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baby2cents

There Are No Technology Shortcuts to Good Education « Educational Technology ... - 0 views

  • Caring supervision from human teachers, parents, and mentors is the only known way of generating motivation for the hours of a school day, to say nothing of eight to twelve school years.
  • All of the evidence stands on its own, but I will tie them together with a single theory that explains why technology is unable to substitute for good teaching
  • One point that both authors make is that there is a repetitive cycle of technology in education that goes through hype, investment, poor integration, and lack of educational outcomes. The cycle keeps spinning only because each new technology reinitiates the cycle. In 1922, Thomas Edison claimed that movies would “revolutionize our educational system.” In 1945, William Levenson, a Cleveland radio station director, suggested that portable radios in classrooms should be “integrated into school life” alongside blackboards. In the 1960s, governments under John F. Kennedy and Lyndon Johnson invested in classroom TV. In an irrational leap of reasoning that is symptomatic of technology in education, Johnson went from a valid lament, “Unhappily, the world has only a fraction of the teachers it needs,” to a non-solution… to meet the challenge “through educational television.”
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  • There are no technology shortcuts to good education. For primary and secondary schools that are underperforming or limited in resources, efforts to improve education should focus almost exclusively on better teachers and stronger administrations. Information technology, if used at all, should be targeted for certain, specific uses or limited to well-funded schools whose fundamentals are not in question.
  • The history of electronic technologies in schools is fraught with failures. Computers are no exception, and rigorous studies show that it is incredibly difficult to have positive educational impact with computers. Technology at best only amplifies the pedagogical capacity of educational systems; it can make good schools better, but it makes bad schools worse. Technology has a huge opportunity cost in the form of more effective non-technology interventions. Many good school systems excel without much technology.
  • The inescapable conclusion is that significant investments in computers, mobile phones, and other electronic gadgets in education are neither necessary nor warranted for most school systems. In particular, the atte
  • warranted
  • mpt to use technology to fix underperforming classrooms (or to replace non-existent ones) is futile. And, for all but wealthy, well-run schools, one-to-one computer programs cannot be recommended in good conscience.
  • Computers can help good schools do some things better, but they do nothing positive for underperforming schools. This means, very specifically, that efforts to fix broken schools with technology or to substitute for missing teachers with technology invariably fail.
  • Computers can help good schools do some things better, but they do nothing pos
  • Educational Technology Debate: published via Creative Commons Attribution-Noncommercial-Share Alike 3.0 license.
  • Patrick Suppes, a pioneer in computer-aided learning suggested in 1966 that computers can “adapt mechanical teaching routines to the needs and the past performance of the individual student.” But, neither interactivity nor adaptive capacity are sufficient – the key challenge in education remains the long-term, directed motivation of the student – something which no technology today can deliver on its own, but which good teachers deliver regularly.
  • Bad schools are unable to direct student motivation towards educational goals. Since technology itself requires proper motivation for its benefits to accrue, any school that can’t direct student motivation capably will fail to do so with technology, as well (or worse, allow technology to distract students).
  • that technology doesn’t cure all educational ills or t
  • hat technology alone is insufficient as a solution.
  • The first interpretation suggests that technology cures some maladies in education. But, this is exactly what doesn’t happen – the prevailing evidence shows that technology does not cure unhealthy educational systems; at best, it only augments healthy ones. The second belief is more dangerous because it is factually correct bu
  • misleading for policy
  • can be justified, although with the ever-applicable caution that while technology can augment good schools, it hurts poor schools.
  • In order to avoid misunderstanding, I should clarify that some uses of computers in education
  • First, in those cases where directed student motivation is assured, technology may lessen the burden of teaching. Some cases of tertiary or adult education may fall into this category.
  • literacy, computer programming, or video editing, etc., are important as long as those uses are incorporated only as a small part of a well-rounded curriculum.
  • Third, technology can help with the administration of schools – record keeping, monitoring, evaluation, etc. – as long as the school system is able to fully support the technology.
  • use of well-designed
  • Fifth, again in rich environments, where the basics of education are assured, where teachers are facile with technology, and where budgets are unconstrained, widespread use of technology, even in a one-to-one format, might benefit students. Warschauer does find that certain uses of computers enhance computer literacy and writing skills, but these outcomes are limited to well-run, well-funded schools; they are notably absent in underperforming schools, even in the United States.
  • There are no technology shortcuts to good education. For primary and secondary schools that are underperforming or limited in resources, efforts to improve education should focus almost exclusively on better teachers and stronger administrations. Information technology, if used at all, should be targeted for certain, specific uses or limited to well-funded schools whose fundamentals are not in question.
  • The history of electronic technologies in schools is fraught with failures. Computers are no exception, and rigorous studies show that it is incredibly difficult to have positive educational impact with computers. Technology at best only amplifies the pedagogical capacity of educational systems; it can make good schools better, but it makes bad schools worse. Technology has a huge opportunity cost in the form of more effective non-technology interventions. Many good school systems excel without much technology.
  • The inescapable conclusion is that significant investments in computers, mobile phones, and other electronic gadgets in education are neither necessary nor warranted for most school systems. In particular, the attempt to use technology to fix underperforming classrooms (or to replace non-existent ones) is futile. And, for all but wealthy, well-run schools, one-to-one computer programs cannot be recommended in good conscience.
  •  
    research
nfltucker

Does Technology Improve Learning? No! | Bright Futures - 0 views

  • technology does not raise test scores or improve achievement. The answer to the question of technology improving learning is a resounding “NO!”
  • technology is an amazing tool for teachers to leverage for their students’ learning.
  • Handing technology to students is insufficient for improving learning.
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  • In fact, the research on technology initiatives indicates that when schools put too much focus on the technology (ie treating their initiative like a “tech buy”) there is no significant benefit to achievement. And even if laptops and iPads are a relatively new phenomenon, the importance of distinguishing between a focus on technology and a focus on learning, is not.
  • One of the enduring difficulties about technology and education is that a lot of people think about the technology first and the education later”
  • real value of technology in schools lies not in learning to use technology, but in using technology for learning.
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    Technology does not improve learning or grammar. the teachers who teach us while using the technology do.
baby2cents

Texting, TV and Tech Trashing Children's Attention Spans | Ellen Galinsky - 1 views

  • Texting, TV and Tech Trashing Children's Attention Spans
  • other by Common Sense Media.
  • Although teachers see a number of advantages in young people's heavy use of digital media (especially in their ability to find information quickly and efficiently), it is the potentially harmful e
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  • teachers
  • at have families, educators and policy makers worried.
  • New York Times' Matt Richtel summarizes these concerns in an article about the studies: "There is a widespread belief among teachers that students' constant use of digital technology is hampering their attention spans and ability to persevere in the face of challenging tasks.
  • cts th
  • Likewise, in the Pew online survey, which polled 2,462 middle and high school teachers, 87% report that these technologies are creating "an easily distracted generation with short attention spans," and 64% say that digital technologies "do more to distract students than to help them academically."
  •  
    check this out
jmasonii

What is the Impact of Technology on Learning? | Education.com - 0 views

  • Research literature throughout the past decade has shown that technology can enhance literacy development, impact language acquisition, provide greater access to information, support learning, motivate students, and enhance their self-esteem
  • Research literature throughout the past decade has shown that technology can enhance literacy development, impact language acquisition, provide greater access to information, support learning, motivate students, and enhance their self-esteem
gcasborne

Is technology producing a decline in critical thinking and analysis? | UCLA - 1 views

  • As technology has played a bigger role in our lives, our skills in critical thinking and analysis have declined,
  • eading for pleasure, which has declined among young people in recent decades, enhances thinking and engages the imagination in a way that visual media such as video games and television do not, Greenfield said.
  • Technology is not a panacea in education, because of the skills that are being lost.
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  • "Studies show that reading develops imagination, induction, reflection and critical thinking, as well as vocabulary," Greenfield said. "Reading for pleasure is the key to developing these skills. Students today have more visual literacy and less print literacy. Many students do not read for pleasure and have not for decades."
  • "Wiring classrooms for Internet access does not enhance learning," Greenfield said.
  • These and other studies show that multi-tasking "prevents people from getting a deeper understanding of information," Greenfield said.
  •  
    I sent an email with a draft of the cohesive statement for review and suggestions. Please check your emails. thanks,
india2014

Is technology producing a decline in critical thinking and analysis? - 1 views

  •  
    This article has citation and research results in the paragraphs read. I strongly disagree that technology increases our literacy skills. Technology makes us lazy because it pretty much does the job for us through auto-correct and other system abilities. It's no surprise that the "texting language" comprises of short texts that you sometimes can't even understand.
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    great article look for more
jmasonii

David Honig: Digital Literacy Beyond Social Networking - 0 views

  • At its core, digital literacy refers to the ability to locate, organize, understand, evaluate, and analyze information using new information and communications technology. Possessing digital literacy skills entails a working knowledge of current advanced technologies and, more importantly, a substantive understanding of how broadband-enabled tools can be used to enhance one's life.
  • Children raised in unconnected homes lack easy access to a computer and high-speed Internet connection during their formative years, thus perpetuating the existence of a digital divide that has left more than half of all black and Hispanic households unconnected to broadband. The result of this cycle is a minority workforce lacking in the digital literacy skills necessary to succeed in the 21st century.
  • Building digital literacy training into K-12 education is certainly an important first step since it provides new users with a tangible value proposition for going online. But we need to do more to ensure that these gains - in schools and on social networks - are sustained in the near term and maximized over the long term. Doing so will level the playing field for minorities and usher them into a new world of equal economic opportunity.
baby2cents

finish project - 2 views

but more can be added.who will email the assignment to the instructor.or i can be wrong.but is that the thing to do.could understand much.but i think one of come to a agreement to on how report sup...

education

started by baby2cents on 14 Aug 14 no follow-up yet
nfltucker

Facebook and Twitter 'harm pupils literacy' claim headmasters | Mail Online - 2 views

  • Children's literacy is being damaged by social media, headmasters claim.They say pupils are too distracted by sites such as Facebook and Twitter to bother to read a book.As a result, thousands are poor spellers and have little understanding of grammar.
  • The research uses examples such as one applicant stating: ‘I wont to work wiv you’re company.’
  • The research, conducted by Booked, a magazine for schools, found that half of Britain’s headmasters are concerned about their pupils’ approach to reading.
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  • Bosses regularly complain about the poor literacy standards among school leavers, whose written English in applications forms and CVs can be shocking
  • A survey of 214 secondary school heads found that 70 per cent believe Facebook and Twitter are ‘bad for literacy’.
  • Others regularly confuse the words ‘to’ and ‘too’, such as: ‘I’d like too work with you’, while asking whether job ‘oppurtunities’ are ‘avalible’ at the company.
  • Others sign their letters with several kisses, showing an inappropriate level of friendliness with a potential boss who they have never met.
  • ‘Ask a Year 10 class [aged 14 and 15] how many of them have read a book for pleasure recently and you might get two or three hands.
  • decline in old-fashioned grammar and spelling.’
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    read this one
  •  
    Good article
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