated in the study through a questionnaire. The study found that most graduates had low proficiency in using computer hardware, spreadsheets, presentations software, the internet, e-learning, and blogs. It was also revealed that most graduates faced obstacles in using ICT. The study recommended that educational managers encourage ICT use and facilitate teachers in using computers, the internet, and online resources.
The document discusses the impact of information and communication technologies (ICT) in education across several areas:
1) ICT has positively impacted learning processes and student achievement, though more rigorous research is still needed.
2) ICT integration has enhanced communication skills and allowed for asynchronous teaching approaches. It has also changed the role of teachers to more of mentors.
3) The interactive use of ICT between students, teachers, and parents has shown benefits to math learning outcomes for students. ICT also allows for teacher self-improvement through professional development opportunities.
Digital natives are defined as individuals born after widespread adoption of digital technology who are fluent in the digital language. Today's students have grown up surrounded by computers, video games, and the internet and have spent more time engaged with digital media than reading. This has implications for how teachers should integrate technology into their lessons to actively engage digital native students. Policymakers also need to develop technology standards and assessments that measure 21st century skills like problem solving and collaboration using technology. When used properly, technology integration can enhance student learning, provide equitable access to knowledge, and support a variety of learning styles through tools like videos and online discussions.
Digital natives are individuals born after widespread adoption of digital technology who are fluent in using technology like the internet, computers, and mobile devices. Today's students have grown up surrounded by technology and spend more time playing video games and watching TV than reading. They use technologies like laptops, cell phones, social media as extensions of themselves. One implication for teachers is to become technologically savvy to teach digital natives effectively. Policymakers need to develop technology standards and assessments aligned with 21st century skills to equip digital natives for the future. Technology can enhance learning by expanding what is taught beyond the classroom and enabling different ways for students to demonstrate knowledge.
Chen 2Chen 2Qian ChenENGL 1301Prof. MaurComment by Kaur, .docxbissacr
Chen 2
Chen 2
Qian Chen
ENGL 1301
Prof. Maur Comment by Kaur, Manavpreet: Kindly spell my name correctly
2020/6/1
Proofread the essay
Technology Integration for Faculties in and Education Comment by Kaur, Manavpreet: Not in bold letters
We identify that information technology is an integration of our daily lives. At homes, we employ information technology for everyday activities such as communication and performance, Industries, and business organizations use technologies such as AI and robots to leverage the rate of productivity, profitability and company continuation. In this sense, we should acquaint ourselves with novelty skills and know- on technology for the all-around application. The concepts of information technology and communication application in education are welcoming. Several searchers provide a possible connection from the migration of traditional classroom learning to digital learning, particularly relating to the teacher-learner relationship. In research to validate the effectiveness of information technology integration in schools (Ghavifekr &Rosdy, 188), avers that the technology-based- teaching and education is effective due to ICT tools and equipment establishing an active learning environment and efficient for teachers and, learners. The integration of IT in the learning environment is essential in the management of the teacher-learner relationship and leveraged a technology-based learning environment as oppose o a traditional classroom system. Thus, leaners of all faculties, age, and physical condition require the integration of technology and learning skills and tools. Comment by Kaur, Manavpreet: Good
With the application of technology in the classroom, learners have the platform for better engagement of the subjects in question. A considerable number of learners from all faculties have precise access to information technology skills and knowledge in better comprehension and research on a particular topic within a learning environment. As the author, Noor-Ul-Amin, puts it, conventional learning through the integration of the ICT leverages content appreciation (3). The student can perform additional research on the topic from available online sources to leverage content analysis and comprehension of the learning environment's issues. Similarly, within a technology-based- learning environment, learners can share content with others, teachers in informational discourse platforms such as emails and social media, creating a platform for discussion increasing capability the content comprehension of in a learning environment. Effective use of ICT in all faculties leverages interactive environment for content emphasis in learning, thus resulting in quality improvement in I education for all faculties. Therefore, the aspects provide practical evidence for the interaction of IT skills and tools.
Educators are constantly looking to enhance student learning through new technological tools, though technology can have both positive and negative effects. While technology has increased accessibility of education, students still need support networks. A study examined K-12 educators' perceptions of using technology in the classroom, including benefits like increased engagement but also drawbacks like impacts on motor skills. The purpose was to understand how technology affects learning and inform best practices to help students succeed.
Educators are constantly looking to enhance student learning through new technological tools, though technology can have both positive and negative effects. While technology has increased accessibility of education, students still need support networks. A study examined K-12 educators' perceptions of using technology in the classroom, including benefits like increased engagement but also drawbacks like impacts on motor skills. The purpose was to understand how technology affects learning and inform best practices to help students succeed.
Educators are constantly looking to enhance student learning through new technological tools, though technology can have both positive and negative effects. While technology has increased accessibility of education, students still need support networks. A study examined K-12 educators' perceptions of using technology in the classroom, including benefits like increased engagement but also drawbacks like impacts on motor skills. The purpose was to understand how technology affects learning and inform best practices to help students succeed.
Technology plays an important role in education in several ways:
1) It is integrated into curriculum, used as an instructional tool, aids instruction, and enhances the learning process.
2) It allows teachers and students to access a vast expanse of learning materials and collaborate globally.
3) When used properly, technology can help students learn faster and retain concepts better through interactive lessons and access to more information.
The document discusses the positive impact of technology on student-athletes, both in their education and athletic performance. It argues that technology allows student-athletes to continue their education while traveling for competitions through flipped classrooms and online learning. It also explains how technology provides tools to help analyze and improve athletic performance through video review, performance tracking devices, and data analytics. The use of technology transforms both education and coaching by enhancing communication, safety, and opportunities for active learning.
The document discusses using technology to improve student achievement and outlines several key points. It notes that the No Child Left Behind Act requires students to be technologically literate by 8th grade. Technology can be used to either teach students or be used as a tool to develop higher-order thinking skills. The document also notes that proper teacher training is important for effective technology use in the classroom and that technology integration may improve student outcomes like problem-solving and motivation.
The document discusses the benefits and drawbacks of using internet and technology in education. It notes that while technology enhances learning through improved assessment, research capabilities, and access to information, it also limits direct teacher-student interaction and feedback. Online education increases costs savings and flexibility but can contribute to higher dropout rates if students cannot learn independently. Overall, the document concludes that technology transforms education by providing more opportunities, but should not replace traditional classrooms due to the importance of interaction.
Perceived competence of nigerian secondary schools teachers inAlexander Decker
This document summarizes a study that examined the perceived competence of Nigerian secondary school teachers in using information and communication technology (ICT). The study found that most teachers in Ogun State secondary schools do not have the required competence in ICT. It also found that teachers' competence in ICT usage is not influenced by their academic qualifications, teaching experience, or subject specialization (whether in sciences or humanities). The document recommends that the Nigerian government provide more training opportunities for teachers in ICT usage through regular seminars and workshops, increase computer access in schools, and provide internet access and financial support to encourage teachers to learn ICT skills.
This document is Marshelly Lumagui's portfolio on educational technology. It contains sections on Marshelly as a student, an introduction to educational technology, significant learnings from educational technology courses 1 and 2, and how educational technology has changed Marshelly. The portfolio emphasizes the importance of integrating technology effectively while not replacing the role of the teacher. It highlights how educational technology has helped Marshelly improve instructional material design and realize the value of student-centered learning approaches.
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1. I m p a c t o f T e c h n o l o g y P a g e | 1
The Impact of Technology
in Education
A Synthesis Paper on Technology in Education
Lora Evanouski
Educational Technology 501
Professor Pollard
May 6, 2009
2. I m p a c t o f T e c h n o l o g y P a g e | 2
Abstract
As we consider technology in education, we must consider the implications of that technology
on the learner and as well as the teacher. What role does technology have for these two
intertwined groups of people? I will show a correlation between the positive effects on both
the student and teacher related to academic performance, meaningful learning, and those
afflicted with learning disabilities. Furthermore, I will also show the positive effects on the
applications of technologies in the classroom. Combining education and technology creates a
more stimulating learning environment. In order to accomplish higher order thinking skills such
as critical and independent thinking, the application of technology and improved motivation
and attitudes, technology must be integrated into the everyday curriculum. This paper
describes some impacts of technology on education through the experiences of teachers and
students.
3. I m p a c t o f T e c h n o l o g y P a g e | 3
Introduction
Technological advances in education have been many over the last 50 years. As we look
back just 20 years ago, computers were not common place inside the classroom let alone in the
household. Imagine what students thought about using a word processor versus electric
typewriter word processors or even using the archaic manual typewriter. In contrast, today’s
students and children are considered “digital natives”. According to Wikipedia, digital natives
are described as having grown up with digital technology such as the internet, computers, cell
phones and MP3 players. Having a computer in every household as well as every school has
exponentially increased student’s awareness of technology and also broadened their horizons
about the global economy. Students today use cell phones that can do almost anything
imaginable such as getting real time updates on their bank accounts, download information off
the internet, watch TV or even make a movie! Imagine going through our everyday life without
the aid of a computer, it could be exhilarating and yet also cumbersome to juggle daily duties.
Today technology reaches well beyond the classroom to serve the needs of learners
with disabilities, rural inaccessibility or being home schooled have more options open to them
to learn and investigate. Through internet connection students and teachers have a portal and
connection to every part of the world. Computers can open pathways that stimulate learning
and help develop high order thinking skills, when technology is applied in a meaningful manner.
Histories of technological developments have often shown links between innovations in
industry and communications with improvements in educational methods. The proliferation
and success of web based curriculum at all levels of education is just the latest example of the
importance of technology to both students and teachers. The greater the reach of educational
4. I m p a c t o f T e c h n o l o g y P a g e | 4
programs to a growing population of students via the internet continues to challenge
educators, not only by adapting the latest technological enhancements in the traditional
classroom to “distance learners”, but also to discover additional ways for improving those
students’ educational experience overall. The computers unique ability to offer lessons in
multimedia formats, and to provide a means for real time student/teacher dialogue and
exchange already enriches online instruction, but may only be the tip of the iceberg that
emerging technologies will bring to the delivery of quality education in the new century.
Positive Effects on Academic Performance
Academic performance is one of the traditional standards used to measure success or
lack of success in our schools. Since the passage of No Child Left Behind Act of 2001 all schools
are required to close the achievement gap and make sure all students, including those that are
disadvantaged, achieve academic proficiency (Education, 2004). In order for classrooms to
achieve or be successful technology must be in place to improve academics. According to Kulik,
computer simulations and Instructional Learning Systems (ILS) are effective only when they are
integrated into the “regular classroom instruction” (Blomeyer, 2005). Taking it one step
further, students whose teachers were high level users of technology scored significantly better
than did the students whose teachers were low level users of technology in the classroom.
Teachers who are high level users were differentiated from teachers who were low level
users in terms of frequency and extent of use of computers with students, instructional
methods used with technology, attitude toward the value of technology for learning,
5. I m p a c t o f T e c h n o l o g y P a g e | 5
variety of uses of technology, and perception of influence of technology on student
learning and behavior (Center for Applied Research in Educational Technology, 2005).
Finally, interactive computer programs help students increase literacy rates. This
“intelligent software” is particularly evident in the success and drastic improvement in
mathematical skills used in Pittsburgh. An algebra curriculum focusing on mathematical
analysis of real-world situations and the use of computational tools is supported by an
intelligent software program as part of the regular curriculum for 9th
grade algebra. On
average, the 470 students in the experimental classes outperformed students in comparison by
15% on standardized tests and 100% on tests targeting the curriculum-focused objectives
(Center for Applied Research in Educational Technology, 2005).
Positive Effects on Meaningful Learning
According to Ausubel, “meaningful learning occurs when there is personal recognition of the
links between concepts; better understanding of concepts will result from proper negotiations of
meanings across links that are created with relevant prior knowledge” (Keengwe, 2008). These complex
ideas and information are combined with students’ own experiences and prior knowledge to form
personal and unique understandings. Learning is meaningful when the student comprehends the
relationship of what is being learned to other knowledge (Wikibooks, 2008). The environments in which
students learn and the ways in which people work and live are constantly being transformed by existing
and emerging technologies; hence computer technology needs to be integrated into the everyday
school environment. An important finding shows technology improves performance, positive
attitudes and motivation and creates meaningful learning when the students find the games
meaningful to their lives, learning and learning about learning takes place (Center for Applied
6. I m p a c t o f T e c h n o l o g y P a g e | 6
Research in Educational Technology, 2005). Eighth graders performed significantly better on
NAEP mathematics tests, when computer technology was employed for real-world simulations
and applications purposes, as opposed to ‘drill-and-practice’ purposes. (Center for Applied
Research in Educational Technology, 2005)
In addition to performing better on standardized tests, interactive video programs have
been demonstrated to increase problem-solving skills as evidenced by students across nine
states that used Jasper video software (Center for Applied Research in Educational Technology,
2005). The video software was a centerpiece for mathematics instruction for 3 to 4 weeks were
compared with students who did not. The comparative research demonstrated that students in
classrooms that used the Jasper video programs were better at complex problem solving
(Center for Applied Research in Educational Technology, 2005).
As teachers progress in this ever changing and dynamic environment of technology,
those who have the capacity and knowledge to successfully teach on line or e-learning need to
be able to transmit knowledge and culture to those that are being taught. Accepting these
challenges is great as some teachers are unwilling or even scared of the newest technology to
be used in the 21st
century. For example, by getting a computer and software and setting it up
in the classroom will not teach the students, just because it is in the same room does not
translate into meaningful learning. Furthermore, integration of technology into instruction
depends greatly on key factors such as the contexts in which teachers interact, their beliefs,
and their attitudes toward teaching and learning (Keengwe, 2008). Student centered learning
is defined by INTIME as “students are active participants in their learning; they learn at their
7. I m p a c t o f T e c h n o l o g y P a g e | 7
own pace and use their own strategies; they are more intrinsically than extrinsically motivated;
learning is more individualized than standardized” (INTIME, 2001). As teachers move towards
student centered learning, faculty must become facilitators and collaborators, and instruction
must move from memorization to problem solving. Therefore, to effectively teach with
technology, teachers must shift their instructional practices from a teacher-centered approach
to a more student-centered learning or constructivist approach. (Keengwe, 2008).
Furthermore, true education reform should focus on developing teaching strategies that
complement technology use within the curriculum. Teachers need to integrate computer skills
into the content areas and recognize that computers are not ends in themselves (Keengwe,
2008). The eMINTS program, enhancing Missouri’s Instructional Networked Teaching
Strategies, is an invaluable program that provides 200 hours of professional development,
which includes coaching and technical support for teachers as they use multimedia tools to
promote critical thinking and problem-solving techniques (Education, 2004). By following the
eMINTS program, those scared and unwilling teachers will become better informed and more
willing to accept and integrate technology into their classrooms.
Positive Effects on Learning Disabilities
Assistive technology can help students who have mental retardation along with
students who are low performers, at-risk students or have any other learning disability. For
example, expert tutoring software presents instruction in small, sequential steps, at varying
levels of difficulty, and students can use the software independently, working at their own
pace. Most critical for the effectiveness of the software with low performing, at-risk, or
learning handicapped students, however, is the capacity of the software to analyze
8. I m p a c t o f T e c h n o l o g y P a g e | 8
performance and give feedback to teachers and students (Center for Applied Research in
Educational Technology, 2005). Advances in technology have created new ways to help people
with disabilities especially those with mental retardation to overcome their limitations and
learn academic, social, and vocational and survival skills necessary to function independently in
society. According to the US Census Bureau approximately 18.7% of the 2005 US population
reported some level of disability while 12% reported a severe disability (English, 2008). By
continually assessing the students’ individual performance the computer assisted programs can
be adjusted to the difficulty in task and also experience level of the student. The technological
tools that provide frequent student feedback motivate learning disabled students to remain
cognitively engaged, particularly when corrective feedback is immediately provided (Center for
Applied Research in Educational Technology, 2005).
Furthermore, at-risk students from low socioeconomic and/or minority backgrounds will
improve their educational opportunities from using on line technology in the classroom. In a
Louisiana study, success was demonstrated with low income, at-risk students by using two
different teaching styles, a teacher who was not a certified mathematics teacher and the on
line teacher who was a certified mathematics teacher (Blomeyer, 2005). The study goes on to
say that achievement gains were more evident by using small groups of students in class and
frequent collaboration between the onsite teacher and the on line teacher. In contrast, the
students from a traditional classroom showed the same or little achievement gain (Blomeyer,
2005).
Computer-based technology (CBT) can open doors to physically challenged learners that
might not otherwise be available to them. It allows for student-centered learning and
9. I m p a c t o f T e c h n o l o g y P a g e | 9
collaboration, individualized learning programs and more student independence. In a study in
New South Wales Australia, of basic reading and mathematics skills they found CBT to be an
effective tool in teaching; however, they also found that teachers were much more willing to
incorporate CBT into their teaching than teachers of “non-special” students (Center for Applied
Research in Educational Technology, 2005).
Applications of Technology
Presently, classroom learning is increasingly dependent on the integration of technology
thus enhancing learning. The current technology uses email systems, data processing and
laptop audio/videos webinars. As we go into the 21st
century we as educators need to define
what role the computer will play in the students learning.
Students can learn “from” computers-where technology used is essentially as tutors and
serves to increase students basic skills and knowledge; and can learn “with” computers-
where technology is used a tool that can be applied to a variety of goals in the learning
process and can serve as a resource to help higher order thinking, creativity and
research skills (Associates, 2005).
For example productivity tools such as databases, spreadsheets, computer-assisted design,
graphics programs, and multimedia authoring programs (programs for creating computer-based
presentations or lessons) allow students to independently organize, analyze, interpret, develop,
and evaluate their own work (Center for Applied Research in Educational Technology, 2005).
In addition to fostering independent thinking, these technological processes will also
help students join the workforce with greater abilities. By using technology with real-life links
10. I m p a c t o f T e c h n o l o g y P a g e | 10
to education and the workforce, technology is used to meet real world demands in careers such
as finance, hospitals, sales, and manufacturing. A report on the state of technology integration
in Minnesota documents that information technologies bring the world into the classroom by
allowing students to interact with other students in their community, state, nation and world.
Information technologies have the potential for being a constant and convenient electronic
connector that can join the lives and minds of students, teachers, employers and parents
(Center for Applied Research in Educational Technology, 2005). Not only will the students and
teachers of the 21st
century need to have technological skills to navigate through the school
system but also for the global economy. In this age of information both groups need to acquire
the skills to collaborate and participate to meet the real world needs facing us as a global nation
of interconnected economies. For example the technological tools allow students to
inexpensively and instantly reach around the world, learning directly about other cultures
(Center for Applied Research in Educational Technology, 2005). By choosing this technological
medium up-to-date real time news and events can be acquired instantly. A grand example of
homegrown ingenuity is you tube and it has many different venues- entertainment, learning,
how to segments and even commercialization of products. You tube can be seen by anyone
with a computer and a modem.
Conclusions
Today the rapid advances in technology are reshaping our society, social institutions and
schools. Modern technologies have vastly increased our capacity to know and do things and to
communicate and collaborate with others. They allow us to transmit information quickly and
widely, linking distant places and diverse areas of endeavor in productive new ways. These
11. I m p a c t o f T e c h n o l o g y P a g e | 11
advances allow us to form and sustain communities for work, play and learning in ways
unimaginable just a decade ago. The students of today have a wide range of new technology
open and available to them. This information changes the relationship between people and
knowledge.
As you can see when technology is applied to learner’s lives a positive outcome arises. By
adapting technology for education teachers, students and parents alike will see positive
improvements in many different categories such as:
academic performance
motivation
critical thinking skills
Literacy
attitudes
real life work skills
The No Child Left Behind Act of 2001 is a federal law to improve education for all children. It
also holds schools responsible for results, gives parents greater choices, and promotes teaching
methods that work. In accordance with that law technology will enhance education in all areas.
The technology that we use in our everyday curriculum, whether it is computers, iphones,
webcasting or any other type of mobile technology, will only lead to enhancing our educational
system in the 21st
century.
Recommendations
As schools in the state and local areas become more and more technology focused in the
education of their students, a clear and concise plan of what software is to be used needs to be
in place to monitor what types of assessments they are using as well as content standards.
Technology will enhance and stimulate learning, but studies indicate more research is needed.
12. I m p a c t o f T e c h n o l o g y P a g e | 12
Only one metric; ESPRI, currently exists to measure student success with online education
(Blomeyer, 2005). This appears to be promising but more research based practices need to be
in place to effectively show a positive correlation. In addition to basic learning research, there is
a strong consensus that Level II and III research has not kept pace, and that is where the most
immediate need for research is to be found (Fouts, 2000). For example, critical thinking skills
are improved by online learning but yet very difficult to quantify in an assessment.
As technology changes and shifts to meet the demands of education so does the software.
According to Fouts, some very interesting questions are raised on how to implement and be
successful in using dynamic new software technologies in education (Fouts, 2000):
Does the software meet the demands of specific groups of students such as at-risk or
appropriate age groups?
Does the technology enhanced instruction provide the types of learning measured by
the NAEP and TIMSS assessments?
Does the technology enhanced instruction effect student performance on the NAEP and
TIMSS assessments?
Finally, teachers need to be trained in a more organized fashion. What exactly would be
the most effective means to train the teachers of tomorrow? For our students to be successful
we as educators need to be successfully trained in technology and its uses such as software
applications, how to facilitate technology into the curriculum and so on. By cultivating extensive
teacher development and through administrative support and funding, technology will be even
more successful in the classroom which translates into more effective learning from the
students.
13. I m p a c t o f T e c h n o l o g y P a g e | 13
References
Associates, L. P. (2005). Critical Issue: Using Technology to Improve Student Achievement. Retrieved 04
21, 2009, from NCREL: http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm
Blomeyer, R. L. (2005). A Synthesis Of New Research on K-12 Online Learning. Naperville, IL.
Center for Applied Research in Educational Technology. (2005). Retrieved April 4, 2009, from CARET:
http://caret.iste.org/index.cfm?fuseaction=topics
Culp, Katie M., Honey, Margaret, Mandinach, Ellen. (2003). A Retrospective on Twenty Years of
Education Technology Policy. Washington DC: American Institute for Research.
Education, U. S. (2004). Toward a New Golden Age In American EducationHow the Internet, the Law and
Today's Students are Revolutionizing Expectations. Washington D. C.: U. S. Department of Education,
Office of Educational Technology.
English, A. (2008). The E-Learning Council . Retrieved 04 19, 2009, from The E-Learning Council:
http://www.elearningcouncil.com/content/us-census-bureau-estimates-level-disability
Fouts, J. (2000). Research on Computers and Education: Past, Present and Future. Seattle, WA.
INTIME. (2001). Integrating New Technologies Into the Methods of Education. Retrieved 05 06, 2009,
from INTIME: http://www.intime.uni.edu/model/center_of_learning_files/definition.html
Keengwe, J. O. (2008). The Use of Computer Tools to Support Meaningful Learning. AACE, 16(1) , 77-92.
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Stratham, D. S. (1996). Computers in the Classroom: The Impact of Technology on Student Learning.
Boise ID: Army Research Institute.
Wikibooks. (2008, 05 08). Retrieved 04 18, 2009, from Instructional Technology/Utilizing Technology for
Meaningful Learning:
http://en.wikibooks.org/wiki/Instructional_Technology/Utilizing_Technology_for_Meaningful_Learning#
What_is_meaningful_learning.3F
15. I m p a c t o f T e c h n o l o g y P a g e | 15
1) Introduction- Overview of components of paper
2) Body
i) Positive effects on academic performance
(a) Students
(b) Teachers
ii) Positive effects on meaningful learning
(a) Students
(b) Teachers
iii)Positive effects on learning disabilities
(a) Students
(b) Teachers
iv)Applications of Technology
(a) Students
(b) Teachers
2) Conclusion- review contents of paper