Classroom Teaching & Technology integration in the society
Classroom Teaching & Technology integration in the society
An individual in this urban society interacts more with machines than the humans. Similarly, a child in this 21st century is born in an environment where digital electronics rules and it would be very much difficult of him to realize the fact that a century ago it was difficult to even call a place nearby.
Things were very much mechanical and analytic. The world was a big place and large enough to consider each of the nations as islands of culture with least of interference of other culture. But now the world has become very small with information from far off places are available with a click of mouse. Websites are the second address of everything that has got dual presence i.e. both physical as well as virtual. Even though there is the same physical distance but virtually all are sitting together and is available at the virtual locations.
The above mentioned changes and the rate at which these changes are being incorporated into the human civilization are going to continue and as a result everything that will see the integration of technology will accelerate. These can be a business group or a community or a simple family. The matter of importance is the individual’s capability to adopt itself to changing condition not only to thrive but to achieve further success (Chen, 2006).
The above mentioned changes have actually called on classroom teachers to follow up with this technology integration. The common nation is that teachers without the knowledge of basic technology skills are more of an obstacle to any technology integration either in present or in future. But the same person can provide efficient leadership by becoming aware of basic technology skills and some imaginative thought process (Bolman & Deal, 2002). This includes creation of a vision and then sharing and implementing the vision through arrangement of proper funding.
A teacher’s acquaintance with these issues and its impact of technological standards actually gives an in depth view of very basic platform over which administrators’ knowledge stands (Bowman, Newman, & Masterson, 2001). His knowledge and understanding of technology is perhaps the most important factor that determines whether the assimilation of education and technology will work in the classroom or not (Hughes & Zachariah, 2001). Teachers who are technologically sound are more comfortable with the youth and children of today who are very much tech savvy and habitual of using hi-tech electronic equipments.
They generally work in direct contact with students thereby the exchange of ideas from both side could be achieved and hence the possibility of better result from this technology implementation would be achieved. They would also convince the students in cooperating with the other teachers and other important elements of the complete implementation staff.
Being an education professional, he or she is very much aware of facts that the effectiveness of the technology integration is a very much a variable depending on administrators’ competencies. The development of this specific and well researched competencies helps in providing proper guidelines for establishing steps for the administrator to maintain technology leadership and hence his assistance in technology integration in schools will result far reaching outputs in technology literacy and enhanced student learning.
The educators’ perceptions of principal technology leadership competencies at the later stage is an important factor behind the successful integration of technology ensuring smooth rather flow of knowledge and information (Chin & Hortin, 1994).
Learning in the classroom will generate a new relationship between the teacher and the student thereby engaging and modernizing various methods for assessment as well as study. The broader relation between the educators and the students will give real time information to the teachers about the performance of the students. Through this they can search for newer methods to help their students. These processes will ensure more compact relationship and the students will learn in a very few period rather than the months (Trends, 2006).
The newer technology generally in the form of computer & internet has provided a different addition to the meaningful learning of education. One of the first and most vocal proponents of the use of technology to promote this type of meaningful learning was Seymour Papert (1980, 1994) who believed that computers could provide a powerful tool for learning.
He also noted that schools have frequently ignored the broad capacities of computers for instructional support, isolating them from the learning process rather than integrating them into all areas of the curriculum. Using the techniques of the constructivism effectively, the teacher can teach or educate their students in a better way. Teachers are beginning to use technology as a tool to promote students’ ability to reason and solve authentic problems.
Teachers have now been using technology and also integrating them into formal education system with intention to transform classrooms into technology intensive knowledge centers providing purposeful learning with experimental leaning that would intuitively create an environment of authentic action rather than awareness and simple information. The effective use of technology can integrate higher cognitive skill development and thinking skills such as problem solving, reasoning, decision making, and scientific inquiry.
When teachers are thorough and totally integrate technology into class room a very different environment comes into existence. A constructivist learning environment is a place in which learners work together and support each other as they use a variety of tools and information resources in their guided pursuit of learning goals and problem-solving activities. Constructivist learning environments frequently encompass many different applications of media and technology.
Classrooms under this environment are active with the combine of the tools of constructivism with communication and visualization tools that enable communication and collaboration among learners in a socio cultural context. Increased student achievement can result because of the synergy created through dynamic interactions (Sandholtz, Ringstaff, & Dwyer, 1997).
In short the teachers must acquire the desired skill level which helps them in gaining the knowledge & the use of computer based technology .The survey revealed that most students have said that their teachers do not use computers in sophisticated ways. And if the teachers are not provided the useful support needed to integrate computers into the overall framework of the classroom, it is unlikely that their students will use computers in ways that will improve their learning process (Fuller, 2000).
Bolman, L. G., & Deal, T. E. (2002). Leading with soul and spirit. The School
Administrator, February, 21-26.
computer. New York: Basic Books.
Sandholtz, J., Ringstaff, C., & Dwyer, D. (1997). Teaching with technology: Creating
Subject: Classroom Teaching,
University/College: University of California
Type of paper: Thesis/Dissertation Chapter
Date: 29 September 2016
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