Advancement In Technology Biography
Similar to learning a new task or trade, special training is vital to ensuring the effective integration of classroom technology. The current school curriculum tends to guide teachers in training students to be autonomous problem solvers.[22] This has become a significant barrier to effective training because the traditional methods of teaching have clashed with what is expected in the present workplace. Today’s students in the workplace are increasingly being asked to work in teams, drawing on different sets of expertise, and collaborating to solve problem.[22] These experiences are not highly centered on in the traditional classroom, but are twenty-first century skills that can be attained through the incorporation and engagement with technology.[25] Changes in instruction and use of technology can also promote a higher level of learning among students with different types of intelligence.[26] Please see the presentation by Ted Robinson where he discusses the ways in which schools kill creativity.[27] Therefore since technology is not the end goal of education, but rather a means by which it can be accomplished, educators must have a good grasp of the technology being used and its advantages over more traditional methods. If there is a lack in either of these areas, technology will be seen as a hindrance and not a benefit to the goals of teaching.
Another major issue arises because of the evolving nature of technology. Teachers may find themselves acting as perpetual novices when it comes to learning about technology. This is because technology, including the Internet and its range of applications, is always in a state of change and teachers must attempt to keep current.[28] The ways in which teachers are taught to use technology is also outdated because the primary focus of training is on computer literacy, rather than the deeper, more essential understanding and mastery of technology for information processing, communication, and problem solving.[28] New resources have to be designed and distributed whenever the technological platform has been changed. However, finding quality materials to support classroom objectives after such changes is often difficult even after they exist in sufficient quantity and teachers must design these resources on their own. The study by Harris[28] notes that the use of random Professional Development days is not adequate enough in order to foster the much-needed skills required to teach and apply technology in the classroom. Learning, therefore, becomes and on-going process, which takes time and a strong commitment among the community of educators.[28]
Similar to learning a new task or trade, special training is vital to ensuring the effective integration of classroom technology. The current school curriculum tends to guide teachers in training students to be autonomous problem solvers.[22] This has become a significant barrier to effective training because the traditional methods of teaching have clashed with what is expected in the present workplace. Today’s students in the workplace are increasingly being asked to work in teams, drawing on different sets of expertise, and collaborating to solve problem.[22] These experiences are not highly centered on in the traditional classroom, but are twenty-first century skills that can be attained through the incorporation and engagement with technology.[25] Changes in instruction and use of technology can also promote a higher level of learning among students with different types of intelligence.[26] Please see the presentation by Ted Robinson where he discusses the ways in which schools kill creativity.[27] Therefore since technology is not the end goal of education, but rather a means by which it can be accomplished, educators must have a good grasp of the technology being used and its advantages over more traditional methods. If there is a lack in either of these areas, technology will be seen as a hindrance and not a benefit to the goals of teaching.
Another major issue arises because of the evolving nature of technology. Teachers may find themselves acting as perpetual novices when it comes to learning about technology. This is because technology, including the Internet and its range of applications, is always in a state of change and teachers must attempt to keep current.[28] The ways in which teachers are taught to use technology is also outdated because the primary focus of training is on computer literacy, rather than the deeper, more essential understanding and mastery of technology for information processing, communication, and problem solving.[28] New resources have to be designed and distributed whenever the technological platform has been changed. However, finding quality materials to support classroom objectives after such changes is often difficult even after they exist in sufficient quantity and teachers must design these resources on their own. The study by Harris[28] notes that the use of random Professional Development days is not adequate enough in order to foster the much-needed skills required to teach and apply technology in the classroom. Learning, therefore, becomes and on-going process, which takes time and a strong commitment among the community of educators.[28]
Advancement In Technology
Advancement In Technology
Advancement In Technology
Advancement In Technology
Advancement In Technology
Advancement In Technology
Advancement In Technology
Advancement In Technology
Advancement In Technology
Advancement In Technology
Advancement In Technology
Advancement In Technology
Advancement In Technology
Advancement In Technology
Advancement In Technology
Advancement In Technology
Advancement In Technology
Advancement In Technology
Advancement In Technology
Advancement In Technology
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