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Breaking the Technology Barrier: Using Technology in Education

Running Head: Breaking the Technology Barrier

Breaking the Technology Barrier: Using Technology in Education

Patrick Wellert

ETC 558

Northern Arizona University

Abstract

It has long been difficult for teachers to effectively communicate the objectives and goals in a fun and exciting way that reaches the students.  In the changing times teachers need to find ways to include students into the lesson using the technology made available to them. It has long been believed that teachers need to get over their fear and use technology openly with students in order to meet their educational needs. By including students into the lessons teachers will experience a more positive classroom experience.

 Breaking the Technology Barrier: Using Technology in Education

            Technology and education have always seemed to go together. In order to prepare students for the workplace or college they need to be able to be exposed to it. Teachers in the classroom use technology believing that the students are gaining valuable information and retaining the concepts taught but in reality the students need to be involved in the lesson and actively participating in activities that include technology. Student engagement is critical to student motivation during the learning process. The more students are motivated to learn, the more likely it is that they will be successful in their efforts. (Beeland, 2002).

Uses of Technology

            There are numerous uses of technologies that are available to teachers to include students into the classroom’s lesson. These include Interactive Whiteboards, Proximas, PowerPoint games, interactive DVDs, Ventrilo chat software, Myspace, Blackboard, and scavenger hunts. To put the uses of technology into an effective practice, teachers need to help students set achievable goals; encourage students to assess themselves and their peers; help them to work co-operatively in groups and ensure that they know how to exploit all the available resources for learning (Hall, 2006). The following are how some technology is used to help students learn.

Interactive Whiteboards

            There are two different types of whiteboards. The first is a virtual version of a dry erase board. It allows students to see what the instructor or other students write or draw using a special pen. The second functions similar to a normal whiteboard but also contains a projector screen, an electronic copy board or as a computer projector screen on which the computer image can be controlled by touching or writing on the surface of the panel instead of using a mouse or keyboard. They function by connecting a projector to the whiteboard panel with the use of a computer and software. It is important to know the different functions in order to determine which whiteboard is right for the educator. By knowing the difference you can also learn the terminology and understand the basic functions of each.

Proximas and PowerPoint

            PowerPoint is a software program that is being used in the classroom as a tool to incorporate learning activities into the curriculum. PowerPoint enables teachers and students to actively create presentations with graphics, charts, diagrams, and pictures in their slideshows to help make often complicated ideas and lessons more manageable and understandable. It is a way for students to engage in research, and present information to their peers. When students are actively learning, taking an active role in the learning process, they seem to understand the information better, and enjoy the lesson. The use of a game also allowed Jones and Mungai to directly address the learning style needs of the visual (58%) and tactile learner (22%), which represents eighty-percent of those involved in the content related courses. When constructed with different learning styles in mind, games can often accelerate the learning process (Jones & Mungai, 2003). By itself PowerPoint is not a cure-all remedy, but rather a tool that needs to be understood and used properly for it to be effective as an active learning tool. It also has shown that students that did use PowerPoint as a learning tool were more engaged in the discussions (Rowcliffe, 2003). This will encourage teachers to use PowerPoint as a way to involve students into a lesson by stimulating discussion. For PowerPoint to take place in a classroom an Interactive Whiteboard or a Proxima is needed. A Proxima displays a computer screen onto a screen much like a projector at a movie theater. The user is able to display items such as websites, PowerPoint, and interactive games. A way for students to interact using this technology is through games created by teachers and used in the PowerPoint lesson. Games such as Hollywood Squares, Jeopardy, and Who Wants to be a Millionaire are created using slides and links to answer the questions. Teachers may use a blank template and fill them with different answers for the students to use as a review. Teachers may even let the students create their own review using the blank templates. This activity can also be used in a small group or team setting.

 Advantages to the Students

Learning sciences research tells us that students learn much better “by doing” rather than “by listening.” This means that passive learning – the traditional lecture – is being replaced in our classrooms by more active learning activities that emphasize student problem solving, discussion, presentation and other “authentic” learning-by-doing-activities. (Day, 2004). By including students into the lesson it opens up a realm of possibilities because students can retain roughly only 10% of what they write down.

Teacher Apprehension

            So why are teachers not using technology that engages and interacts more frequently with students? There are many reasons why teachers feel apprehensive or uncomfortable using an interactive whiteboard, proxima and PowerPoint. The first of which could be the length of time from their college prep program until now. Teachers often get exposed to and learn new technologies in their teacher prep courses. Some might not have been prepared enough upon entering the workforce. Although the availability of technology in American schools has increased (US Department of Education, 2000), information released by The National Education Association (2004) indicates that less than 35% of public school teachers feel they are “well prepared” or “very well prepared” to use this technology effectively.

            The second reason is blockage from the school’s control or security system. Teachers claim that the firewalls and filtering systems create blockage in their attempts to educate and communicate with others with technology (Murray, 2004). The teachers and other users can become frustrated when they do not understand why a certain item like a website used for a scavenger hunt or a hyperlink in a PowerPoint are not available.

            The inconsistency from school to school is another reason. At one site there may be access to all different types of technology while at another the absence is very evident. The general public perception is that our schools are using technology and managing our resources in that area well. In several surveys done some schools do show nearly 100 percent use of technology while in others the use of technology is nonexistent (Starr, 2003).

Summary

The research has shown that there are proven benefits to using technology in the classroom. The ability to integrate technology into the classroom can add valuable information and ideas to our students.

By facilitating Proximas, PowerPoint, and interactive whiteboards our teachers will be able to reach a broader audience of learners.    

References

Beeland, W.D. (2002). Student engagement, visual learning and technology: can interactive

whiteboards help? Retrieved May 31, 2008, from www.apexavsi.com

Day, J. (2004). Enhancing the classroom learning experience with web lectures. Retrieved May 31, 2008 from http://smartech.gatech.edu/dspace/handle/1853/65

Hall, B. (2008, March 4). Explorations in learning. Message posted to Student Centered Learning, archived at http://secondlanguagewriting.com/explorations/Archives/2006/Jul/Studentcent

eredLearning.html

Jones, D. C. & Mungai, D. (2003). Technology-enabled teaching for maximum learning.

International Journal of Learning, (10), 3491-3501.     

Murray, C. (2004). Teachers: Limited time, access cut school tech use [Electronic version] e School news, 1-5

National Education Association. (2004): Technology in Schools. Retrieved May 31, 2008 from

http://www.nea.org/cet/

Rowcliffe, S. (2003) Using PowerPoint effectively in science education: lessons

from research and guidance for the classroom. School Science Review 84 (309).

Starr, L. (2003). Encouraging teacher technology use [Electronic Version] Education World, pg 1

US

In this day and age, many workplaces would be severely hampered were it not for support workers mending PC’s and networks, while giving advice to users each and every day. Our country’s need for increasing numbers of commercially qualified individuals is growing, as we become ever more dependent on PC’s in the modern world.

We can see a plethora of work available in IT. Finding the particular one out of this complexity often proves challenging.

What is our likelihood of grasping the day-to-day realities of any IT job when we’ve never done it? Often we haven’t met someone who works in that sector anyway.

Achieving a well-informed answer only comes from a meticulous study across many different areas:

* Your personality type and what you’re interested in – the sort of work-related things you love or hate.

* Why you’re looking at starting in the IT industry – maybe you want to conquer a life-long goal like working for yourself for example.

* Where do you stand on job satisfaction vs salary?

* Considering all that IT encompasses, it’s important to be able to absorb how they differ.

* You will need to understand what differentiates each area of training.

In actuality, your only option to seek advice on these issues is through a chat with a professional who has experience of the IT industry (and specifically the commercial needs.)

Technology and IT is one of the most thrilling and changing industries you could be involved with. Being a member of a team working on breakthroughs in technology means you’re a part of the huge progress shaping life over the next few decades.

Computing technology and communication through the web will noticeably alter our lives over the coming years; to a vast degree.

If money is high on your list of priorities, you’ll welcome the news that the usual remuneration for a typical IT worker is noticeably more than salaries in most other jobs or industries.

The need for certified IT specialists is guaranteed for quite some time to come, because of the substantial expansion in this sector and the massive skills gap that we still have.

Quite often, students have issues with one aspect of their training very rarely considered: The breakdown of the course materials before being physically delivered to you.

Often, you will purchase a course that takes between and 1 and 3 years and receive a module at a time. This sounds logical on one level, until you consider this:

Sometimes the steps or stages insisted on by the company won’t suit you. And what if you don’t finish each and every section within the time limits imposed?

In an ideal situation, you’d get ALL the training materials right at the beginning – giving you them all to come back to at any time in the future – as and when you want. Variations can then be made to the order that you complete each objective if you find another route more intuitive.

Look at the following facts carefully if you’re inclined to think that over-used sales technique about ‘guaranteeing’ exams sounds like a benefit to the student:

You’ll pay for it ultimately. It certainly isn’t free – they’ve just worked it into the package price.

Qualifying on the first ‘go’ is what everyone wants to do. Taking your exams progressively one at a time and funding them one at a time sees you much better placed to get through first time – you revise thoroughly and are mindful of the investment you’ve made.

Find the best exam deal or offer available at the time, and avoid college mark-up fees. You’ll also be able to choose where to do your exams – which means you can stay local.

Is there a good reason to pay interest on a bigger loan than is necessary because you’ve paid early for examinations when there was no need to? Big margins are secured by training companies getting paid upfront for exams – and then cashing in when they’re not all taken.

Many training companies will require you to do mock exams and with-hold subsequent exam entries from you until you’ve demonstrated an excellent ability to pass – so an ‘Exam Guarantee’ comes with many clauses in reality.

Shelling out hundreds or thousands of pounds on an ‘Exam Guarantee’ is remiss – when a commitment to studying and the use of authorised exam preparation tools is actually the key to your success.

(C) Scott Edwards 2009. Go to Click HERE or Comptia Certification.

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In the modern world, support workers who can mend PC’s and networks, along with giving ongoing solutions to users, are hugely valuable in all sections of industry. Whereupon we’re all becoming more and more beholden to advanced technology, we simultaneously become more reliant on the technically knowledgeable network engineers, who keep the systems going.

Many individuals don’t comprehend what information technology is doing for all of us. It’s thrilling, changing, and means you’re a part of the huge progress of technology that will impact the whole world for generations to come.

We’re only just beginning to comprehend how all this change will affect us. How we interact with the world will be inordinately affected by computers and the web.

The usual IT man or woman in the UK will also earn much more money than fellow workers outside of IT. Mean average incomes are amongst the highest in the country.

It would appear there’s no easing up for IT industry increases in Great Britain as a whole. The sector is continuing to expand hugely, and we don’t have anywhere near enough qualified skilled IT professionals to fill current job vacancies, so it’s not likely that it will even slow down for the significant future.

Often, students don’t think to check on a vitally important element – the way their training provider actually breaks down and delivers the courseware elements, and into how many separate packages.

By and large, you’ll enrol on a course that takes between and 1 and 3 years and get posted one section at a time – from one exam to the next. While this may sound logical on one level, consider this:

Many students find that the company’s ‘standard’ path of training isn’t the easiest way for them. They might find it’s more expedient to use an alternative order of study. Perhaps you don’t make it in the allotted time?

In a perfect world, you want everything at the start – meaning you’ll have all of them to come back to in the future – irrespective of any schedule. Variations can then be made to the order that you complete your exams if you find another route more intuitive.

It only makes sense to consider training programmes that’ll lead to commercially acknowledged exams. There’s an endless list of trainers promoting minor ‘in-house’ certificates which will prove unusable in today’s commercial market.

If the accreditation doesn’t feature a company like Microsoft, Cisco, Adobe or CompTIA, then it’s likely it won’t be commercially viable – as it’ll be an unknown commodity.

Proper support should never be taken lightly – ensure you track down something offering 24×7 direct access to instructors, as anything less will not satisfy and will also put a damper on the speed you move through things.

Never buy certification programs which can only support you with an out-sourced call-centre message system outside of normal office hours. Training organisations will defend this with all kinds of excuses. The bottom line is – support is required when it’s required – not at their convenience.

Keep your eyes open for colleges that have multiple support offices around the globe in several time-zones. Each one should be integrated to provide a single interface and 24 hours-a-day access, when it’s convenient for you, without any problems.

Don’t ever make the mistake of taking second best when it comes to your support. The vast majority of students who fall by the wayside, would have had a different experience if they’d got the right support package in the first place.

(C) Scott Edwards 2009. Pop to learninglolly.com/CompTIA_A_Certification.html or Click Here.

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