Founder and President of AdoptAClassroom. Does technology provide our students with experience they need to succeed in the 21st century, or does it hinder them from developing valuable skills that are only attainable through human interaction? A trainee uses software simulating a milling machine at a Siemens training center on September 3, in Berlin, Germany. Nearly trainees began their apprenticeship training programs today at an in-house educational facility at the Siemens factory in Berlin.
Technology as a Tool to Support Instruction By Lynne Schrum This week, in an Education World "edu-torial," Lynne Schrum presents her personal perspective on the ways in which technology can enhance learning -- and calls on educators to take a leadership role in determining the ways in which technology is used to support educational goals.
Her research, teachings, and writings focus on issues related to distance education, specifically online learning. Schrum also investigates the uses of technology in K environments and identifies ways to support educators in the effort. It will make our students smarter -- and it will do it faster and cheaper than ever before.
Moreover, the promise suggests, this miracle will occur almost by osmosis. We need only place a computer in a room, stand back, and watch the magic take place. If only life were that simple and learning that easy! Those of us who remember the s, when computers were first making their way into our classrooms, probably also remember a great deal of bad software.
As educators, we were unfamiliar with the technology and uncertain about its possibilities. So we stepped back and let software developers, hardware vendors, and other technicians define not only what we could buy but also how those products would be used.
In many ways, the technology drove the educational process. Its use in business and industry is both accepted and expected. And pressure abounds -- from the federal government, from local school boards, and certainly from the popular press -- for educators to get on board and see to it that students become technologically skilled.
But is mere technological skill enough? Two points should be considered. First and foremost, educators want students to learn. It is certainly not enough to tell educators that they need to use the boxes and wires that have invaded their schools simply because they are expensive or because students need to know how to use the latest widget.
The real world is not broken down into discrete academic disciplines. Technology lends itself to exploration. But before technology can be used effectively, exploration must be valued as important to both teaching and learning.
In such an environment, acquiring content changes from a static process to one of defining goals the learners wish to pursue. Students are active, rather than passive -- producing knowledge and presenting that knowledge in a variety of formats. In such an environment, educators can encourage a diversity of outcomes rather than insisting on one right answer.
They can evaluate learning in multiple ways, instead of relying predominately on traditional paper and pencil tests. And perhaps most importantly, teachers and students can move from pursuing individual efforts to being part of learning teams, which may include students from all over the world.
Of course, active learning is rarely a clean, neat process. Students engaged in such a process can create busy, noisy, and messy classrooms. Activities and learning environments must be carefully guided and structured so learners are fully engaged in their learning.In summary: Technology should be reduced as much as possible because it is contrary to nature, and/or to humanity, and/or to technology itself and finally, because it is a type of evil and thus is.
Technology in education is the biggest change in teaching we will ever see. For years, policy makers, teachers, parents and students alike have been weighing the potential benefits of technology in education against its risks and consequences.
The arguments against technology aren't really arguments against technology. They are arguments against the misuse of technology made by people who don't know what technology is.
Technology is merely the application of scientific principles in life. Sep 04, · The enthusiasm underscores a key argument for investing in classroom technology: student engagement. That idea is central to the National Education Technology Plan released by the White House last year, which calls for the “revolutionary transformation” of schools.
She is the editor of a K-8 technology curriculum, K-8 keyboard curriculum, K-8 Digital Citizenship curriculum, and creator of technology training books for how to integrate technology in education. Other arguments in favor of technology in the classroom include: • Exposing children to technology at an early age prepares them for college and the workforce where knowledge of technology is essential for success.