My view was that each classroom should implement computer technology in the teacher process. Therefore my superiors also had to be convinced of the current benefits of implementing a computer system that students could use almost constantly.
Once I was able to effect this, each classroom was furnished with 4-6 computers, depending upon the average number of students that entered the class per week. Students were then able to work on the computers in a group capacity, where each group member had an opportunity to work with the technology with the help of the rest of the group. Once this was done, my second challenge was to help my diverse students to become used to the technology and be able to use it effectively. This was particularly challenging, as some students have been working regularly with the library computers, while others have used them as little as possible. Contributing to the already existing diversity in my classroom was also the fact that some students had personal computers at home, while others did not. Some of my students were simply not as interested in the technology as others.
I handled this by dividing students into groups where as many of the diverse issues as possible were presented. One group for example would have at least one student who was very well-versed at computer technology, one student who had worked very little with computers, with other members who are in a diversity of academic and technological range. The idea was to help students help...
Even though courses may include lectures, readings, outside research efforts, class discussions, as well as individual or small group presentations, these activities are not generally conducted in the classroom, utilizing Internet and presentation software enhancements. As an excessive number of graduate education departments are not equipped to offer school administrators classes which involve immediate Internet and database research activities, and/or technological presentations directly within the classroom, the researcher notes
Students can collaborate with students in other schools and other countries as they develop ideas, skills, and products. Students in a class can collaborate outside class without having to meet in person. The theory behind collaborative learning is that the social construction of knowledge leads to deeper processing and understanding than does learning alone (Appalachian Education Laboratory, 2005). The bulletin board and the chat room have become the backbone of
Teachers at all levels need to be able to expand their understanding and use through professional development and grant opportunities, as well as be given time to attend trainings and conferences. They need to be encouraged to assume a leadership role and be asked to share their ideas about instruction with their peers at educational meetings and state conferences. When teachers have a positive attitude and believe technology is
7. What policies should be taken into account for the curriculum design? Institutional policies concerning the disciplines being offered should be taken into account (Keating). Case Study #2: Philmore College 1. What parameters must the curriculum committee consider when designing the courses? The design parameters that should be considered by the curriculum committee should include "all components (title, purpose, and description; outcomes, teaching-learning strategies, content, classes; opportunities for students to demonstrate learning and faculty evaluation of
Technology in the Classroom In today's society, technology has become an accepted medium for communication. From email correspondence that has taken the place of mail, to texting instead of talking, advances in technology have become integrated into our daily lives. However, the line should be drawn when it comes to technology impeding academics and being incorporated into the classroom. Although many support the notion of technology in the class, others see
These benefits arise because of implementing both assistive technologies and Information Communication technology (ICT). The implementation of technology in classrooms usually has benefits to both the disabled students as well as the teachers (Kirk, Gallagher, Coleman, & Anastasiow, 2012, p.240). The general benefits of use of assistive technologies and ICT in teaching students with learning disabilities include greater learner autonomy and unlocking hidden potential with those with communication difficulties.
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