In the past few years of research on instructional technology has led to a clearer vision of how technology make a difference teaching and learning. Today, almost every school in the United States of America uses technology as part of teaching and learning and with each state featuring its own customized technology program. In many of those schools, teachers use the technology through integrated activities which can be part of their daily school curriculum. As an example, instructional technology creates a dynamic environment in which students not only inquire, but in addition define problems of interest to them. This kind of activity would integrate the subjects of technology, social studies, math, science, and language arts with the chance to create student-centered activity. Most educational technology experts agree, however, that technology ought to be integrated, never as a separate subject or as a once-in-a-while project, but as an instrument to promote and extend student learning on an everyday basis.
Today, classroom teachers may lack personal experience with technology and present yet another challenge. To be able to incorporate technology-based activities and projects into their curriculum, those teachers first must find enough time to master to use the tools and understand the terminology essential for participation in projects or activities. They should have the capacity to employ technology to enhance student learning in addition to to help personal professional development.
Instructional technology empowers students by improving skills and concepts through multiple representations and enhanced visualization. Its benefits include increased accuracy and speed in data collection and graphing, real-time visualization, the capacity to collect and analyze large volumes of data and collaboration of data collection and interpretation, and more varied presentation of results. Technology also engages students in higher-order thinking, builds strong problem-solving skills, and develops deep comprehension of concepts and procedures when used appropriately.
Technology should play a vital role in academic content standards and their successful implementation. Expectations reflecting the right utilization of technology ought to be woven into the standards, benchmarks and grade-level indicators. Like, the standards includes expectations for students to compute fluently using paper and pencil, technology-supported and mental methods and to make use of graphing calculators or computers to graph and analyze mathematical relationships. Write for Us Technology These expectations ought to be designed to support a curriculum rich in the use of technology rather than limit the use of technology to specific skills or grade levels. Technology makes subjects accessible to any or all students, including people that have special needs. Alternatives for assisting students to maximise their strengths and progress in a standards-based curriculum are expanded through the use of technology-based support and interventions. Like, specialized technologies enhance opportunities for students with physical challenges to produce and demonstrate mathematics concepts and skills. Technology influences how exactly we work, how exactly we play and how exactly we live our lives. The influence technology in the classroom needs to have on math and science teachers’ efforts to provide every student with “the chance and resources to produce the language skills they need to pursue life’s goals and to participate fully as informed, productive members of society,” cannot be overestimated.
Technology provides teachers with the instructional technology tools they need to operate more proficiently and to be more responsive to the person needs of these students. Selecting appropriate technology tools give teachers an opportunity to build students’ conceptual knowledge and connect their understanding how to problem within the world. The technology tools such as for example Inspiration® technology, Starry Night, A WebQuest and Portaportal allow students to employ a variety of strategies such as for example inquiry, problem-solving, creative thinking, visual imagery, critical thinking, and hands-on activity.
Advantages of the use of these technology tools include increased accuracy and speed in data collection and graphing, real-time visualization, interactive modeling of invisible science processes and structures, the capacity to collect and analyze large volumes of data, collaboration for data collection and interpretation, and more varied presentations of results.
Technology integration strategies for content instructions. Beginning in kindergarten and extending through grade 12, various technologies could be made part of everyday teaching and learning, where, for instance, the use of meter sticks, hand lenses, temperature probes and computers becomes a smooth part of what teachers and students are learning and doing. Contents teachers should use technology in methods enable students to conduct inquiries and engage in collaborative activities. In traditional or teacher-centered approaches, computer technology is employed more for drill, practice and mastery of basic skills.
The instructional strategies employed in such classrooms are teacher centered because of the way they supplement teacher-controlled activities and because the software used to provide the drill and practice is teacher selected and teacher assigned. The relevancy of technology in the lives of young learners and the capacity of technology to improve teachers’ efficiency are helping to raise students’ achievement in new and exciting ways.
As students move through grade levels, they can engage in increasingly sophisticated hands-on, inquiry-based, personally relevant activities where they investigate, research, measure, compile and analyze information to attain conclusions, solve problems, make predictions and/or seek alternatives. They are able to explain how science often advances with the introduction of new technologies and how solving technological problems often results in new scientific knowledge. They need to describe how new technologies often extend the existing quantities of scientific understanding and introduce new aspects of research. They need to explain why basic concepts and principles of science and technology ought to be part of active debate in regards to the economics, policies, politics and ethics of varied science-related and technology-related challenges.
Students need grade-level appropriate classroom experiences, enabling them to master and to have the ability to do science in a dynamic, inquiry-based fashion where technological tools, resources, methods and processes are readily available and extensively used. As students integrate technology into learning about and doing science, emphasis ought to be placed on how to think through problems and projects, not only what to think.
Technological tools and resources may vary from hand lenses and pendulums, to electronic balances and up-to-date online computers (with software), to methods and processes for planning and doing a project. Students can learn by observing, designing, communicating, calculating, researching, building, testing, assessing risks and benefits, and modifying structures, devices and processes – while applying their developing knowledge of science and technology.
Most students in the schools, at all age levels, might possess some expertise in the use of technology, however K-12 they ought to notice that science and technology are interconnected and that using technology involves assessment of the advantages, risks and costs. Students should build scientific and technological knowledge, in addition to the skill required to style and construct devices. Furthermore, they ought to develop the processes to fix problems and recognize that problems might be solved in a number of ways.
Rapid developments in the style and uses of technology, particularly in electronic tools, will change how students learn. Like, graphing calculators and computer-based tools provide powerful mechanisms for communicating, applying, and learning mathematics in the workplace, in everyday tasks, and in school mathematics. Technology, such as for example calculators and computers, help students learn mathematics and support effective mathematics teaching. Rather than replacing the learning of basic concepts and skills, technology can connect skills and procedures to deeper mathematical understanding. Like, geometry software allows experimentation with families of geometric objects, and graphing utilities facilitate learning about the characteristics of classes of functions.
Learning and applying mathematics requires students to become adept in using a variety of techniques and tools for computing, measuring, analyzing data and solving problems. Computers, calculators, physical models, and measuring machines are types of the wide variety of technologies, or tools, used to show, learn, and do mathematics. These tools complement, rather than replace, more traditional ways to do mathematics, such as for example using symbols and hand-drawn diagrams.
Technology, used appropriately, helps students learn mathematics. Electronic tools, such as for example spreadsheets and dynamic geometry software, extend the number of problems and develop comprehension of key mathematical relationships. A solid foundation in number and operation concepts and skills is required to use calculators effectively as an instrument for solving problems involving computations. Appropriate uses of those and other technologies in the mathematics classroom enhance learning, support effective instruction, and impact the quantities of emphasis and ways certain mathematics concepts and skills are learned. As an example, graphing calculators allow students to quickly and easily produce multiple graphs for some data, determine appropriate ways to produce and interpret the info, and test conjectures in regards to the impact of changes in the data.