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Archive for April 29th, 2011

technological development and university

Over the last fifteen years, American schools have dramatically increased spending on technology in the classroom over a billion dollars a year because there was a widespread belief, government, businesses and officials education as the “Material distribution wiring schools, buying hardware and software, and all will lead to abundant classroom use, teachers and students and improving teaching and learning (Cuban, Kirkpatrick and Craig, Winter, 2001). In recent years a growing number of critics of technology in the classroom raises questions about what schools have received the return of this investment. Larry Cuban was quick to note that his research suggests that less than 20% of teachers use technology both several times a week, up to half of all teachers not to use the technology at all. (Kuba et al, Winter 2001. Cuba August 1999) Even if teachers used the technology, the withdrawal of Cuban employees of these devices in such a way as to improve teaching and learning. “[M] ore often, he says,” their use of sustainable and does not change the existing pattern of teaching practices (Cuban et al., Winter 2001). Back to America in this major investment in technology room class is even more doubtful that parents, policymakers and educators to look for evidence of impact on student achievement. Proponents of educational technology continue to believe that technology will make a difference in the academic performance, but tend to rely on anecdotal evidence of student motivation and development of criticism? Thinking in support of this belief. They were forced to rely on faith, and observations in large part because “[T] here is still very little scientific research to assess the effectiveness of the technology,” said John Bailey, director of educational technology for the U.S. Department of Education (Murray, 1922 October 2002).

Given the absence of evidence that technology improves performance, it is not surprising that some observers wonder whether the resources and time devoted to technology can produce a significant increase in academic performance if they focus on other educational needs.

new data: In recent years a growing number of researchers have published studies that provide substantial evidence that technology can play a positive role in academic success. Some organizations, such as Edutopia, the North Central Educational Lab (NCREL) and the Center for Applied Research in Educational Technologies (caret) are documented scientific studies that link the technology to increase student success. Two studies reflect the growing amount of research on the role of technology in academic performance.

The study

Harold Wenglinsky: “Do the math: The relationship between technology and student achievement in mathematics”, he concluded that the 4 th grader and 8-technology has a “positive” on success as measured in NAEP math test. But keep in mind, caution Wenglinsky this conclusion. He argues that not all countries use the technology have been helpful. Wenglinksky found using computers to teach lower-order thinking, “…[ W], negatively related to academic achievement …. In other words, what type of computer use was worse than doing nothing. In contrast to the teachers and students use computers to solve the simulation seen scores of their students in mathematics will increase significantly. As he investigated the causes of different teachers have used technology, Wenglinsky found that professional development was the difference between those teachers who have used the pull of software and those using software that can create a simulation. Teachers trained and the skills, technologies used in a way that students focus on modeling and applications that are recommended for students to acquire skills of solving problems. Teachers who are not trained software used for traction (Wenglinsky, 1998). More recently, teachers in Missouri have published their findings on a study of the impact of state programs were eMints on academic achievement. This program is designed as a comprehensive approach to help teachers integrate technology. The participation of teachers receive a class of equipment, and over two hundred hours of professional development during the period of two years. In addition to traditional workshops, training eMints includes peer coaching for teachers. The preparation is designed to help teachers integrate technology so they can use a query-based learning and emphasize critical thinking and problem solving skills. As a leader of the program, said: “We find that if you put two (learning based on real integration and technology), and there is a synergy that creates a truly enhances student learning” (Brannigan, 2002). power of technology to synchronize with a demand for training directly reflected in the results of tests of more than 6000 students in third and fourth year who recently took the Missouri Assessment Program (MAP) test. ” The results show that a higher percentage of students in eMINTS classrooms scored in the “experimental” or “Advanced” category … compared to other students who were tested for maps … “(Brannigan, 2002; Brief Review Team, 2002) <. / p> technology and learning: two pieces of the puzzle: These two studies highlight the importance of rethinking our current ideas about technology. Teachers can not accept the idea that technology is a panacea. Minister of Education Rod Paige recently told teachers they need to go beyond the computerization of schools and classrooms access to computers. (Real) number, “Paige insisted,” is how we use this access we’re getting results. “Paige encouraged teachers to consider how technology can “add value to student success?” (Brannigan January 31, 2002 p .).

two scientific studies mentioned above have clear guidelines for teachers who try to answer questions raised by Secretary Paige. Both studies argue that improved student learning occur when technology is combined with teaching strategies such as teaching project which calls actively involving students in challenging intellectual work that requires further thinking and problem solving skills. Henry Becker research adds weight to the argument that technology is a powerful tool to support active learning, based on investigation. Becker argues that the type of active learning to master the principles and concepts and explain the student’s work is easier to implement a technology-rich environment, where “students have a rich array of information to work with (and not only improve the quality of textbook content filter) when the link structure allows students to ask questions relevant to people … and as soon as the technology tools such as databases, programs analysis and composition software to help them develop an understanding of information “(Becker, 2000). Each of these studies have also stressed the importance of observing Michael Fullan,” The most powerful technology becomes more necessary for good teachers “(Fullan, 1998). If we want teachers to use technology to enrich and improve student achievement, we must ensure their professional development they need to develop confidence and skills to apply technology, and an understanding of how technology supports standards-based education. Preparing teachers to use technology effectively can also mean, for example eMints Missouri program and professional development focused on teaching strategies such as project-based learning, as well as cooperation or joint strategies, in addition to technology skills.

It is necessary to prepare teachers to use technology effectively means the school district must adopt new models of professional development. Too often, personal development is limited focus on the computer and not the role of technology in teaching and learning. Accordingly, the President of the Commission on Web-Based Learning has found that training teachers received “is usually too little, too basic and too often used to help them develop real facility in teaching technology” ( Web-Based Commission, 2001). Eighty-six percent indicated that the most common training they received in basic computer skills (Web-based Commission, 2001). Another survey of public school teachers found that while the majority (78%) received some technology-related development work in 1998-99 school year, basic training and short, lasting only 1-5 hours for 39% of teachers, and only 6 to 10 hours for an additional 19% of trainees (Web-Based Commission, 2001), the results of this failure to prepare teachers to use these new learning tools were predictable . In 1999, a Commission survey U. S. Ministry of Education has indicated that two thirds of teachers surveyed do not feel comfortable using technology (Web-Based Commission, 2001).

There is a consensus on the characteristics of a new model for effective professional development. One of the most important features is that “… teachers should be able to work with colleagues in their school and beyond. They need opportunities to learn from each others successes and failures and to exchange ideas and knowledge “(National Center for Research on Teacher Education, 1995). Professional development must be permanent, and if we are to overcome the barriers of time, the daily schedule of teachers should include a “built-in opportunities for professional learning and collaboration with colleagues …” (National Council for Staff Development, 2001). Others argue, professional development must be directly related to the work teachers do in class every day, and should be a model of effective teaching in the classroom (North Central Educational Research Lab, 2000). To meet these needs, many leaders who insist on new models of personal development to encourage schools to adopt peer coaching or study groups needed to provide workplace cooperation on issues relating directly to the needs of the class.

Conclusion: During the Clinton administration presidential Committee on Educational Technology said it was too little research on the impact of technology in the classroom and researchers invited to accept the challenge. Some researchers may be too little, took this responsibility. They find that difficult to identify technology as a variable in the instructions correctly, but they find that in the circumstances, technology plays a positive role in academic success. Educators increasingly focused on these studies, but must also bear in mind the circumstances in which scientific studies show the technology is a powerful learning tool. With this understanding of the context of success, education officials can develop programs that prepare teachers to use these powerful new tools for effective learning.

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