Students can collaborate on group projects using technology-based tools, such as wikis and Google documents. Classroom walls are no longer a barrier, as technology enables new ways to learn, communicate and work collaboratively. Technology has also begun to change the roles of teachers and students. Teachers are using technology to replace old models of standardized and memory learning and to create more personalized, self-directed experiences for their students.
There is more synchronization of several devices with software that allows collaboration between several users and more support for virtual conversations, both inside and outside the classroom. And more and more students and teachers are creating their own digital content, including animations and videos. In schools with individual device programs, students have access to a wider and deeper range of learning resources. Now, students have the entire Internet at their disposal.
One of them would transform the way students pay for higher education. Instead of enrolling, for example, they could subscribe to university; for a monthly fee, they could take whatever courses they want, when they want, with long-term access to counseling and professional help. One of the main comparative advantages of technology is its ability to diagnose students' initial learning levels and assign them to instruction and exercises of appropriate difficulty. Once decision makers have a clear idea of how educational technology can help accelerate student learning in a specific context, it's important to define clear objectives and goals and establish ways to regularly evaluate progress and correct courses in a timely manner.
For example, if teachers fear that technology is intended to reduce the need for educators, they will tend to be hostile; if they think their goal is to help them in their work, they will be more receptive. If you can't clearly identify how interactions between the three key components of the educational core (educators, students and content) may change after the introduction of technology, it's probably not a good idea to make the investment. In addition, people forget how to socialize when they use technology to participate in classes, do their homework and work in a group. The authors found that, while the intervention slightly improved students' attitudes toward mathematics, these changes did not translate into better performance in this area.
However, as a result of the greater access to knowledge and the educational opportunities offered by technology, the position of the teacher in many classrooms is changing to that of a “parallel guide”, as students take more responsibility for their own learning and use technology to gather relevant information information. Technology seems to be in a good position to amplify the impact of effective educators by disseminating their lessons. As individual classes become more common, school systems will need to address some potential obstacles to make the most effective use of their investments in technology. Technology in the classroom is like a foray into modern invention, and you can be the leader of the expedition.
However, addressing these limitations does not guarantee that the introduction or expansion of the use of technology will accelerate learning. As rapid development occurs in formerly underdeveloped countries and new technologies influence the way in which knowledge is transferred and embodied, education becomes even more valuable and valued worldwide, and research continues to refine both its processes and the places where it is produced. Technology can potentially increase student effort and understanding of material by finding new and more attractive ways to deliver it. Conduct a brief in-school survey to understand current practices and potential barriers to technology adoption (we have included the survey instruments suggested in the Appendices); use this information in your decision-making process.
Technology in the classroom can be much more and much better than the stereotypical cell phone that rings in the middle of class. . .