What I hope to show is that the technology provides more benefits than hindrances and should not only be given a chance, but should be accepted whole-heartedly as a force for good.
Annotated Bibliography:
International Journal of Education in Mathematics, Science and Technology, 1(1), 16-24.
Like it or not, more and more schools are implementing technology into the classrooms at earlier ages than ever before. However there is considerable debate not only concerning the use of technology in the home, let alone in the school environment. Questions such as, how long, how young is too young and what about student's social development are only a few of the questions being asked.
This journal piece provides background into what occurred when iPads or tablets were introduced into the classroom setting for four and five year old children. It seeks to answer questions about viability, learning behaviors and whether or not it was a success.
Stearns,
Susan C. (2012). Integration of technology into the classroom: Effects on
reading comprehension Research Papers. Paper 248.
This research review compares the effects of computer technology as a supplemental tool to support and improve the reading comprehension of struggling and at-risk readers with equivalent non technological or traditional print based treatments. They feature a wide array of technology being used in an effort to provide support for the student. Their results so that technology in the classroom, provided superior or equal benefits than traditional methods of supplying support for struggling students.
Hsien-Chang, T. (2015). A senior teacher’s implementation of technology integration.
International Education Studies, Vol. 8, No. 6.
One of the biggest issues regarding technology in the classroom, is technology refusal. We have seen in our reading, that the strongest pushback against technology in the classroom comes from older teachers who are often unable to adapt the their changing classroom environments.
This study seeks to show that as long as teacher is willing and able to learn new skills, adaptation to new technology doesn't have to be career changing result.
Duygu Erişti, S., Aşkım Kurt, A., Dindar, M. (2012). Teachers’ views about effective use of technology in classrooms. Turkish Online Journal of Qualitative Inquiry, 3(2)
One of the biggest complaints from teachers concerning the introduction of technology into the classroom, is that they are never consulted or asked to provide feedback concerning the success, failure and most importantly, how to improve the technology experience in the classroom.
This paper describes the experience of 21 teachers who provided feedback via focus groups, observations and the researchers own journals. There were two recurring themes: Problems experienced by teachers regarding technology use in class and suggestions for effective use of technology.
Bang, E., Luft, J.(2013) Secondary science teachers’ use of technology in the classroom during their first 5 years. Journal of Digital Learning in Teacher Education, 29,(4) 118-126.
As noted previously, older teachers seem to have more resistance as well as a higher/longer learning curve in regards to new technologies than their younger counter parts. This is true because generational speaking, the younger teachers in general, are more 'digitally native', than their mature co-workers. This study seeks to ask, what happens to the relationship between technology and 'youth', when the younger teachers become more established, more 'traditional'? Do they like their mature peers, turn away from technology and fall into the familiar patterns advocated by the establishment, of which they have become a part of?
I'm one of those people, who feel that technology is replacing teaching in the classroom. As some people are so engulfed in this new form of teaching, that they hardly even interact with students. However, I believe there is a healthy medium that can be drawn. I look forward to seeing what you come up with.
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