Computers in the Classroom :: Technology Education Learning Essays

Computers in the Classroom Education has recently last a major media topic, drawing daily headlines in newspapers across the coun purify. integrity issue on this topic is the recent rush to increase technology in the schools. This frequently is referred to as educational technology. Educational technology is delimit as the theory and practice of design, development, utilization, management and evaluation of process and resources for schooling (Ely 2000). The thought of incorporating technology into the classroom is an idea occurring only thorough the twentieth century. This concept evolved during and immediately following WWII, when technology began to increase and became available for mortal delectation. The originators of increased technology in the classroom foc determinationd on the use of audiovisual media, such as TV and video clips. Today when we allege educational technology we most frequently refer to the use of computers in the classroom or similar electroni c devices. There are more positive aspects of having computers present in the classroom and used as a tool throughout the learning process, especially in math and science. This is a relatively new idea, considering computer use has increased dramatically everywhere the past 10 years. Few deny that students do non direct computer access in school, however some individuals feel this in conclusion will negatively affect schools and students. I however am not one of those individuals. I feel computer technology can positively affect many areas of education. In this paper I will control the areas of computer impact on constructivism, possible assessment processes of the future, and technology use with at-risk students. With increasing standards across the country, many students are falling behind their peers. These students are considered at-risk for academic failure. In the past, these students were educated through tracking at a lower level, by narrowing specific cir culla, rigid instructional procedure, and fallback programs. However, recent studies show that by not challenging at-risk students or load-bearing(a) them to use complex thinking skills schools underestimate the students capabilities (Means 1997). Consequently not providing them with the better(p) education possible. Many students that are at-risk have difficulty with subject division because it is irrelevant, uninteresting, or too abstract for them to absorb, ultimately the students do not try in school and eventually fail out. Well it sounds like an gentle solution then make the lessons relevant to the students life.