Technology in Teaching and Learning : useful slides for the researchers, academicians and in any field of education at all levels of such as Primary, secondary, higher secondary, and higher education. Can be used both by the teachers as instructional materials, students as learning materials, researchers as references and reviews, and organizations for training purposes. Can be used as innovative teaching method, innovative instructional strategies in teaching contents. Also useful in teaching various subjects like Physics, chemistry, Botany, Zoology, Tamil, English and maths and other subjects. Involves EDUCATIONAL TECHNOLOGY, Educational Technology-Objectives, Scope of Educational Technology, Technology in Education, Technology of Education, Teaching with technology, Technology Usage in the Classroom, Technology can enhance teaching and learning .
BEST PRACTICES FOR USING TECHNOLOGY ,
The ppt is about trends in teaching technology from traditional
methods to latest ones leading to advancement in scope & enhancement of education standards & students interest.
Technology in Teaching and Learning : useful slides for the researchers, academicians and in any field of education at all levels of such as Primary, secondary, higher secondary, and higher education. Can be used both by the teachers as instructional materials, students as learning materials, researchers as references and reviews, and organizations for training purposes. Can be used as innovative teaching method, innovative instructional strategies in teaching contents. Also useful in teaching various subjects like Physics, chemistry, Botany, Zoology, Tamil, English and maths and other subjects. Involves EDUCATIONAL TECHNOLOGY, Educational Technology-Objectives, Scope of Educational Technology, Technology in Education, Technology of Education, Teaching with technology, Technology Usage in the Classroom, Technology can enhance teaching and learning .
BEST PRACTICES FOR USING TECHNOLOGY ,
The ppt is about trends in teaching technology from traditional
methods to latest ones leading to advancement in scope & enhancement of education standards & students interest.
Role of Educational Technology in the 21st CenturyCarla Gomez
Role of Educational Technology in the 21st Century
Report of Sir Jaypee Borja in our Management of Educational Technology class under Dr. Danilo Galarion in Master of Educational Management Major in Educational Management
- University of Southeastern Philippines, Davao City
Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through ...claudebisson
The adolescent within the autism spectrum faces a variety of obstacles in achieving academic success, due in particular to challenges with executive functioning and affective relationship building. These nonverbal deficits puzzle families and educators as they attempt to empower students to meet individual potentials. In addition, parents may also feel marginalized by the entire educational process. In order to provide the best education for these students, a teacher must find a means of successful collaboration with a variety of people: families, clinicians, social workers, guidance counselors, and consultants. This project encourages collaborative team participation of key mentors through a curriculum by offering an interdisciplinary, thematic unit in which all players participate to contribute to the affective lessons of the child.
While participating in lessons that acknowledge the common experiences and emotions of the human condition, students practice skills in empathy. The more the students practice empathy, the more they rehearse daily emotional responses that exhibit reflection and responsibility, a significant affective objective for every high school student. This is especially important for adolescents in the autistic spectrum, many of whom may struggle with academics due to chronic disorganization, inability to integrate new ideas in existing schemas, and inability to appropriately articulate needs and feelings. When the student relates to a common experience with a character in narrative, he or she simply makes objective observations in an attempt to relate them to personal experiences. Thus, narrative provides a medium for interpersonal connection that would not otherwise be made with members of the interdisciplinary team. This enhances the academic experience and incorporates values-based education and therapeutic models of intervention into the content area.
This presentation will provide a practitioner-based example that implemented interdisciplinary collaboration in a curricular project based on The Sunflower, by Simon Weisenthal. While the presenters organized a school-wide project, this plan could be implemented in classrooms or schools, regardless of size. Participants will acquire the knowledge necessary to actively engage all players involved in a child’s education by implementing a similar affective curriculum in their schools.
This presentation will include lecture, Power Point presentation, handouts, examples of student/parent/teacher blog entries, and a cooperative learning activity to encourage active, participatory learning.
Role of Educational Technology in the 21st CenturyCarla Gomez
Role of Educational Technology in the 21st Century
Report of Sir Jaypee Borja in our Management of Educational Technology class under Dr. Danilo Galarion in Master of Educational Management Major in Educational Management
- University of Southeastern Philippines, Davao City
Empathy and the Autistic Spectrum: Empowering Adolescent Achievement through ...claudebisson
The adolescent within the autism spectrum faces a variety of obstacles in achieving academic success, due in particular to challenges with executive functioning and affective relationship building. These nonverbal deficits puzzle families and educators as they attempt to empower students to meet individual potentials. In addition, parents may also feel marginalized by the entire educational process. In order to provide the best education for these students, a teacher must find a means of successful collaboration with a variety of people: families, clinicians, social workers, guidance counselors, and consultants. This project encourages collaborative team participation of key mentors through a curriculum by offering an interdisciplinary, thematic unit in which all players participate to contribute to the affective lessons of the child.
While participating in lessons that acknowledge the common experiences and emotions of the human condition, students practice skills in empathy. The more the students practice empathy, the more they rehearse daily emotional responses that exhibit reflection and responsibility, a significant affective objective for every high school student. This is especially important for adolescents in the autistic spectrum, many of whom may struggle with academics due to chronic disorganization, inability to integrate new ideas in existing schemas, and inability to appropriately articulate needs and feelings. When the student relates to a common experience with a character in narrative, he or she simply makes objective observations in an attempt to relate them to personal experiences. Thus, narrative provides a medium for interpersonal connection that would not otherwise be made with members of the interdisciplinary team. This enhances the academic experience and incorporates values-based education and therapeutic models of intervention into the content area.
This presentation will provide a practitioner-based example that implemented interdisciplinary collaboration in a curricular project based on The Sunflower, by Simon Weisenthal. While the presenters organized a school-wide project, this plan could be implemented in classrooms or schools, regardless of size. Participants will acquire the knowledge necessary to actively engage all players involved in a child’s education by implementing a similar affective curriculum in their schools.
This presentation will include lecture, Power Point presentation, handouts, examples of student/parent/teacher blog entries, and a cooperative learning activity to encourage active, participatory learning.
Enhancing Learning with Technology in Higher Educationjjulius
Originally developed in this form for Dr. Jana Pershing's SDSU class on Teaching Sociology, March 2008, though elements of the presentation were previously shared in other contexts.
High vs. Low Collaboration Courses: Impact on Learning Presence, Community...David Wicks
Researchers demonstrated a relationship between learning presence and social engagement; however, research in this area is limited. For example, no distinctions are made as to what role faculty, students, or technology might play in facilitating social engagement. In general, researchers revealed that students' ability to self-regulate leads to more focused attention, time on-task, and in turn, these skills could lead to better learning. Given the need for more theoretical work in the area, as well as the potential practical benefits from the use of these pedagogical strategies, we sought to compare the difference between high versus low-collaboration groups on assignments, as well as courses in general. Differences in groups were measured using student grades, peer evaluation, pre and post test, and the community of inquiry framework. In addition, learning presence and social network analysis were used to assess a high-collaboration assignment.
In the current study, the researchers explored how collaborative technologies, specifically Google Docs and Google Hangouts, may be used to impact the level of learning presence (forethought and planning, performance, and reflection) students demonstrate while participating in a small group project. Participants were graduate education students in two randomly assigned sections of the same online course. The course content focused on basic educational psychology for students seeking initial teaching certification. The experimental section utilized a high-collaboration project (e.g., small group, Google Hangouts and Docs) to enhance understanding of course content while the comparison, control section employed a low-collaboration project (e.g., partner activity, Word documents) to enhance understanding of course content. Participants completed the Community of Inquiry (CoI) Survey at the end of the term which measured their perceived level of teaching, social, and cognitive presence during the course. Quantitative content analysis was used to explore occurrences of learning presence in the high-collaboration group. *Finally, we employed social network analysis (SNA) as a method of inquiry to analyze student interaction data with the high-collaboration group. SNA is used to explain relationships depicted by information flow and its influence from participants' interactions. Scholars have used SNA in the online learning context to understand individual and group dimensions of interactions.
*Social Network Analysis (SNA) will not be addressed in this presentation but will be included in the manuscript.
In this presentation we will take a look at trends in the world of e-Learning.
There are many more to talk about and maybe that are very relevant for you.
But we hope this will give you some ideas and will inspire you for your own learning solutions
Schooling Redesigned - Towards Innovative Learning SystemsEduSkills OECD
What does redesigning schools and schooling through innovation mean in practice? How might it be brought about? These questions have inspired an influential international reflection on “Innovative Learning Environments” (ILE) led by the OECD. This reflection has already resulted in publications on core design principles and frameworks and on learning leadership. Now the focus extends from exceptional examples towards wider initiatives and system transformation. The report draws as core material on analyses of initiatives specially submitted by some 25 countries, regions and networks. It describes common strengths around a series of Cs: Culture change, Clarifying focus, Capacity creation, Collaboration & Co-operation, Communication technologies & platforms, and Change agents. It suggests that growing innovative learning at scale needs approaches rooted in the complexity of 21st century society and “learning eco-systems”. It argues that a flourishing middle level of change around networks and learning communities provides the platform on which broader transformation can be built.
This report is not a compendium of “best practices” but a succinct analysis presenting original concepts and approaches, illustrated by concrete cases from around the world. It will be especially useful for those designing, researching or engaging in educational change, whether in schools, policy, communities or wider networks.
ICT literacy basically involves using digital technology, communication tools and/or access, manage, integrate, evaluate and create information in order to function in a knowledge society.
Impact of technology on teaching and learningSteven Poast
The benefits of technology in the traditional and online classrooms are reviewed. Student performance and perception are researched to see positive impacts in educational environment.
General Case Analysis for an Individual with Severe Disabilities AssignmentBlair E
The purpose of this assignment was to investigate and perform in multiple ways the community was the use of a microwave oven based on the General Case Method. The general case method, or general case programming, has proved to be one of the most successful methods for promoting generalization by persons with severe disabilities. The strategy requires that the practitioner under take a process to ensure that the skills acquired can be demonstrated in any environment or under any condition in which they are needed.
An instructional program must be written for every behavioral objective for students with severe disabilities. This program is a comprehensive description of the plan of instruction for a particular objective. It begins with the behavioral objective (and task analysis or functional routine, if appropriate) and the material and setting used to teach the skills. This includes a statement of the skill acquisition training procedures with the levels of prompting if they are part of the procedure, the reinforcement procedure and the error correction procedure.
Ecological assessment/inventories can be used to collect information about the unique communicative demands and opportunities of the environments that the student will encounter. This information will assist the interventionist in understanding the communicative needs of the student, what modes of communication may be needed and how the learner currently functions in these situations. In addition, to information on the activities and skills needed in various sub-environments, information should also be collected on the communicative demands and opportunities of various environments and the communicative functions, vocabulary and modes needed by the learner to communicate effectively in these environments.
Testing Miss Malarkey: Storybook was created into a power point presenation for the use of a talking book.
Could also be used for a workshop for educators before PSSA or any state assessments.
Final Assessment For Digital Photography For Educators
Geometric Shapes & Traffic Signs
Goal: Students will be able to identify geometric shapes by exhibiting photographs created with the visual arts elements and principles, demonstrating reorganization of safe/unsafe practices in the home, school and community.
The Mock Case Study team activity consisted of students breaking into groups and going through the entire process of working together to effectively evaluate a very real, and tricky, situation. As part of group three, we examined the former case of a blind student who needed a plethora of modification in the inclusionary classroom to succeed at the same rates and levels as the other students. As a group, we met and discussed the student's situation, and worked together to come up with ways to solve potential problems or to just outright prevent the problems from ever arising.
Accessibility Study- Field Trip Location of the Spectrum. After completing the checklist for existing facilities version 2.1, The American with Disabilities Act Checklist for Readily Achievable Barrier Removal, Aug 1995 wrote a letter to the company observed.
UbD (Unit by Design). This integrated unit is designed to teach a third grade class about three biomes, Wetlands, Temperate Forest, and Mountains. It is filled with diverse learning activities that will offer students hands-on experiences as they explore these biomes. The students will have an opportunity to express what they learned in writing, using technology, and creating works of art. They will also be using many different resources such as a field trip, the Internet and books. The unit is designed across the curriculum so the students will have a rich learning experience and walk away with a vast knowledge of the biomes. The final project, our ‘museum’ allows students to showcase their work, while teaching other students about what they’ve learned.
The goal is to create many beautiful books with your class. Creating beautiful books combine with visual and verbal language in a personal, meaningful way. The purpose of this project is to utilize Book Arts as an integrated learning tool in your classroom. Book making can enhance learning in any discipline, particularly science and social studies. The type of book and the resulting writing and art choices should complement the students' development level, abilities and curriculum content.
The purpose of this assessment was to create an attractive, informative, and/or interactive bulletin board to complement current Health education as related to Social Studies.The topic was on the importance of Fire Safety procedures for when clothes caught on fire. The learning goal was for students to be able to recognize emergency situations and demonstrate appropriate responses.
The purpose of this interview was to research, collect data and analyze results of educators' thoughts and perspectives of art within the classroom and curriculum. Overall, integration of arts within the curriculum has been extremely difficult for teachers.
French angelfish. Completing the Art Exploration Assignment 2 has been an interesting learning experience. By completing my coral reef fish research illustration & 3D model I have learned to practice observation skills, noting the lines, shapes, colors and textures and drawing skills to match my coral reef fish exactly as in the photograph.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2. Agenda
What is learning?
What is teaching?
What is educational technology?
Technology Tools
What can technology do?
What can’t technology do?
Activity
Summary
3. What is learning?
Constructivist Theory (J. Bruner)
Experimental Learning (C.
Rogers)
Cognitive Theory- Bloom’s
Taxonomy
Processing of Learning
Http://www.prenhall.com/egbert
4. What is educational
technology?
Electronic technologies that are
used for learning and teaching.
Goals:
A tutor that presents information to
be memorized
Support for student exploration
A creativity & production tool
A communication tool
5. Technology Tools
Word Processor
Multimedia Presentation
Drill & Practice
Database
Simulations
Spreadsheets
Tutorial
Telecollaboration over the Internet
6. Technology Can…
Help make learning more efficient
by controlling large amount of
data quickly
Motivate students
Strengthen teachers’ preferred
instructional approaches
Work quickly & objectively
Provide a great wealth of
resources and allowing student
choices
7. Technology can not…
Manage 20 third graders
Decorate a classroom
Make friends or show respect
Create lessons that address the
needs of diverse students
Teach
9. Summary
Technology is a tool that
teachers can use to support
learning, but learning must
be foremost.
If teachers do not
understand how to support
learning, technology use
will be ineffective and
inefficient.
10. Summary Continued…
Kleiman (2000) summarizes, “while
modern technology has great potential
to enhance teaching, turning that
potential into reality on a large scale is
a complex, multifaceted task. The key
determinant of our success will not be
the number of computers purchased
or cables installed, but rather how we
define educational visions, prepare
and support teachers, design
curriculum, address issues of equity,
and respond to the rapidly changing
world.”
11. Technology & Learning 1
Running head: TECHNOLOGY AND LEARNING
Technology and Learning
Blair Thallmayer
East Stroudsburg University
13. Technology & Learning 3
Technology and Learning
Identification of the Issue
Whether or not technological advancements and tools can assist in increased academic
achievement has been a much-debated topic for quite some time. Many believe that the use of
technology is incredibly helpful in teaching students who may struggle in a classroom environment.
On the other hand, the amount of scholars and professionals who feel that technology can prove to be
more detrimental than helpful is by no means a minority. To truly grasp the issue at hand, the idea of
what constitutes learning must first be explored. Exactly what is learning?
Learning is a change in the mental structures of people that creates the capacity to
demonstrate different behaviors. When a student learns, for instance, long division, his mental
structure enhances to the point that a mathematical problem in this genre does not seem intimidating;
the student has a new found capacity for solving such problems. There are different schools of
thought on the learning process, though, from a behavioral standpoint as well as a cognitive
standpoint.
The behaviorist theory considers learning to be a relatively enduring change in observable
behavior that occurs due to experience. In the aforementioned long division example, the experience
gained by the student from practicing numerous problems would increase his capacity for solving
such problems, which could then be observed through assessments or an attitude towards solving the
problems. The cognitive theory of learning differs slightly, in the sense that it does not automatically
consider the change in behavior to result immediately.
A third theory, which is quite prevalent in Bruner’s theoretical framework, is known as the
constructivist theory. This theory discusses learning as being an active process during which learners
construct new ideas based on their present and past knowledge (Egbert, 10). A common theme in the
various theories of learning deals with experience: while cognitive learning does exist, it is generally
14. Technology & Learning 4
considered rather meaningless when stacked up next to experiential learning. Rogers says that
cognitive learning comes in the form of absorbing vocabulary or math principles, whereas
experiential learning refers to the actual application of the lessons learned (Egbert, 10). An example
of the experiential learning would involve learning about tax preparation in order to actually go out
and prepare someone’s taxes.
Though the cognitive theory of learning has taken some hits, it is fairly in-depth, combining
several steps that encompass the entire process of learning. This is known as Bloom’s Taxonomy.
The student begins by recalling information in the form of memories. He then summarized what was
learned in order to better understand the materials. Next, the student will apply the new knowledge
by implementing it in a real-world setting. From there, the student’s cognition will analyze the
knowledge, evaluate it through checking and critiquing, and finally, produce or invent new ways of
viewing things. Understanding what constitutes learning is only half of the whole, however, as the
issue at hand is how learning pertains to the usage of technology (Rosenberg, 113).
In its broadest sense, technology is described as the set of both physical and in software form,
that help us act and think better (Egbert, 11). Today, when the word technology is uttered, the
seemingly instant response in the minds of those hearing the term involves computers and
Blackberry’s, and other similar devices that constantly upgrade. In actuality, even something as
simple and outdated as an erasable pen is considered to be a technological advancement. With this in
mind, technology is not a term specifically referring to advanced computer systems, but rather the
application of scientific or organized knowledge gathered by other means, including different tools,
techniques, processes, and methods, to practical and hopefully achievable tasks (Egbert, 11).
In the classroom, or from a schooling standpoint, educational technology is the process of
applying tools for educational purposes as well as the tools and materials used. Technology comes in
a wide array of shapes and forms, and constantly changes by being upgraded. At its most basic core,
15. Technology & Learning 5
technology vastly increases the resources available to teach students. When electricity was first
introduced, teachers found themselves capable of incorporating television, film strips, and overhead
projectors into the curriculum. Technology has further been revolutionized to the point that usage of
software and DVDs has become rather routine and standard. Additionally, some instructors even
rely upon PowerPoint presentations to teach specified classroom lessons (Eggen & Kauchak, 443).
Educational technology is more often than not computer related, and is designed to
supplement the abilities of the instructor at hand as well as apply audio and visual enhancements to
the material; incorporating audio and video will, in theory, make the students more interested and
capable of staying focused. The reasoning that champions of technology in the classroom give for
their stance relies on the ideals that advancements in technology will improve the effectiveness of the
materials being taught. This will then result in more absorption in the mental structures of the
students, which leads to increased motivation.
Using technology to instruct in the classroom is more important now than ever, simply due to
the current times we live in. Hundreds of years ago, the idea of visual aids such as movies or slide
shows would have seemed laughable; today, these forms of technology are almost expected. There
are several issues with regards to using technology in the classroom that must be addressed, however,
ranging from the experience of the instructor all the way to the actual reliability of the materials. For
instance, a teacher must first become virtually an expert in utilizing the desired forms of technology
in order to make the most of its usage.
Review of Literature
Eggen & Dauchak (2007) talks about the subject matter of technology and learning.
“Regardless of teachers’ perspectives on technology, the way they apply it in the classroom depends
on their learning objectives and their views of learning”- (Eggen & Dauchak, 444). This is then
16. Technology & Learning 6
discussed in three parts: behaviorism and technology; technology and cognitive learning theory; and
social cognitive theory and technology.
Behaviorism and technology is strongly influenced by the use of technology within the
classroom and it is estimated that 85% of the existing educational software emphasizes skill learning
based on behaviorist principles. Also, learning is thought of as a change in behavior that results from
experience. In other words, the behavioral change results from both antecedents and consequences in
a relationship. Lastly, classrooms are not the best places for learning because the number of students
together with differences in their learning progress makes it very difficult for teachers to effectively
reinforce and shape behaviors (Eggen & Dauchak, 445).
Technology and cognitive learning theory each have two sub-sections. The first is the
information processing section including four parts: (1) attract attention and create accurate
perceptions, (2) manage the resources of working memory, (3) promote encoding into long-term
memory, and (4) manage processing with metacognitive skills (Eggen & Dauchak, 446).
Social cognitive theory and technology include other forms of technology way beyond
computers to capitalize on symbolic modeling to promote learning. Also, “using technology does not
produce learning. Teachers’ learning objectives must be clear, and think clearly about how
technology can help learners reach the objectives”- (Eggen & Dauchak, 449).
Egbert (2009) discusses the topic of what drives the use of educational technology. Egbert
states that technology is used in classrooms across the nation. For some teachers their interest is
doing something innovative that drives technology usage. For other teachers, obligations imposed by
their schools/districts require lab use. Others include community and or parental pressure, student
demands, and economic rewards. State and federal laws push technology use by requiring that
teachers and students be proficient and demonstrate learning. With this in mind, the current federal
No Child Left Behind legislation requires that every student be technology literature by the end of
17. Technology & Learning 7
the eighth grade, and teachers must be knowledgeable enough to help students reach this goal. The
increase in student excitement, motivation and achievement that teachers see as a result of
technology use is another teacher motivator to use educational technology (Egbert, 14).
In addition, Egbert discusses three guidelines for using educational technology. Guideline #1-
Understand that realities of technology use; learning to use technology effectively takes time. Give
the teacher and students that time. Guideline #2- Examine equity and access for students; not all
students have equal access to technology. Teachers must make sure that everyone who needs it is
given fair opportunities. Guideline #3- Consider student difference; students who are physically
and/or socially challenged or have other barriers to learning must be considered while technology-
enhanced instruction is being designed (Egbert, 18).
Egbert finally summarizes the characteristics of effective learning tasks into six parts: (1)
focus on goals, (2) includes technology that is working and available, (3) includes teacher training
and support, (4) allows time to learn relevant technologies, (5) provides needed resources, and (6)
use technology only if appropriate- (Egbert, 15).
Egbert, Rosenberg, and Salend have a similar view on technologies for supporting learning.
Based on their views I have collected data and organized it into three categorizes: components of
electronic tools, and assistive technology. Components of electronic tools contain hardware,
software, connection components, input devices, output devices, processing devices, communication
devices and operating systems- (Egbert, 20). Additionally, instructional technology could include
computer based instruction, hypertext, hypermedia, CD, DVD, digital documents, web cameras,
captioned TV, interactive white/smart boards, liquid crystal display computer projection panes,
virtual reality, internet, address accessibility issues, weblog, webquests, and good digital citizenship-
(Salend, 357-366).
18. Technology & Learning 8
Assistive technology is a huge favor for many students. Assistive technology is special
hardware and software technologies designed for specific needs. It can help teachers to provide larger
text for sight-impaired students, voice recognition for students with physical disabilities, and extra
wait time, feedback or practice for those who need it. Salend (2008) chats about AT as an item, piece
of equipment or product system—whether bought, modified or customized—that is used to increase,
maintain, or improved the functional capabilities on an individual with a disability. Assistive
technology is often categorized as being high or low technology. High-technology devices tend to be
electronic, costly and commercially produced, and low-technology devices are usually inexpensive,
non-electronic, easy to use, readily available and homemade- (Rosenberg, 15). These acts also
address the principle of universal design, a concept that guides the design and delivery of
products/services so that they are usable by individuals with a wide range of functional capabilities.
Finally, if AT is included within a student’s IEP (individualized education program) the teachers
must use the appropriate sources that will impact that student’s academics, social and behavioral
performance- (Rosenberg, 56).
The ISTE has created National Educational Technology Standards and Performance
Indicators for Students (revised June, 2007). The sections included within those standards not only
promote technology education but student learning. Standards are sectioned by creativity and
innovation; communication and collaboration; research and information fluency; critical thinking,
problem- solving and decision making; digital citizenship; and technology operations and concepts
(Egbert, 8).
A Clear Connection to the Learner (Student & Teacher)
Ryan and Cooper (2000) have a very pretty clear view of how technology is connected to the
learner, for a student, as well as a teacher. Let’s begin with the connection to the students. Many new
technologies have been introduced into the educational setting in the last decade. To facilitate those
19. Technology & Learning 9
new technological tools, educators group them into content-specific categorizes, even though some
examples will cross disciplines and join subjects, such as social studies and math. Many disciplines
use some technology’s tools, but how a teacher uses telecommunication in science will differ from
how another uses it in English- (Ryan & Cooper, 217).
The types of technology tools available for students could include anything from Word
Processor to Telecollaboration over the Internet. Word Processor is often used because it is easy to
cut-and-paste procedures and the ability to save and return to a document later encourage editing. It
has on-screen spell checkers, dictionaries and thesauruses aid accuracy. Alpha Smart* is a portable
and user friendly word processor, is especially popular with teachers who work with younger writers-
(Ryan & Cooper 218). Multimedia Presentation Software is another good idea for students. It
combines text, audio, video and virtual environments that help students to communicate to complex
ideas. It also caters to a variety of learning styles. PowerPoint allows students to easily combine a
variety of media or even publish a presentation on the Web- (Ryan & Cooper 218).
Drill and Practice is similar to an interactive worksheet, but it provides feedback for the user
and the teacher. Progress through the program depends on mastery of previous levels. Also, it is
effective at reinforcing a concept. Reader Rabbit is a popular program to reinforce letter recognition,
rhyming words and word families- (Ryan & Cooper 218). Database will organize and store complex
sets of information. Database users sort through information and filter unwanted data. The Valley of
the Shadow web site offers students access to a variety of searchable databases from two
communities during the Civil War - (Ryan & Cooper 218).
Simulations are interactive in nature; simulations allow students to reenact an event. Students
assume roles in the story, making decisions to which the software responds appropriately. Decisions,
Decisions: Local Government lets students play the role of a mayor facing a dilemma about the city’s
economic future - (Ryan & Cooper 218). Spreadsheets allow users to form multiple calculations and
20. Technology & Learning 10
to see all answers simultaneously. A powerful tool to manipulate large sets of data and includes easy
tools to graph. Students can study a graph of populations demographics in a community and use a
spreadsheet program, like Excel to predict future changes in that society - (Ryan & Cooper 218).
Tutorial provides the initial instruction for a topic in a self-controlled, self-paced environment;
monitors progress and evaluates the students once instruction is complete.
Students’ location within the tutorial can be saved. Intermediate Algebra allows teachers to
individualize their students’ instruction in math - (Ryan & Cooper 219). Telecollaboration over the
Internet allows for fast, inexpensive world-wide communication and collaboration. It organizations
supports these projects, allowing students to participate n legitimate research. The GLOBE Program
supports a project that uses data on acid rain and waste disposal collected and submitted by students
around the world - (Ryan & Cooper 219).
The movement towards ISTE has produced technology standards and encourages teachers to
teach these skills within the context of their academic curriculum. This trend is encouraging;
however, for technology to be truly integrated as an important part of the classroom, several addition
shifts must take place in current practices and attitudes. The impact of technology on learning
depends more on how teachers use the technology than on the characteristics of the technology itself-
(Rosenberg, 232). There is a different role for the teacher as of now. By incorporating technology
within the context, the subject matter drives the technology. Technology takes us full circle and
Project CHILD combines traditional and constructivist views of education- (Rosenberg, 233).
Professional resources and communication for teachers is also changing. Voice mail is a less
expensive technology modification. Email is also changing accompanying inexpensive and quicker
feedback. Internet and World Wide Web has many teacher resources available, reducing teachers’
isolation through technology; teachers have discovered that the Web makes possible new levels of
individualized, and encourages collaborations that take students far beyond the classroom
21. Technology & Learning 11
(Rosenberg, 234). Finally, management/ teacher productivity tools are helpful with technology.
Grade books done by new software save time for educators, as well as other software projects that
allow teachers to spend more time at the art of teaching and less time dealing with paperwork,
organization and materials management, including test generators, question bank, lesson planning,
IEP software, and calendars –(Rosenberg, 235).
Recommendations
I strongly recommend using technology as an educational tool within the classroom. Having
the appropriate training to use such technology devices within the classroom, I would love to use as
much equipment necessary to reach the learning levels, and styles of all students.
Success or Failure of the Recommendations
Some applications can be classified as cognitive tools when they are used to engaged and
enhance thinking. These tools are applications that manage information in ways that allow users to
think more clearly, creatively, and critically. They allow users to organize information in new ways,
evaluate it, and construct personally meaningful representations of it. They derive their power from
their flexibility and their ability to unleash creativity and foster significant cognitive processes. In the
words of one team of researches, “we learn best ‘with’ technology rather than ‘from’ it.” Cognitive
tools aren’t necessarily meant to make learning easier. Instead, they often require students to think
harder, more critically, or more creatively than without the tool. Much of the working world uses
cognitive tools for everyday tasks, and we believe that all teachers and students should have similar
opportunities.
There are many computer technologies that might be considered cognitive tools. Today most
educational software applications use a combination of instructional techniques to achieve the
desired outcomes. It would be relatively rare to find an application that neatly fits into only one of
22. Technology & Learning 12
these categories. Moreover, teaching approaches that use educational software normally draw from
two or more of these categorizes, combining instructional techniques and technologies.
Failure of the recommendations conclude that technology is always updating, so once you get
used to a program, there will be newer and more current programs, so you must stay updated and
constantly current. Sometimes the system or technologies won’t work, due to Internet connections
being faulty, too many people logged onto the network. Whereas a teacher can adjust to the learning
styles of several students, technology is more concrete and set in stone.
Conclusion
Overall, it is inevitable that technological advancements are going to shape the future of
teaching and classroom instruction. To what extent is yet to be determined, but whether the
technology comes in the form of interactive computer software or advances in overhead projectors
and/or chalk boards, the materials used by teachers to instruct students will consistently go through
changes. Because technology has become so important in the classroom, it is always important to
remember that the “how” is usually better than the “what.” By that I am referring to the abilities of
the teacher to incorporate the technology correctly, as opposed to just blindly putting it into use.
With this in mind, I feel it is incredibly important for teachers to attend training sessions on
the uses of newer technologies. On top of that, collegiate level students looking to gain employment
in the teaching profession should be required to have at the very least, cursory knowledge, of
technology before even being considered. Things may have been different 200 years ago, but our
society is now technologically advanced, and even teachers need to adapt to the times.
23. Technology & Learning 13
References
Cooper, K. R. (2000). Those Who Can, Teach. Boston: Houghton Mifflin.
Egbert, J. (2009). Supporting Learning with Technology: Essential of Classroom Practice. Upper
Saddle River, New Jersey: Pearson Merrill Prentice Hall .
Kauchak, P. E. (2007). Educational Psychology: Windows on Classrooms. Upper Saddle River,
New Jersey: Pearson Merrill Prentice Hall .
Michael S. Rosenberg, D. L. (2008). Special Education For Today's Teachers. Upper Saddle
River, New Jersey: Pearson Merrill Prentice Hall .
Salend, S. J. (2008). Creating Inclusive Classrooms: Effective and Reflective Practices. Upper
Saddle River, New Jersey: Pearson Merrill Prentice Hall.
24. Summary
1. Standard/Outcome: I.B
2. Demonstrate Mastery: (1) Research on existing technologies. (2) Use of
instructional theories and teaching models. (3) Learner characteristics,
developmental levels and individual differences as related to instructional
technology.
3. Artifact Benefit: This PowerPoint was created as a visual aid for a presentation
in my PSED 516 course Learner and the Learning Environment. It proposed
that teaching and learning should connect with the use of technology however
there is no research done to provide feedback that proves technology enhances
learning.
Reflection
The agenda of the PowerPoint is: What is learning; What is teaching; What is
educational technology; Technology Tools; What can technology do; What can’t
technology do; Activity; and Summary.
Technology is a tool that teachers can use to support learning, but learning must
be foremost. If teachers do not understand how to support learning, technology use
will be ineffective and inefficient.
Overall, it is inevitable that technological advancements are going to shape the
future of teaching and classroom instruction. To what extent is yet to be determined,
but whether the technology comes in the form of interactive computer software or
advances in overhead projectors and/or chalk boards, the materials used by teachers
to instruct students will consistently go through changes. Because technology has
become so important in the classroom, it is always important to remember that the
“how” is usually better than the “what.” By that I am referring to the abilities of the
teacher to incorporate the technology correctly, as opposed to just blindly putting it
into use.
With this in mind, I feel it is incredibly important for teachers to attend training
sessions on the uses of newer technologies. On top of that, collegiate level students
looking to gain employment in the teaching profession should be required to have at
the very least, cursory knowledge, of technology before even being considered.
Things may have been different 200 years ago, but our society is now technologically
advanced, and even teachers need to adapt to the times.