Using Technology in the Classroom Essay
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Using Technology in the Classroom Essay
Alsalman 4
Using Technology in the Classroom
Introduction Comment by J B: 3
The head of schools and technology developers are behind the advancement of information technology in schools. In order for schools to integrate these emerging trends in their curriculum, adjustments for the school system is essential as well as rewriting the objectives if the institutions. The school should also provide the required manpower to run the devices. Comment by J B: 1 Comment by J B: 5
As a result of increased research in the field, more and more financial aids are being given to institutions to incorporate information technology into their systems to ensure that the students benefit from these emerging technologies (M. D. S. Cortes, 2012). However, there are multiple challenges that are involved in the process, as Hernandez explained. Coming professional advancement with the inception of technology is very challenging in most cases. Even though information and communication technology has been implemented in multiple institutions, there are no clear set objectives towards the benefits of this shift, according to some of the academicians. Comment by J B: ?
As Fullan outlined in 2011, since the inception of the first personal computers five decades ago, the associated technology has been continuously getting the race over intelligence. He also outlined that although machines are critical in the lives of students, it is challenging to increase the knowledge of students via technology. Having laptops does not make students more informed or more intelligent. Despite the varying points of view about technology, it still remains the backbone of today’s classes in every nation (F. F. MEHRABI, 2012). In the earlier days, the teachers were less concerned about technology and often taught their students with fewer regards to the subject. However, with the continued advancement off this sector, the need to incorporate information technology in the process is becoming very crucial. In as far as teachers are required in classes, information technology is a requirement for today’s teachers. Even though the expectations of critical participants are very high, there are multiple barriers in the process of integrating information technology into classes (F. F. MEHRABI, 2012).
The main concern of the government is to elevate the academic success of the students in the classes, which is frequently measured through frequent standardized tests. The secondary objectives of the government are to ensure that every student becomes technologically literate and that the research done is valuable to the institutions. In addition to carrying out useful researchers, the government is also very keen on ensuring that the best practices will definitely be established (F. F. MEHRABI, 2012). The government is also overseas that the researchers are well equipped with technological skills and impacting the belief that the teachers need to be technologically informed in order to deliver quality services into classes. The students should also be encouraged to carry out technological courses to ensure that they become productive members of society later in their life (K. M. Culp, 2005).
However, some counties like Iraq do not incorporate information technology as one of their requirements in schools. As a result, their education system is very weak, especially in this competing economy. It is for this reason that this research was carried out to show the essence of information technology in classrooms.
As education and technology grow to become the real engine of the global economy, forecasting the possibilities, products, as well as the international competitiveness is the backbone of academic success in this competitive environment.
Significance of the Study Comment by J B: 3
Every research has to be associated with various lessons and importance in our daily lives. For this case study, we will be able to understand how these basic and essential technological aspects in any educational institution are crucial. After the end of the research, we are going to understand the importance of incorporating technology in schools and its application (K. M. Culp, 2005). From this research, we are going to understand various ways that we can carry out research to any school, not only online forecasting but also to different practical learning aspects in our daily lives.
A Literature review Comment by J B: 3
There are numerous studies that have been done that show the importance of incorporating information technology in modern day classrooms. According to the research that was done by B.J. Griffiths in 2015, he interviewed current and former students of universities in both the United States of America and the United Kingdom (A. Guzman, 2009). The population studied involved twelve students who came from both countries, and the investigation mainly concerned phenomenological principles. The students gave varying points of view concerning the incorporation of information technology in classes to the extent that they uniformly came to an agreement about online learning. The use of technology in classes caused diminishing revenues in the long run (A. Guzman, 2009).
According to Levy’s study in 2015, the brain of students mostly worked well in an environment that was punctuated by various technological devices. The technical habits of students are also changing in the long run, but the fundamentals of the early critical thinkers and their learning fundamentals remain intact. Comment by J B: 2
Another research was the study that was done by Martin in 2014, where he investigated approximately 48 elementary schools in the United States of America. The study was also done in one of the largest primary schools in southern America, where he invested the use of SMART boards in science classes. The comparison made was the impact of using smart boards in teaching science classes as well as the traditional approaches where the teacher used traditional means to pass information (M. Fullan, 2011).
The results indicated that SMART boards were more efficient among the students, and the classroom can as well be transformed by incorporating technology in the process. It has, however, been observed that it is very challenging for the students digital succeed in a technological classroom. Unlike in the standard classes where the students can refer to a textbook and gather information, technical types demand that the teacher has to maintain her contact with the student in order to elaborate complex topics that are outlined through digital devices. However, more research is required to give insight into the topic, and as the e-learning tools are being used, the possibility of success is very high.
Method Comment by J B: This seems a lot like the setup of a dissertation. I am not sure why you have the essay set up like this…
The researchers used this method to support their idea. To find the impact of technology in classrooms, it involved interviewing students by giving them tests and questionnaires to fill. The research entailed preparing two distinct groups studying biology and placing them in two different classes (M. Fullan, 2011). The first class had technology devices, while the second class was a classic structure without technology. The results from the two groups were collected, analyzed, and the conclusions drawn.
Result and discussion
The study was carried out in Boskanin primary school in Sleiman city, Iraq. One class did not have the technology, and the other type had technology equipment like laptops, smart boards, and other software components of computers. Each course was composed of sixteen students, as all taking biology and tine tests done by the two groups were compared.
Table 1: Test result from both classes technology and classis Comment by J B: 3/such a chart should be in an appendix
Class Classroom Technology Classic Classroom Number of students 16 16 Number of pass in test 14 10 Number of fail in test 2 6 Average of GPA 83.3% 60.4% Average of GPA for pass students 90.5% 83.3% Average of GPA for fail students 33.3% 22.2% Percentage of pass students 87.5% 62.5% Percentage of fail students 12.5% 37.5% In Table 1, the rate of success of students in both classes was estimated. In the technological class, the price of progress was 87.5 %, while in the other type, it was 62.5%. The average GPA of the technical course was 83.3 %, while in the classical course, it was 60.4%. The Bar Carts in Figures 2 and 3 explain the instances well.
The questionnaires consisted of closed-ended questions and were issued out after the test. Both classes answered the questions, as illustrated by Table 2. It was derived that incorporating information technology in the earning process eased the process, and the students were happy about the shift. However, some students liked classical classes, but most of them showed positive responses to technology classes.
Table 2: Result of Questionnaires form Comment by J B: 3/such a chart should be in an appendix
No. Questions Yes No
Q.1 Do you better understand classroom technology? 29 3
Q.2 Do you enjoy in classroom technology? 32 0
Q.3 Is it useful for practice when you study in classroom technology? 30 2
Q.4 Do you remember information for a long time, after studying
in classroom technology? 29 3
Q.5 Do you like to study in classroom technology always? 24 8
Conclusion
The study focused on two classes, where one of the types was well versed with information technology while the other type lacked this component. After a common lesson and test were done in these two classes, it was estimated that the performance in the technology class was 84%, while the GPA for the other class was 61%. Furthermore, the students using technology in their classes enjoyed the process and learned new themes through the same approach. After the research, classroom technology emerged as the most efficient learning tool among students. Furthermore, the students enjoyed the classroom technology and the aspects of incorporating technology in their daily business. The role of technology is analyzed, and the assignments are recommended to be done as to how the classrooms can be combined with emerging technological trends.
Actually, the topic that is using technology in the classroom is not related to my major, but I chose this topic because I am interested in it. Besides, I am a student, so I see all my teachers using technology in class and outside classes. Also, I saw how it is affecting to understand the lesson. The technology is hopefully at education in our world. Comment by J B: This essay is extremely well-written; however, it does not appear to respond to or answer most of the questions put forth in the prompt. Also, without the carts (which should be in an appendix) taking up space, your essay would be well under the length requirement. Please continue to work on prompt response in your future writing endeavors.
Grading Key: 1. Clarity: This portion of your essay may be confusing and/or repetitive. Please revise this section in order to enhance the flow and precision of your essay. 6. Simplify: This portion of your essay may be overly complex or intricate in some way. Please simplify this section in order to enhance the flow and clarity of your essay. 2. Paragraph formation: This paragraph may be too long (or too short). Paragraphs should be roughly the same size. Please see Purdue Owl “Paragraphing (Length Consistency)” for more information on paragraph structure. 7. Coherence 3. Formatting issue. Please see the MLA checklist for more info on formatting. 8. This essay either does not have the correct format and/or does not reach the length requirement set forth in the assignment sheet. 4. Grammar/typo 9. This essay does not clearly answer the questions put forth in the prompt. 5. Please add more specificity to the thesis. Adding works like such as, because, and like can help you do so. Also, please see “Tips and Examples for Writing Thesis Statements” on Purdue Owl.
Criteria Exceeds Expectations: 55p Meets Expectations: 27.5p Does Not Meet Expectations: 0p Rhetorical Strategy Use of techniques for audience, purpose, context, tone, voice, genre, language, and fulfills the prompt.
0 (does not respond to most of the prompt) Critical Thinking/Development Attention to argument, counterargument, depth of analysis, explanation of analysis, content, and paragraph development.
55 Organization Use of techniques for meta-discourse, transitions, and arrangement of ideas.
55 Fluency Attention to appropriate syntax, usage, grammar, and word choice.
55 Presentation Attention to citation, format, visuals, and mechanics.
20 (Formatting and length) Overall Grade 185 References
- D. S. Cortes, et al., “Effects of Computer Gaming on High School Students’ Performance in Los Baños, Laguna, Philippines,” 2012.
- F. MEHRABI, et al., “Reviewing The Types Of Computer Games And The Time Spent On Them And Their Relationship With The Students’educational Achievement In Kerman’s High Schools (2009-2010),” 2012.
- Fullan, “Choosing the wrong drivers,” in Center for Strategic Education, Seminar for Studies in Education, University of Toronto, Toronto, Canada. Series Paper, 2011, p. 5.
- Guzman and M. Nussbaum, “Teaching competencies for technology integration in the classroom,” Journal of Computer Assisted Learning, vol. 25, pp. 453- 469, 2009. [6] K.
- M. Culp, et al., “A retrospective on twenty years of education technology policy,” Journal of Educational Computing Research, vol. 32, pp. 279-307, 2005.
Figure 2:
Test result by number
Figure 3:
Test result by the percentage
Figure 4:
Bar Chart for Result of Questionnaires