Computers in the Classroom :: Technology Education Learning Essays

Computers in the Classroom Education has recently develop a major media topic, drawing daily headlines in newspapers across the coun purify. whiz 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 learnedness (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 individualist using up. The originators of increased technology in the classroom foc expenditured on the use of audiovisual media, such as TV and video clips. Today when we severalise educational technology we most frequently refer to the use of computers in the classroom or similar ele ctronic devices. There argon many 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 all over the past 10 years. Few deny that students do non involve computer access in school, however some individuals feel this at last 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 viewing 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 circ ulla, rigid instructional procedure, and disengagement programs. However, recent studies show that by not challenging at-risk students or encourage them to use complex thinking skills schools underestimate the students capabilities (Means 1997). Consequently not providing them with the outflank education possible. Many students that are at-risk have difficulty with subject numerate 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 short solution then make the lessons relevant to the students life.