Group items tagged

Effective use of the Smart Board technology can without question quickly produce increased student interaction and engagement with specific instructional material and can have lasting benefits on the classroom dynamic and cognitive development of the middle school age student population

In the 21st century not only do most K-12 students have or are in the process of acquiring technological literacy, but concurrently the use of technology has become the central focus of their lives

While the classroom should not become simply a conduit for students to further immerse themselves in technology, the classroom should not pretend technology does not exist as well

"Kevin can be far more involved in group activities. He can converse with his peers, participate in class discussions, and do his homework, no matter where he is. This has increased his ability to be an independent member of the school and the community."

traditional assistive technologies have converged with consumer technologies

today's smartphones, tablets and other mobile devices come equipped with universal access functionality, making it possible for users to deploy built-in or easily downloaded assistive technologies.

teaching with technology involves four major components: the course content, the instructor, the students and the technology tools (See Figure 17.1.). We need to attend to each component in order to make technology integration as successful as possible.   Each of these components is discussed in more detail below. Scroll down or navigate to a particular section: course content the instructor the students technology tools

While there is much on-going research on new technologies and their effects on teaching and learning, there is little rigorous, large-scale data that makes for solid research, education experts say. The vast majority of the studies available are funded by the very companies and institutions that have created and promoted the technology, raising questions of the research’s validity and objectivity. In addition, the kinds of studies that produce meaningful data often take several years to complete—a timeline that lags far behind the fast pace of emerging and evolving technologies.

For example, it is difficult to pinpoint empirical data to support the case for mobile learning in schools—a trend that educators have been exploring for several years now—let alone data to support even newer technologies such as tablet computers like the iPad. The studies that do look at the effects of mobile technologies on learning are often based on small samples of students involved in short-term pilots, not the kind of large-scale, ongoing samples of students that educators and policymakers would like to see (Education Week, Feb. 23, 2011).

However, there are a handful of large-scale studies that do point to trends and observations in the education technology field. For example, Project RED, a research initiative linked closely with the One-to-One Institute, which supports one-to-one laptop initiatives in K-12 schools, released a study about successful implementation models of education technology in October 2010. That study found that most of the schools that have integrated laptops and other digital tools into learning are not maximizing the use of those devices in ways that best make use of their potential. The report goes on to outline the critical steps needed to capitalize on that potential (Project RED, 2010).

One tool to help students with disabilities even in the face of a special education teacher shortage is assistive technology. Today, assistive technology can help students with certain disabilities learn more effectively. Ranging in sophistication from “low” technologies such as a graphic organizer worksheet to “high” technologies including cutting-edge software and smartphone apps, assistive technology is a growing and dynamic field.

Text-To-Speech Assistive Tools

Intel Reader

1. Get Some Training. You don't have to become a computer expert, but you need to have some basic understanding of how computers operate and what to do when they do not operate properly. You should also become familiar with a web browser such as Firefox or Internet Explorer and websites that provide tech-integration resources and tutorials. Your school or college likely has an instructional technology specialist to help you in this regard. 2. Don't Re-invent the Wheel. There are plenty of credible and experienced educational technology organizations, administrators and teachers out there who can lead you to quality materials, lesson plans and activities for use in your classroom. You don't have to spend hours using search engines to locate appropriate sites and materials. Some of the best educational Web sites for integrating technology in the classroom are: Center for History and New Media Classroom 2.0Edutopia Discovery Education: Kathy Schrock "Guide for Educators"PBS Teachers: Media InfusionThinkfinity 3. Establish a Partnership with Your Students. Many of your students will be excited about computer use, but you and they may be apprehensive about how technology will change your learning environment. Tell your students that computer use in your classroom is new and exciting for you as well, and that you are all part of an experiment whose ultimate success will largely depend on your combined efforts and cooperation. Stress how special this educational opportunity is and how much you need their input. Remember, it's about the students, not you. Your students will probably appreciate you asking for their help, and it may spur them to take ownership of the program. It also may soften some frustrations when technical problems occur. 4. Have a Plan B Ready. You are going to run into some technical difficulties in class and how you handle them will go a long way in determining how successful and enjoyable your technology experience is. You can minimize unwanted surprises by getting some training from an instructional technology specialist and by minimizing your reliance on live web connections. However, you will invariably run into technical problems during class that you are not able to solve immediately. In such instances, if you appear overly perturbed and frustrated you will send a signal to your students that they too can moan about technical problems and perhaps use them as excuses to forego completing computer-based work. Even worse, you may inadvertently cause them to question the ultimate merit of computer-based learning. Instead, try to make a smooth transition to a backup lesson plan, thereby sending a signal that technical glitches are just part of your educational adventure.

And, although they sound space-aged and technical, most of the technologies that students are using are the same as those in most homes; the main difference is that, in schools, their educational potential is being explored.

Children in kindergarten

log on to the worldwide web via a Connected Classroom program.

Reasons for Integrating Technology When done effectively, technology has a positive impact on student learning. It can: Increase student motivation for learning Improve communication of learning goals Facilitate higher-order thinking skills Build valuable skills that students will use in college and in the workplace Expand students' understanding from novice to mastery There is no denying that computer technology has become as commonplace as the telephone in American society. To make learning relevant to students, this reality needs to be acknowledged in the form of technology-based lessons.

lace computers where they are available throughout the day

Technology should help us to teach better and in more meaningful ways.

It should not be something that you do in addition to everything else you already do in your classroom.

Children already know how to use technology for entertainment. They need to learn how technology can help them to learn.

The findings of our study show that an ILS—if used appropriately—has real potential for improving student achievement. This conclusion is further supported by studies we conducted for several school districts. (Each of these studies has been funded by the school district, not the ILS vendor.) We have held focus group interviews with more than 100 teachers and principals, made more than 100 structured classroom observations to chronicle ILS use and integration with classroom curriculums, received surveys from nearly 300 ILS teachers and administrators, and obtained achievement and attitude data from nearly 5,000 students. While there is variability in all of these data, the following conclusion seems warranted: If implemented properly, ILSs do produce positive results. Indeed, they have the potential to transform the classroom into a better environment for learning.

The findings of our study show that an ILS—if used appropriately—has real potential for improving student achievement. This conclusion is further supported by studies we conducted for several school districts. (Each of these studies has been funded by the school district, not the ILS vendor.) We have held focus group interviews with more than 100 teachers and principals, made more than 100 structured classroom observations to chronicle ILS use and integration with classroom curriculums, received surveys from nearly 300 ILS teachers and administrators, and obtained achievement and attitude data from nearly 5,000 students. While there is variability in all of these data, the following conclusion seems warranted: If implemented properly, ILSs do produce positive results. Indeed, they have the potential to transform the classroom into a better environment for learning.