In order to objectively respond to this question, 3 articles were examined. 2 away of the 3 connect how the use of technology in the class room frustrates students while the last one translates the thoughts of students who feel that technology in their classroom has answered to their need. And so the issue is not that technology is not effective but instead that some teachers should be aware about technology utilization in the classroom and others have to be trained in order to properly use technology to teach so that students do not view technology as obstruction learning but as an boosting tool.
After summarizing the 3 articles which may have recently been reviewed we are able to prove that there are 2 groups of students who claim to dislike technology in their classroom: Those who are improperly exposed to it by their teacher and those who did not give themselves the required time to familiarize themselves with it. We will then be capable to get to the logical conclusion that those same students would appreciate the value of technology in the classroom if their teachers ever done it properly. Let us first sum it up the articles that we are referring to.
The article "When good technology means bad teaching related that many students believe that teachers and professor use technology as a way to show off. College students complain of technology making their teachers "less effective than they would be if they stuck to a lecture at the chalkboard" (Young) other problems related by students include teachers wasting class time to teach in regards to a web tool or to excess weight with a projector or software. When teachers are unfamiliar with the scientific tools, they are likely to waist more hours attempting to use them the technological software that is employed the most according to students is PowerPoint. Pupils complain that teachers put it to use rather than their lesson plan. Many students make clear that it makes understanding more difficult "I call it up PowerPoint abuse" (Young). Professors also post their PowerPoint Presentation to the school board before and after class and this encourages students to miss more classes.
One other problem reported in the content with the use of technology in the classes is that many institutions spend time to educate their staff about how precisely to use a particular technology but it does not train them on "strategies to use them well" (Young). The writer presumed that schools also needs to give small monetary incentives to teachers and professors to attend workshops.
In an interview made with 13 students, "some gave their teacher a failing when it came to using Power Point, Course Supervision systems and other class room technology" (Young ) some of the complains were again about the neglect of PowerPoint's and the fact that instructors put it to use to recite what's on the scale. Another issue was that teachers who are unfamiliar with technology often waste class time as they spend more time troubleshooting than coaching. The last complain pointed out is the fact some teachers require students to comment on online community forums weekly but that they just do not monitor the outcome or never make reference to the discussion in school.
Similarly, the article "I'm not a computer person" (Lohnes 2013) speaks to the fact that students expectations in terms of technology is concerned is different. In a study done with 34 undergraduate university students, they advise that technology is a fundamental element of an college or university students life because they have to do must everything online from making use of for college or university or school, searching and registering for classes, pay tuition and that in addition to being integrated in the administration, and so out technology is also trusted to teach and is valued by higher education.
Those students, nevertheless , feel that technology poses a barrier to success as they struggle to arrange with the ways in which the institution ideals technology. " A scholar explains that technology is employed in her freshman season to choose in assignments, take part in user discussion forums and sites, emailing the professor, looking at grades and then for a variety of other administrative task including monitoring the next school shuttle bus. This particular student in whose name is Nichole says that she does not use a laptop but shares a family group computer. Your woman has a younger sibling who also uses the computer to complete his school work so the lady consequently has to stay up late to complete assignments. She states "technology and I? We never had that connection" (Lohnes). Nichole dislikes the truth that her college or university requests that she had more contact with technology than the girl with conformable with. Nonetheless, the girl explains that as the girl started doing those institution online assignments so frequently she came to realize that they were not that bad.
One of her issues though with technology is that your woman had come from Muelle Rico about a season prior entering school and that she never acquired to use the computer a whole lot there. The articles relates that other school students like Nichole have admitted that they are "reluctant technology users" (Lohnes) The article wants to clarify, in essence, that although most people would expect that school students choose technology and are already familiar with it, inches that assumption is faulty" (Lohnes).
However, the article "What Screenagers Say About... " Excessive school age students were asked about the genuine thought of technology but most expressed liking it. One said about PowerPoint: "My history teacher performed a good job with Power Points. He would put them online, which made for really great reviews. " (Screneagers, 2011) Others expressed how technology was really who they actually are and that teachers should understand for example that when they text in class, they are if she is not rude but that they have gotten used to multi tasking. One more student invites teachers to not be afraid of technology "Teachers shouldn't be afraid of technology. Figure out that it's how we live our lives. Therefore don't just push it out. Learn to manage us and how we work. " (Screenagers, 2011)
Another student however, stated how she prefers less difficult technology that her instructor is comfortable with somewhat than advanced that the teacher will not manipulate well "The most critical thing for teachers is usually to be comfortable with what they're using. This doesn't have to be super hi-tech. My mathematics teacher used a projected, and it was one of my personal favorite classes. Then simply I would go for this other class where the teacher used Power Factors and the SMART plank, but I didn't get any more from it because she wasn't at ease with the technology" (Screenagers, 2011) Students spoke about their appreciation for nearly all types of technology used in the classroom. One other said "One of my teachers used Skype. That is face-to-face interaction. If I actually a new problem with some math problem We were working on, I actually could require a picture of it and put it on the Skype display screen. She could see where I was making my mistake. It really helped. " (Screenagers, 2011) The bottom line is that those students wanted to let teachers know that they really like technology and that it is already a great part of their day to day routine but that it had to be used properly in order for them to enjoy it.
Similarly, they sum it up a few things that they dislike as well. Among the list, they said: reading on the computer, paying a great deal for a web textbook and the fact that they often forget everything otherwise when they get captured up with using technology.
Nonetheless, they had considerably more positive things they loved in technology like for example that some educators would text a question for them to think about before class, so if they do not know they answer, they would communicate with classmates to talk about the likelihood for the response before school. This allows these to go to class prepared. That they also like using Skype ip telefoni, emailing their teachers rather than going to speak to them face-to-face. They also enjoy discussion boards. The advice they would like to convey with their professors is to make certain that they can be comfortable with whatever technological tools they are using, to give them more independence to use the favorable sites and those in the middle range when they are surfing the online using school computers also to recognize that technology is part with their lives.
Following summarizing those articles, we can see that the scholars mentioned in Youngs, 2004 dislike technology because their experience with it was not satisfactory. In other terms, a group of students dislike technology because some teachers are not mindful about technology use or they require additional training. For example, some students are frustrated because they feel that course instructors waist their time when they are not properly trained to use the technological tools. Others disliked the fact that some teachers had PowerPoint demonstrations that were either not significant or they would just read whatever they had written and add no additional comments. Those examples are called "bad teaching (Young, 2004) and they are in fact terrible good examples that teachers should not follow because technology is not meant to help teachers do the least work or to take up poor teaching practices. Somme students related that PowerPoint was widely employed by educators so they even call it PowerPoint abuse.
My spouse and i can relate to what is being expressed by those students. I noticed a Teaching Assistant educate a grammar class lately. He purchased a device to allow him to monitor the screen without touching the computer. This individual was capable of walk during the class while changing slides. It all viewed so impressive but despite all of this show, students were left so confused at the conclusion of the lesson. Whenever they asked questions, he returned to the slide that had the grammar rule and read it over to the class. The PowerPoint was obviously a duplication of the textbook chapter. The same examples of the book were used. Towards the end of the course, this individual felt that he got done a great PowerPoint when in fact, it was not meaningful. This was a copy/paste task from the text e book to the screen. This kind of example shows that we need to use practical when using technology. The moment teaching grammar, an educator must be able to come up with examples aside from those in the reserve, you have to write on the board, have student practice the real have learned. PowerPoint use was obviously a real bad idea, i believe, for teaching this course. It absolutely was just not the right technological tool for the lesson.
Pupils in that class may decide that they despise Power Points because it confuses them more while the issue is not with the use of PowerPoint but instead with the teacher's poor choice of technology. The point I also want to make here is that teachers may sometimes be unaware of their poor use of technology. This kind of is why, as tutors, we sometimes need to ask students for their feedback so we might make corrections where needed.
We can then consider those students dislike technology therefore of improper technical use by teachers, and also because many instructors do not attend courses or training sessions to help them obtain a broader knowledge of technology since they are so busy. Like suggest (Youngs, 2004) and (Lohnes, 2012), those same busy educators might have attended those exercising if there were given an incentive. Inside the article "Technology Standards in a Third-Grade Classroom" (Kovalik, 2001), it is related how a study done on the 3rd grade category of 25 showed that students were properly using technology. There is no indication that those students dislike using technology. The content also mentioned how the teachers were highly trained because the Ohio table pays incentive to educators to engage in technology training which teaching them not only using technology by teaches them strategies on when to rely on them.
Panels from other states must look into doing the same thing to ensure that their teachers are responding to the technological need of their students and that they are teaching them in line with the standards. The Iowa school mentioned previously met the standards as far as technology is concerned due to technology coaching received by the teachers. If professors learn how effectively use technology in the school room, will probably be a less aggravating experience for them and for the student that will less likely hate technology since it will meet its purpose to enhance teaching.
The other groups of students who dislike technology are those who had been not exposed to it for long enough. The School Freshman, Nichole advises that she had not been exposed to so much technology while she was in high school in her home country; consequently, it looked like to be a burden to her to desire a computer to complete almost all of her school assignments but also to connect to her classmate via a message board. What is interesting though is the fact even though she claimed to dislike technology a great deal, your woman advised that once the girl started to spend a great deal time using it, your woman realizes that it is not so bad. Though it is likely that a lot of people do not like the mobile phone and texting so much, the computer and some website have become part of most people daily routine. In Nichole's circumstance, she does not own a laptop and has to wait for her consider use the family computer meaning she has no attachment to the multimedia because her use of it is controlled. Yet , once she gets to own her own computer, it is just a guaranteed that her view of technology will change.
I returned to school after about more than a decade. When ever I was in college or university the first time around, nothing was electronic but when I contacted USF to apply, they advised me that everything was online. To start with, I asked why everything was online but once I obtained used to it, I started out to understand the value of obtaining the convenience to do a lot of things without having to live my home.
Consequently, Nichole likely will not continue to dislike technology that much once she gets more familiar and more mounted on it. The truth is that she explained that she begun to realize that it was not that bad once the girl started doing so many assignments. She came to the conclusion that the computer has not been yet a friend but it converted out no longer an enemy; it probably is to her an acquaintance.
With this understanding, depending on background of some ELL students and depending on whether or not they were revealed to technology in their house country, they may well not like technology at first but this will not be a sign that they can never come to appreciated it. As teacher, we will need to allow them time to familiarize themselves with it while we continue to properly put it to use so that we do not recommend against it or involuntary send skipped information about its true value.
Alternatively, the last article testifies to the fact that the new generation is technology powered which when used properly, they benefits from it in the classroom, there are several examples of how teachers at first used technology to train which are appreciated by students. What should the conclusion be then?
We have proven that technology use is effective in their class but that teachers require some actions in order to make it useful to students. It is necessary that they received some training if they lack it, and like a student suggested in the Screenager article, they should refrain from using complicated tools if they are not sure about how precisely to use them. Really best to properly use something much simpler they are familiar with like a high school student advised.
In addition, it is important for teachers to screen the many scientific tools also to research them before introducing them to their teaching. If he or she test some that do not work well, they have to stop with them and seek the one which is appropriate. Most importantly, technology is not necessarily the answer this is why teachers should be balanced when using it. If it is required that we use the board and chalks to help students better understand, this is what we should do. Carrying out so, we will ensure more students appreciate the use of technology in the classroom for what it is worth.
Work Cited
Kovalik, Cindy, Lynn Smolen, and Jazmine Toddy. "Technology Standards In A Third-Grade Classroom."
Journal Of Research On Computing In Education 33.5 (2001): 1-17. Academic Search Premier.
Web. 9 Aug. 2013
Lohnes Watulak, Sarah. "'I'm Not a Computer Person': Negotiating Participation in Academic
Discourses." British Journal Of Educational Technology 43.1(2012):109-118. OmniFile Full Text
Mega (H.W.Wilson). Web.9Aug. 2013.
Young, Jeffrey R. "When Good Technology Means Bad Teaching" Chronicle Of Higher Education
51.12(2004): A31-A31. Academic Search Premier. Web.9Aug.2013.
What Screenagers Say About... (2011). Educational Leadership, 68(5), 44-46 Wed. 9 Aug.2013.
By
NICK MYRCA MALEBRANCHE- GAUTHIER
Subject: Classroom Technology
8/9/13
Article Source: http://EzineArticles.com/expert/Nick_Myrca_M_Gauthier/1722146
Article Source: http://EzineArticles.com/8057926
In an interview made with 13 students, "some gave their teacher a failing when it came to using Power Point, Course Supervision systems and other class room technology" (Young ) some of the complains were again about the neglect of PowerPoint's and the fact that instructors put it to use to recite what's on the scale. Another issue was that teachers who are unfamiliar with technology often waste class time as they spend more time troubleshooting than coaching. The last complain pointed out is the fact some teachers require students to comment on online community forums weekly but that they just do not monitor the outcome or never make reference to the discussion in school.
Similarly, the article "I'm not a computer person" (Lohnes 2013) speaks to the fact that students expectations in terms of technology is concerned is different. In a study done with 34 undergraduate university students, they advise that technology is a fundamental element of an college or university students life because they have to do must everything online from making use of for college or university or school, searching and registering for classes, pay tuition and that in addition to being integrated in the administration, and so out technology is also trusted to teach and is valued by higher education.
Those students, nevertheless , feel that technology poses a barrier to success as they struggle to arrange with the ways in which the institution ideals technology. " A scholar explains that technology is employed in her freshman season to choose in assignments, take part in user discussion forums and sites, emailing the professor, looking at grades and then for a variety of other administrative task including monitoring the next school shuttle bus. This particular student in whose name is Nichole says that she does not use a laptop but shares a family group computer. Your woman has a younger sibling who also uses the computer to complete his school work so the lady consequently has to stay up late to complete assignments. She states "technology and I? We never had that connection" (Lohnes). Nichole dislikes the truth that her college or university requests that she had more contact with technology than the girl with conformable with. Nonetheless, the girl explains that as the girl started doing those institution online assignments so frequently she came to realize that they were not that bad.
One of her issues though with technology is that your woman had come from Muelle Rico about a season prior entering school and that she never acquired to use the computer a whole lot there. The articles relates that other school students like Nichole have admitted that they are "reluctant technology users" (Lohnes) The article wants to clarify, in essence, that although most people would expect that school students choose technology and are already familiar with it, inches that assumption is faulty" (Lohnes).
However, the article "What Screenagers Say About... " Excessive school age students were asked about the genuine thought of technology but most expressed liking it. One said about PowerPoint: "My history teacher performed a good job with Power Points. He would put them online, which made for really great reviews. " (Screneagers, 2011) Others expressed how technology was really who they actually are and that teachers should understand for example that when they text in class, they are if she is not rude but that they have gotten used to multi tasking. One more student invites teachers to not be afraid of technology "Teachers shouldn't be afraid of technology. Figure out that it's how we live our lives. Therefore don't just push it out. Learn to manage us and how we work. " (Screenagers, 2011)
Another student however, stated how she prefers less difficult technology that her instructor is comfortable with somewhat than advanced that the teacher will not manipulate well "The most critical thing for teachers is usually to be comfortable with what they're using. This doesn't have to be super hi-tech. My mathematics teacher used a projected, and it was one of my personal favorite classes. Then simply I would go for this other class where the teacher used Power Factors and the SMART plank, but I didn't get any more from it because she wasn't at ease with the technology" (Screenagers, 2011) Students spoke about their appreciation for nearly all types of technology used in the classroom. One other said "One of my teachers used Skype. That is face-to-face interaction. If I actually a new problem with some math problem We were working on, I actually could require a picture of it and put it on the Skype display screen. She could see where I was making my mistake. It really helped. " (Screenagers, 2011) The bottom line is that those students wanted to let teachers know that they really like technology and that it is already a great part of their day to day routine but that it had to be used properly in order for them to enjoy it.
Similarly, they sum it up a few things that they dislike as well. Among the list, they said: reading on the computer, paying a great deal for a web textbook and the fact that they often forget everything otherwise when they get captured up with using technology.
Nonetheless, they had considerably more positive things they loved in technology like for example that some educators would text a question for them to think about before class, so if they do not know they answer, they would communicate with classmates to talk about the likelihood for the response before school. This allows these to go to class prepared. That they also like using Skype ip telefoni, emailing their teachers rather than going to speak to them face-to-face. They also enjoy discussion boards. The advice they would like to convey with their professors is to make certain that they can be comfortable with whatever technological tools they are using, to give them more independence to use the favorable sites and those in the middle range when they are surfing the online using school computers also to recognize that technology is part with their lives.
Following summarizing those articles, we can see that the scholars mentioned in Youngs, 2004 dislike technology because their experience with it was not satisfactory. In other terms, a group of students dislike technology because some teachers are not mindful about technology use or they require additional training. For example, some students are frustrated because they feel that course instructors waist their time when they are not properly trained to use the technological tools. Others disliked the fact that some teachers had PowerPoint demonstrations that were either not significant or they would just read whatever they had written and add no additional comments. Those examples are called "bad teaching (Young, 2004) and they are in fact terrible good examples that teachers should not follow because technology is not meant to help teachers do the least work or to take up poor teaching practices. Somme students related that PowerPoint was widely employed by educators so they even call it PowerPoint abuse.
My spouse and i can relate to what is being expressed by those students. I noticed a Teaching Assistant educate a grammar class lately. He purchased a device to allow him to monitor the screen without touching the computer. This individual was capable of walk during the class while changing slides. It all viewed so impressive but despite all of this show, students were left so confused at the conclusion of the lesson. Whenever they asked questions, he returned to the slide that had the grammar rule and read it over to the class. The PowerPoint was obviously a duplication of the textbook chapter. The same examples of the book were used. Towards the end of the course, this individual felt that he got done a great PowerPoint when in fact, it was not meaningful. This was a copy/paste task from the text e book to the screen. This kind of example shows that we need to use practical when using technology. The moment teaching grammar, an educator must be able to come up with examples aside from those in the reserve, you have to write on the board, have student practice the real have learned. PowerPoint use was obviously a real bad idea, i believe, for teaching this course. It absolutely was just not the right technological tool for the lesson.
Pupils in that class may decide that they despise Power Points because it confuses them more while the issue is not with the use of PowerPoint but instead with the teacher's poor choice of technology. The point I also want to make here is that teachers may sometimes be unaware of their poor use of technology. This kind of is why, as tutors, we sometimes need to ask students for their feedback so we might make corrections where needed.
We can then consider those students dislike technology therefore of improper technical use by teachers, and also because many instructors do not attend courses or training sessions to help them obtain a broader knowledge of technology since they are so busy. Like suggest (Youngs, 2004) and (Lohnes, 2012), those same busy educators might have attended those exercising if there were given an incentive. Inside the article "Technology Standards in a Third-Grade Classroom" (Kovalik, 2001), it is related how a study done on the 3rd grade category of 25 showed that students were properly using technology. There is no indication that those students dislike using technology. The content also mentioned how the teachers were highly trained because the Ohio table pays incentive to educators to engage in technology training which teaching them not only using technology by teaches them strategies on when to rely on them.
Panels from other states must look into doing the same thing to ensure that their teachers are responding to the technological need of their students and that they are teaching them in line with the standards. The Iowa school mentioned previously met the standards as far as technology is concerned due to technology coaching received by the teachers. If professors learn how effectively use technology in the school room, will probably be a less aggravating experience for them and for the student that will less likely hate technology since it will meet its purpose to enhance teaching.
The other groups of students who dislike technology are those who had been not exposed to it for long enough. The School Freshman, Nichole advises that she had not been exposed to so much technology while she was in high school in her home country; consequently, it looked like to be a burden to her to desire a computer to complete almost all of her school assignments but also to connect to her classmate via a message board. What is interesting though is the fact even though she claimed to dislike technology a great deal, your woman advised that once the girl started to spend a great deal time using it, your woman realizes that it is not so bad. Though it is likely that a lot of people do not like the mobile phone and texting so much, the computer and some website have become part of most people daily routine. In Nichole's circumstance, she does not own a laptop and has to wait for her consider use the family computer meaning she has no attachment to the multimedia because her use of it is controlled. Yet , once she gets to own her own computer, it is just a guaranteed that her view of technology will change.
I returned to school after about more than a decade. When ever I was in college or university the first time around, nothing was electronic but when I contacted USF to apply, they advised me that everything was online. To start with, I asked why everything was online but once I obtained used to it, I started out to understand the value of obtaining the convenience to do a lot of things without having to live my home.
Consequently, Nichole likely will not continue to dislike technology that much once she gets more familiar and more mounted on it. The truth is that she explained that she begun to realize that it was not that bad once the girl started doing so many assignments. She came to the conclusion that the computer has not been yet a friend but it converted out no longer an enemy; it probably is to her an acquaintance.
With this understanding, depending on background of some ELL students and depending on whether or not they were revealed to technology in their house country, they may well not like technology at first but this will not be a sign that they can never come to appreciated it. As teacher, we will need to allow them time to familiarize themselves with it while we continue to properly put it to use so that we do not recommend against it or involuntary send skipped information about its true value.
Alternatively, the last article testifies to the fact that the new generation is technology powered which when used properly, they benefits from it in the classroom, there are several examples of how teachers at first used technology to train which are appreciated by students. What should the conclusion be then?
We have proven that technology use is effective in their class but that teachers require some actions in order to make it useful to students. It is necessary that they received some training if they lack it, and like a student suggested in the Screenager article, they should refrain from using complicated tools if they are not sure about how precisely to use them. Really best to properly use something much simpler they are familiar with like a high school student advised.
In addition, it is important for teachers to screen the many scientific tools also to research them before introducing them to their teaching. If he or she test some that do not work well, they have to stop with them and seek the one which is appropriate. Most importantly, technology is not necessarily the answer this is why teachers should be balanced when using it. If it is required that we use the board and chalks to help students better understand, this is what we should do. Carrying out so, we will ensure more students appreciate the use of technology in the classroom for what it is worth.
Work Cited
Kovalik, Cindy, Lynn Smolen, and Jazmine Toddy. "Technology Standards In A Third-Grade Classroom."
Journal Of Research On Computing In Education 33.5 (2001): 1-17. Academic Search Premier.
Web. 9 Aug. 2013
Lohnes Watulak, Sarah. "'I'm Not a Computer Person': Negotiating Participation in Academic
Discourses." British Journal Of Educational Technology 43.1(2012):109-118. OmniFile Full Text
Mega (H.W.Wilson). Web.9Aug. 2013.
Young, Jeffrey R. "When Good Technology Means Bad Teaching" Chronicle Of Higher Education
51.12(2004): A31-A31. Academic Search Premier. Web.9Aug.2013.
What Screenagers Say About... (2011). Educational Leadership, 68(5), 44-46 Wed. 9 Aug.2013.
By
NICK MYRCA MALEBRANCHE- GAUTHIER
Subject: Classroom Technology
8/9/13
Article Source: http://EzineArticles.com/expert/Nick_Myrca_M_Gauthier/1722146
Article Source: http://EzineArticles.com/8057926
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