Implementing Computer Technology In Secondary Schools

Implementing Computer engineering in Secondary indoctrinatesIn 1999 , The International affiliation for the Evaluation of Educational action (IEA ) conducted a study on pedagogical practices of t severall(a)yers and educatees of elementary and collateral instructs in 30 nations , and the grapheme of applied science the give tongue to practices ( The Second Information Technology in Education line of business : Module 2 , n .d . It was order out that as of 1999 , 12 of elementary school-age childs and 3 of those in intermediate and secondary schools do non drive meshing access in their schools ( Computer Technology in Schools , 1999 . more than(prenominal) number would br considerably be large lock in , if the period when the benefits of the exertion of calculating machine engineering in genteelness was implied , is taken into accountComputer applied science for the practice of students in schools started out as ready reck unityr laboratories (Lynch , 2000 , which until now , is continuously evolving to becoming a son of a bitch for study . That the integration of computer engine room in schools is lull on process suggests that although its advantages overhear been persistently advocated at that place be as well powerful sociocultural and developmental forces that oppose its emanation . According to Meredyth , et . al (1999 , the status quo in the sensory system of focal point slows the efforts to integrate computer engineering science in secondary schoolsAt rootage , the commonwealth who were a take a leakst the death penalty of computer engineering in schools cope that this would result in the replacement human instructors and making them non present-day(prenominal) (capital of Virginia , n .d As it incurs clear that the this would not necessarily become so , that is , there would plainly be an evolution of parting from plain instructor to facilitator , the problem with the implementation now centers on the lack of physical resources (Richmond , n .d ) and the instructors lack of formulation (Lynch , 2000 . This implies that the habit of computer applied science in the knowledge of secondary students per se is not , today the major consideration in its application and the need for a clear definition of its role is incumbent to speed up decisions on whether there is in truthly a necessity for the addition or retention of the number of computer hardwargon in schools , or should there be in need of compulsory good training for instructors . According to Richmond (n .d , there atomic number 18 two major problems in the implementation of computer applied science in program line (1 ) the goals and purposes of implementation argon unclear (2 ) the implementors do not fully take c ar the changes required for the implementation of engine room in study . These problems must be addressed first if success is necessityed . Although both are important aspects of the implementation , this will focus in delineate the goal , purposes or role of computer engineering in student exploit at the secondary school take . To understand this critical role , it is very important to give up first the basics about round theories of encyclopaedism and its current application to education technologyThe theory of Cognitive Constructivism states that learning receives with the learners active efforts to assimilation new information imposed any by the instructor or by self-discovey ( Theories of Learning , 2006 . This mean that learners must be able to relate what they learn to their assures or meet the learning itself to be able to fully understand it . One example of this is driving . In to learn to jam a vehicle , one must not that know that vehicles are powered by gasoline , controlled apply a steering wheel , has a gas bike to move forward or backward and a smash pedal to make it unwrap . He or she has to begin driving to know and fully understand the significance of each theory he or she is made to know And this experience is very important if he or she is to make life-or-death decisions once he or she takes the road . Computer technology , when related to learning whitethorn be applied in a similar way , by providing a mode to simulate reality to give the students a whole step of what whitethorn or may not happen as a result of their decisions . Such is the function of simulations : to in hushed in learners goals which are similar to reality and resultant feelings that are similar to what may happen in real life because of the as a result of the decisions imposed by the program . A jackpot of simulation programs have now been developed for divergent purposes . Sim metropolis provides the learner-gamer an experience of building a city and a feel of becoming a Mayor . The learner-gamer is subconsciously taught of the importance of preparedness and how each decision might give a peremptory effect (here , in the form of incr ministration in the city s revenue ) or negative (in the form of rallies and decrease in the city s revenue . Business simulations provide learners with vicarious experience of in truth owning and handling investments without the need of development or losing real money . Design programs provide the learner-designer with an idea or berth of the possible perspectives or outcome of each design in mind and an opportunity to manipulate or change it tally to his or her desires even before actual realization of the designThere are also simulations in many different subjects like biology physics and chemistry , which can provide the learner with the opportunity to visualize the theories and manipulate situations and then see the results as would happen if the theories are applied . Simulations have been use for decades by the aura and military industry and just until recently , the costs of simulations have prevented smaller asylums to avail its benefits (Boehle , n .d . Although , still not tatty , mass production , added to the said drastic improvement in learning retention rates (Boehle , n .d , simulations provide a very efficient tool for learning . There is a 75-80 boost in learning retention rate for students in simulations (Boehle , n .dSocial Constructivism believes that knowledge is socially constructed that is , retention of information is achieved by group efforts ( Theories of Learning , 2006 This is learning with others and through others input and ideas connect with one s own . This theory emphasizes the importance of other s picture usually for the purpose of the improvement of the said work . utilise to computer technology in its role in secondary education , this allows for interaction among many different people , not limited to those in schoolroom but also stretches to people in different time zones . This allows for assimilation of new and vary ideas from different people from different places who usually have different ideas about different issues , strengthening ones reasoning and improving one s knowledge about many different areas and at the kindred time improving one s social skill . The most(prenominal) usual form of technology which applies the Social Constructivism theory is forums . A lot of forums can be found in the net income , all areas of knowledge with its own : arts , sciences , mathematics , and philosophyThe conjecture of Behaviorism believes that knowledge is a repertoire of behavioral responses to environmental stimuli ( Theories of Learning 2006 According to this theory , learning happens through repeating and reinforcement , usually with the instructor speaking and the learner earreach . This learning theory is opposite of Cognitive Constructivism in that learners gain knowledge passively . This is the most common type of focusingal mode used in schools . Still , this instructional mode can also be applied to computer technology . Tutorials in cd s are now widely open in the market . These products simulate what and how teachers teach in an actual class , explaining concepts with voice recordings combined with moving pictures for visualization . It also comes with practice exercises much like what teachers would give to their students to evaluate the student s learning . The only difference is that , these products can be used by the student alone , even at homeIt is said that students retain only 5 to 20 percent of what they ensure read or see and hear in lectures , s and audiovisual presentations (Boehle , n .d ) and the application of computer technology in education provides a means for the use of the most senses which facilitates to a greater extent learning . And given this fact and the theories of learning and how it can be applied to educating students , it is quite easy to rank that computer technology provides only benefits and must immediately be applied to all education institutions to facilitate the learning of the students . This is supported by some inquiry findings on technology s impact on education . According to one article ( Raising disciple Achievement with Technology , 2006 , technology can help by empowering the students to attain their skills and use their imaginations . Again this is because with technology , students are able to use more than than of their senses compared to the typical classroom session where they usually , are only made to listen to what their instructor have to say . According to Richmond (n .d , the acceptance of technology as a mode of instruction lies on its force to facilitate learning in a multifaceted approach with the use of multimedia formats which are faster and are more efficient in terms of information spaceBialo and Sivin-Kachala (1995 , said that there is still no proof that technology genuinely makes students better achievers but still , also according to them , students who use technology for education have a more positive outlook on education and have better self- wonder . These students who gain access to technology gain improved motivation towards schoolhouse (Pirofski , 2002 . Computer technology when applied to education can boost a student motivation and self-esteem because computers could never imply judgment on one s ability and can become very longanimous to a student s limitations . This is unlike instructors who can sometimes unconsciously intimidate the students and thus limit their motivation and willingness to learnThe previous divide showed that technology in education is a positive amour in a way by boosting the students self esteem and motivation . But one review ( Raising scholarly person Achievement with Technology , n .d ) stated that there is actually more to this than boosting the students ego . According to this review , this boost in the students ego makes the students who have access to technology , want to croak more time perusing compared to those in traditional resources . At the same time , this willingness to spend more time studying increases the speed in which students learn . This is because together with motivation comes more interest and thus better understandingRockman , et . al (1997 ) disagrees with Bialo and Sivin Kachala (1995 ) in that technology actually helps the student become better achievers in school . According to this study , students who used computers at home or in school become better compared to those who do not . Asked why they think they got better results compared to others , the students who used computers attributed their achievement to the ease in transcribing ideas as well as editing when using computersEach student learns in a different way than the others . Technology provides a means for instructors to shape their curriculum based on the needs of their students . Individualization of curriculum is an effective way if the achievement of each student s potential is targeted ( The wedge of Technology on Student Achievement , 2002 .

Because computers support the individuality of students , it also reduces the hale brought about by competition in the traditional classroom . As a result students who have access to computer technology in school tend to like their classmates more compared to those who do not have access to computer technology in school (Coley , 1997Other benefits attributed to computer technology include , decreased dropout rates , increased independence and sense of responsibility among students ( The Impact of Technology on Student Achievement , 2002However , there is an competition that the improvement attributed by many researches to the base of computer technology in education cannot be a result of this introduction alone (Richmond , n .d Coley 1997 . According to this , other factors that were not mensural either because it was not considered in the study or it plain cannot be measured might have contributed to the improvement in the students achievement . They were implying the possibility that the quality of the instructional design and not the implementation of computer technology itself may be amenable for the advantages attributed to the improvement in the students performance (Coley , 1997Computer technology , when applied to education is not all about the advantages . After all , there are reasons why the application of computer technology in education has not been realized immediately after its trace in the 80 sAccording to Richmond (n .d , the optional add-on constitution of the efforts to make significant improvements in the mode of instruction is in itself , a hindrance to the attainment of these changes . Teachers would not automatically encounter computer technology as an instructional mode because to be able to do that , they must be equipped with the technical skills . The effectiveness of use of computer technology is very much dependent on the teacher s creativity and his or her ability to manipulate it . Unfortunately , not a lot of teachers are trained to manipulate and assimilate the said technology as one of their instructional modes . Not a lot of them would have ample time for the needed practice to acquire these infallible skills . Another hindrance promoted by advocates against the implementation of computer technology in education is its costs . The costs of technology may be cheaper today compared last decade but considering a per-student ratio , it would still be very high . The call into question here is if the advantages would remunerate for the costs of technology and if such advantages could really not be met by the traditional mode of instruction (Richmond , n .dGiven the direction all industries are moving , one can say that technology is very important in the evolution of educational policies But clearly , it is not the only solution to whatever obstacle the education institution may be having . It is not the only means for the education institution to evolve . Rather , it and several other factors such as the instructional design , the teacher as well as the students are all parts of the solution to enhance the learning of students and teachers alikeEfforts in improving the standards in education should not stop on the purchase of hardware but also on the improvement of instructional designs and consideration of the present skills of instructors Continuous training of teachers is necessary to allow for the progression of education . And teachers , for a more effective teaching must learn how to match the instructional design to the needs of students to ensure that the students as well as the teachers will profit from each activity (Richmond , n .d .ReferencesBialo , E . R , Sivin-Kachala , J (1995 . Report on the effectiveness of technology in schools 95- 96 . Washington , D .C : Software Publishers AssnBoehle , S (n .d ) Simulations : The adjacent Generation of E-learning Training Mag .com . Retrieved 19 July , 2006 from hypertext transfer protocol / web .trainingmag .com /training /searcharticle_display .jsp ?vnu_content_idColey , R (1997 . Technology s Impact . Electronic School . Retrieved 19 July 2006 from http / vane .electronic-school .com /0997f3 .html Computer Technology in Schools (1999 . The Daily . Retrieved 19 July 2006 from http /www .statcan .ca /Daily / English /991012 /d991012a .htmLynch , J (2000 ) Teacher access to computer-based information and communication technology : Resources are not the whole answer (1 Education-line database . Retrieved 19 July , 2006 from http /www .leeds .ac .uk /educol /documents .htmMeredyth , D , Russell , N , Blackwood , L , doubting Thomas , J Wise ,(1999 Real time : Computers , change and schooling -- National sample study of the information technology skills of Australian school students Canberra , Australian Capital Territory : section of Education Training and Youth AffairsPirofski , K (2002 . Are each(prenominal) Schools Equally Wired ? An Overview of the Digital Divide in unsubdivided and Secondary Schools in the United States The Journal of Literacy and Technology . Retrieved 19 July 2006 from http /www .literacyandtechnology .orgv2n1 /pirofski .htmlRichmond , R (n .d . Integration of Technology in the Classroom : An Instructional Perspective Retrieved 19 July , 2006 from http /www .ssta .sk .ca /research /technology /97-02 .htm The Impact of Technology on Student Achievement (April , 2002 Retrieved 19 July , 2006 from http /www .apple .com /education /research /pdf /EduResearchFSv2 .pdf The Second Information Technology in Education Study : Module 2 . n .d Retrieved19 July 2006 from http /sitesm2 .org Theories of Learning (n .d ) ammonia alum Student Instructor Teaching Resource Center . Retrieved 19 July 2006 from http /gsi .berkeley .edu /resources /learning Raising student achievement with technology (n .d . Retrieved 19 July , 2006 from http /www .apple .com /education /researchRockman et al (June , 1997 . The laptop computer Program Research . Retrieved 19 July , 2006 from http /rockman .com /projects /laptopPAGEPAGE 1 ...If you want to get a full essay, order it on our website: Orderessay

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