* References and thoughts: Come from classroom experiences and ideas from textbook Web 2.0 New tools, New schools Authors: Gwen Solomon and
Presenting concepts effectively with Technology
Educational technology as demonstrated a significant positive effect on achievement. Positive effects have been found for all major subject areas, in preschool through higher education, and for both regular education and special needs students. Evidence suggests that interactive video is especially effective when the skills and concepts to be learned have a visual component and when the software incorporates a research-based instructional design. Use of online telecommunications for collaboration across classrooms in different geographic locations has also been show to improve academic skills. Education technology has been found to have positive effects on student attitudes toward learning and on student self-concept. Students felt more successful in school, were more motivated to learn and have increased self-confidence and self-esteem when using computer-based instruction. This was particularly true when the technology allowed learners to control their own learning.
The level of effectiveness of educational technology is influenced by the specific student population, the software design, the teacher’s role, how the students are grouped, and the level of student access to the technology. Students trained in collaborative learning, had higher self esteem and student achievement. Introducing technology into the learning environment has been shown to make learning more student-centered, to encourage cooperative learning, and to stimulate increased teacher/student interaction. Positive changes in the learning environment brought about by technology are more evolutionary than revolutionary. These changes occur over a period of years, as teachers become more experienced with technology. Courses for which computer-based networks were use increased student-student and student-teacher interaction, increased student-teacher interaction with lower-performing students, and did not decrease the traditional forms of communication used. Many student who seldom participate in face-to-face class discussion become more active participants online. Greater student cooperation and sharing and helping behaviors occurred when students used computer-based learning that had students compete against the computer rather than against each other.
Small group collaboration on computer is especially effective when student have received training in the collaborative process (page 21).
Supporting diverse learners with technology
With "No Child Left Behind (NCLB)" holding schools accountable for how all students learn, schools and their teachers must ensure that every student has access to the standard curriculum. Publishers, researchers, and other curriculum developers are working to create curricular materials that meet the needs of a diverse student population, but it will be some years before these are available in all classrooms. Meanwhile, teachers do not have time to wait. They must act now to meet the needs of mixed ability classrooms, and many are turning to differentiated instruction. Some common classroom technology can support them in this effort. Many of the technology resources that most schools already have at hand can be used to facilitate this kind of tailored instruction. Simple graphics software and word processors, as well as resources and tools found on the Internet, offer students a variety of ways to access content, work with information to develop understanding, and demonstrate what they know. Yet the power of this readily accessible technology may not be obvious to all teachers or to those at the site or district level who make decisions about allocating technology, professional development, and other resources. They may be familiar with some low-tech strategies for enhancing learning, such as books on tape, highlighting, worksheets, writing templates, and making diagrams, charts, or tables, but not realize that such strategies can be improved with the use of existing digital technology (Pages 30-40).
Spporting learning outside the classroom with technology
E-learning can give you the freedom and flexibility to learn when and where you want and at your own pace. You can study a wide range of subjects at any level, and e-learning can be ideal if the subject you're interested in isn't available nearby. E-learning makes use of information and communications technology to provide innovative ways to learn. Distance learning covers learning remotely on courses such as home study or 'self-study' courses, which can be combined with e-learning. Your instructor can provide support by phone, email, online or by post. You might be able to communicate with other learners by email or website discussion groups. This helps you learn from the rest of the group and comment on each other's work. There is usually a good range of support available to help you organize your time and manage your learning (Based on Angel and Blackboard).
Facilitating enaging learning experiences in the classroom with technology
An increasing number of educators are calling for high standards and challenging learning activities for at-risk students. New technologies can provide meaningful learning experiences for all children, especially those at risk of educational failure. Schools that capitalize on the relationship between technology and education reform will help students to develop higher order skills and to function effectively in the world beyond the classroom. Achieving such fundamental change, however, requires a transformation of not only the underlying pedagogy (basic assumptions about the teaching and learning process) but also the kinds of technology applications typically used in classrooms serving at-risk students.
Presenting concepts effectively with Technology
Supporting diverse learners with technology
With "No Child Left Behind (NCLB)" holding schools accountable for how all students learn, schools and their teachers must ensure that every student has access to the standard curriculum. Publishers, researchers, and other curriculum developers are working to create curricular materials that meet the needs of a diverse student population, but it will be some years before these are available in all classrooms. Meanwhile, teachers do not have time to wait. They must act now to meet the needs of mixed ability classrooms, and many are turning to differentiated instruction. Some common classroom technology can support them in this effort. Many of the technology resources that most schools already have at hand can be used to facilitate this kind of tailored instruction. Simple graphics software and word processors, as well as resources and tools found on the Internet, offer students a variety of ways to access content, work with information to develop understanding, and demonstrate what they know. Yet the power of this readily accessible technology may not be obvious to all teachers or to those at the site or district level who make decisions about allocating technology, professional development, and other resources. They may be familiar with some low-tech strategies for enhancing learning, such as books on tape, highlighting, worksheets, writing templates, and making diagrams, charts, or tables, but not realize that such strategies can be improved with the use of existing digital technology (Pages 30-40).
Spporting learning outside the classroom with technology
E-learning can give you the freedom and flexibility to learn when and where you want and at your own pace. You can study a wide range of subjects at any level, and e-learning can be ideal if the subject you're interested in isn't available nearby. E-learning makes use of information and communications technology to provide innovative ways to learn. Distance learning covers learning remotely on courses such as home study or 'self-study' courses, which can be combined with e-learning. Your instructor can provide support by phone, email, online or by post. You might be able to communicate with other learners by email or website discussion groups. This helps you learn from the rest of the group and comment on each other's work. There is usually a good range of support available to help you organize your time and manage your learning (Based on Angel and Blackboard).
Facilitating enaging learning experiences in the classroom with technology
An increasing number of educators are calling for high standards and challenging learning activities for at-risk students. New technologies can provide meaningful learning experiences for all children, especially those at risk of educational failure. Schools that capitalize on the relationship between technology and education reform will help students to develop higher order skills and to function effectively in the world beyond the classroom. Achieving such fundamental change, however, requires a transformation of not only the underlying pedagogy (basic assumptions about the teaching and learning process) but also the kinds of technology applications typically used in classrooms serving at-risk students.
