Neil Postman begins his article by highlighting the “god” status that people have given new technology and in particular computers. The article shows how this new technology gives access to so much information. For this reason, some proponents of technology suggest that in a few decades, classrooms may be rendered redundant. A world where children are motivated to learn by virtue of technology making information accessible to them is envisioned.
Postman goes on to decry this vision as being overly confident and unrealistic since it envisions model students who are inherently motivated to learn at all times and just need new technology to enable them satisfy this quest. The article also addresses the role that new technology plays and the changes that it will bring about.
Postman notes that instead of focusing on how to use new technology, we should focus on how computers use us and the effects (adverse and positive) that it will bring to society. The question of technology being seen as the solution to every problem that exists in school is also addressed with Postman illustrating that problems that cannot be solved without computers can neither be solved with them.
The article shows that Problems such as inequality, poverty and alienation which some claim will be addressed through technology can only be responded to through traditional classrooms and not new technology which may in fact only lead to their prevalence.
The article concludes by stating that educational institutes will only be rendered irrelevant when technology that can make civilized people is come up with. Until then, the traditional classroom with all its shortcomings remains the best place to teach students how to be civilized individuals who will be integrated into the society.
Postman makes a strong case for the role of community-building and social reform that schools play in our community. According to him, this are attributes that computers which lay emphasis on the individuals role cannot fulfill since machines lead to the creation of people who lack a sense of civility or community since this two attributes can only be learnt in the traditional class setting.
Postman’s critique of technology is mainly directed at its implementation to younger children. According to him, these children attend school for more than just the information on algebra and science that schools provide.
Children get to learn how to function in harmony with the society through the education process. This is something that cannot be learnt through any technological implementation as enthusiasts of technology seem to suggest. An interesting proposition by Postman is that the role of schools is to “help students learn how to ignore and discard information”.
This is a concept that I find particularly contentious since schools are essentially institutes for “gaining knowledge and information”. Postman’s statement assumes that people go to school with an information overflow and the major role of the school is therefore to help them shape this information.
I find this proposition by Postman at best contentious since most people go to school with limited information and it is only through the education process that they gain immense information and knowledge. While Postman does not negate the important role that technology will play in our education systems, he emphasizes that technology will not solve problems such as boredom in students or even psychological issues as some proponents of technology suggest.
Technology advancement and application is an inevitable element that has found application in almost all fields of the economy. Technology is associated with both positive and negative effects according to a specific situation and what it is able to achieve.
Smart classroom is an advent of technology utilized in learning institutions. It entails the use of an instructor station that is composed of a computer and some audiovisual facility that allows the instructor/ teacher to make learning easier through the utilization of a variety of media. Smart classrooms technology promotes teaching and learning.
Enhanced learning is made possible by the media especially the visual effects that help the students to get a clear picture of what is being taught. It may include use of PowerPoint presentations, DVDs as well as VHS playback in an effort to make learning an enjoyable and easy process. It integrates aspects like audience response technology, effective learning software and networking (Anonymous par 3). This paper investigates on the aspect of smart classrooms and the effect they have on the process of student learning.
Background information of Smart classroom
Smart classrooms have been a product of development and adoption of technology in the education sector. Traditionally, learning practically occurred in physical classrooms where teachers and students came together to allow the learning process to take place.
In the event of a need for some practical experience, there was some assembly of some equipment in a separate room such as a laboratory and the teachers together with the students engaged in the practical experiments to supplement the skills and knowledge acquired in the classroom. Learning was only possible through physical contact of the students and the teachers.
With advancement of technology such as streaming of video on the web, the need to have a classroom as a meeting point is no more. This is because smart classroom technologies have enabled listening of lectures from any place. Recording of what transpires in a lecture room has also avoided the problem of having to obtain the information together with the rest of the students as one can always listen at a convenient time and as many times as possible.
Smart classrooms have been successful due to the availability of aspects of interactive communication and collaboration instruments such as chat rooms, electronic forums like teleconferencing, and e-mail applications among others. Interaction in live and online classroom setting differ, with some situations being better handled electronically and others physically/live.
For this reason, it has not been possible to eliminate all aspects of traditional classroom setting for instance laboratories. Smart classrooms have changed people’s perception about learning with most of them appreciating the fact that effective learning does not have to occur in a physical classroom as long as the objectives of learning are achieved (Marzano and Paynter 112).
Description of the method of research used
There are various methods of research that are utilized to gather information on a particular issue for instance quantitative, qualitative and participatory research methods. The methods could be used individually or could be combined where possible depending on the decision of a researcher.
Each method is linked with some benefits and limitations in regard to attainment of the required information. For the purpose of this research paper, I will incorporate a variety of research methods in an effort to gather sufficient and accurate information in regard to this topic to enable a comprehensive analysis that will bring forth effective research findings.
The research will be descriptive as well as qualitative where the respondents will be able to give their views and opinions as well as experiences in regard to the effect of smart classrooms on student learning. Participative observation will also be incorporated especially during the interviews so as to get some information that would otherwise not be attained through other methods of collecting data.
Research instruments such as interview schedules and questionnaires (open and close ended) were utilized where by some clearly stipulated questions were presented to a number of respondents. The sample was composed of 200 students and 100 instructors selected randomly from various institutions of learning to form a representative sample.
The responses were then analyzed qualitatively to come up with an informative conclusion regarding the effects the smart classroom technology has had on the learning process of students in terms of whether it has improved their performance or not. This has formed part of the primary source of information which is first hand and reliable data.
Other resourceful sources (secondary sources) that were consulted for the purpose of coming up with this paper include documented materials in the form of textbooks, magazine and journal articles as well as the internet (institutions’ websites). This has allowed the researcher to have a wide view of the topic and all the concepts that surround it and hence come up with an informed conclusion as well as some recommendations that could be adhered to, to ensure that the aspect of smart classrooms become more and more effective in future.
In a nutshell, the research findings from the respondents show that smart classrooms have got both positive and negative effects towards the learning process but the positive impacts tend to surpass the negative ones and thus most of the respondents appreciated and valued it much.
Discussion; An analysis or evaluation of research findings
From the research, a wide pool of information was gathered as described below and it can help us have a deeper understanding of the concept of smart classrooms in general and the effects it have on the learning process in particular. Smart classroom is a broad concept that that entails the utilization of various equipment and provision of a variety of services all aimed at enhancing the processes of learning and teaching.
Among the equipment that could be found in a smart classroom include personal computers or laptops, VCR, DVD players, sound system and a data projector which is used to display the outputs on the wall or big board or a projection screen. Internet connection is also a requirement.
There are various services that are generally offered in smart classrooms. They include; training and orientation aimed at making the process easy through equipping individuals with relevant skills and knowledge, user assistance and programs on controlling computers and the general classroom system and maintenance among others (Anonymous par 6).
According to a study carried out by Nakashima, Aghajan and Augusto (22), the application of smart classrooms has brought a lot of positive changes in the education system most notably the possibility of effective distance education programs which entail learning from a remote place without necessarily having to be involved physically in a classroom but rather to obtain significant information on various subjects, doing the required assignments and examinations and submitting them online.
It has been made possible through the utilization of various technological aspects like networking and online applications like chat rooms, emails as well as different social networking applications that have enabled effective sharing and dissemination of information.
Smart classroom technology also enables instructors to simultaneously handle the remote and the local students effectively and allow them to have control of the presentations in terms of what should be provided and what should be left out. This has been an effective learning method that saves on resources like time.
There is however some challenges that are associated with smart classrooms. They include expenses incurred in the purchase and maintenance of the various equipment as well as training aimed at equipping the people involved with the required skills and knowledge to make the overall process a success.
Another challenge is that most learning institutions prefer to buy some equipment that are relatively cheap and they tend to become obsolete easily with the advancement of technology making them to have to purchase new ones every now and then a procedure that is dire expensive and inconveniencing. Lack of the required skills is also an issue of concern as it hinders effective learning.
Some instructors do not also have an understanding of the purpose of smart classrooms and their responsibilities and they see it as a form of relieving them the agony of teaching which should not be the case.
The concept of smart classrooms have been treated differently by different individuals and groups with some taking it as a pure advantage in the education sector while others take it as a scapegoat used as a result of failed education systems that result to poor performance by the students.
It is considered as a waste of resources and complication of the learning process rather than a way of solving problems faced in learning institutions. Those against the concept of smart classroom state that smart learners and instructors are needed as opposed to smart classrooms and that availability of smart classrooms without effective instructors and students could not make any difference.
There is a tendency of responsible individuals in learning institutions to dwell too much on establishing effective smart classrooms at the expense of forgetting to dwell on other relevant education related issues for instance training of teachers to be able to teach well, students to learn efficiently, and establishment of tools and infrastructures necessary for effective learning and excellent performance of both the instructors and the students.
Conclusion
It is evident that the aspect of smart classrooms is a positive move in the education system. It has in a great way facilitated the learning process through the utilization of the various media that allow better understanding since some aspects could be better understood using a certain media as opposed to the other.
Through the application of smart classrooms in the education sector, learning has been enhanced through creation of a superior, innovative environment that facilitate aspects of learning such as distance learning that were not possible prior to the introduction of smart classrooms. The remaining part is the improvement of effectiveness of smart classrooms to cater for emerging learning needs and the changing rate of technology.
Marzano Norford and Paynter Pickering Gaddy. A Handbook for Classroom Instruction that Works. Alexandria, VA: Association for Supervision and Curriculum Development, 2001.
Nakashima Hideyuki, Aghajan Hamid and Augusto Carlos Juan. Handbook of Ambient Intelligence and Smart Environments. New York: Springer.
Incorporating elements of communication and information technologies (ICT) in a teaching experience can be a considerable advantage for tutors. In my experience, ICT can enhance the process of learning for elementary school students, allowing them to develop interaction, literacy, and reading skills more excitingly and productively. In regard to communication, my most effective classroom experience is connected to the use of speaking and listening applications that allows the learners to integrate ICT devices during conversations (Hlásná et al., 2017). Listening to different instances of adult speech and interaction patterns through the computer increases the range of heard speech and promotes the development of communication competencies from an early age.
Another excellent example of ICT implementation is related to interactive writing and drawing software, which allows the teacher to represent the necessary information in a more inspiring way. Demonstrating various imagery was substantially easier for me with whiteboards and ICT devices, which improve the availability of knowledge and offer the materials in a simple and organized pattern (Hlásná et al., 2017). Personally, I focused on combining the use of visual, video, and spoken information, referring to various perception domains. Furthermore, the inclusion of ICT tools has proven to be of tremendous aid as it diminishes the pressure related to the search and presentation of numerous materials. By including vocabulary and speech-enhancing applications, I was able to reduce the amount of time necessary for these activities and transferred more attention to individual students, assisting them with arising difficulties.
Nevertheless, there are still several complications that I will have to resolve in my future teaching practice. For instance, one of my questions connected to the implementation of ICT concerns the balance between interactive programs and student-teacher communication. After that, it is also interesting for me how supplementary word processing units can be used to enhance the elementary learners’ experience, prompting the improvement of literacy.
Reference
Hlásná, P., Klímová, B., & Poulová, P. (2017). Use of information and communication technologies in primary education – a case study of the Czech Republic. International Electronic Journal of Elementary Education, 9(3), 681-692.
In the future, the classroom will change greatly, reflecting social and technological changes penetrated our society. In the future, a great layer of information and varieties of technology will be available, so the classroom of the future is a virtual classroom: e-classroom and e-learning (Nelson et al. 2006). In contrast to the modern education system, where the Internet is used as a supportive context for extending student inquiries, in the future, the Internet and Intranets will be used as a core of education and learning. Wireless, seamless networking of devices as disparate as mobile phones, PCs, personal organizers, and televisions will be the norm, and the expectation will be that this works well and that it happens as if by magic. Access will be everywhere; at home, in the workplace, on holiday, in both public (public sites will vary from Internet cafes to public libraries) and private (home access, subscriber clubs) (Sanchez 2007). It will be as ‘natural’ for students to access information as it is for us to access electricity.
In a virtual classroom, there will be multiple levels of possible collaboration. The primary focus will be on helping students in the same classroom become a community of learners, a team of inquirers who listen carefully to each other, challenge, and encourage–in short, who learn together. This type of interaction, and the kind of dialogue that characterizes it, does not spontaneously occur among students over the network (Classroom of the Future, 2006). In fact, it does not spontaneously occur in the classroom either but requires active involvement by the teacher. E-books and e-textbooks, re-writing books, and e-tests will be part of the classroom and education. The students will be graded automatically according to their participation and learning progress. These techniques will help teachers to coordinate, direct and guide the efforts of students toward the achievement of learning goals and objectives (Nelson et al. 2006). Some critics describe the school of the future as ‘chairless school’ complete with “standing” desks and a host of sophisticated of learning technologies” (Classroom of the Future, 2006). This approach will help to overcome such problems as obesity and increase physical activities.
Within this process, effective communication has a great influence on analytical skills and the decision-making process as a part of the educational process. The classroom of the future will also be based on communication and interaction between a teacher and a student. Thus, all interaction and communication will be online (virtual conferences). “Teachers will build lesson plans around information on classroom websites” (Sanchez, 2007). In the future, all students will interact in real-time in a graphic world (like a computer game) where they are either assigned a role or create their own role to play within the environment. Class discussions and learning will take place in the virtual environment. A young person registering in an education center will begin a lifelong contract where his or her learning is not time delimited but grows richer and deeper throughout life. Influenced by technologies and innovative solutions classroom will never be the same: it will evolve with science and Information Technologies.
It is undeniable that today’s world revolves around technology due to its growth over the past decades. Mobile phones as a part of technology have become increasingly common in modern society. Today, it is impossible to imagine an adolescent or an adult without a cell phone. Students have started to use mobile phones in classrooms, which has raised many concerns among teachers, schools’ authorities, and parents. While there are several disadvantages of the utilization of technology during classes, the advantages of it prevail.
Benefits
The benefits of technology for students are evident. First, mobile phones can substitute textbooks and notebooks, which may have a positive impact on individuals’ health as they do not have to carry heavy bags to schools. Students can download learning materials in electronic form and use them during classes. Moreover, they can find the information faster and save time to perform other important tasks. Second, with the help of mobile phones, students can have access to their textbooks, lectures, and notes anywhere and at any time. They can read on the bus on their way to school, which may increase the time they dedicate to the analysis of the learning materials and help them to reflect on the topics of discussions.
Furthermore, students can use mobile phones as dictionaries in language classes. It may save their time and ensure that the long learning process does not discourage them. Also, they can download applications that are designed to assist in acquiring new language skills.
It is necessary to mention that students can use mobile phones as organizational or planning tools. They can plan their time based on the deadlines, arrange their activities and track their grades and performance in class. While many students use notebooks for such purposes, the utilization of mobile phones allows for having all the information in one place and ensuring that no important data is lost. Moreover, teachers can be involved in the organizational process too by sharing the necessary information about due dates and requirements via applications. It may improve teacher-student relationships and increase individuals’ performance in class.
Drawbacks
There are several drawbacks associated with the use of mobile phones in the classroom. The primary one is that they can distract students from learning, as they may prefer to play games or use social networks. Moreover, individuals can become aggressive if the teachers or school authorities try to forbid the use of technology in class. To eliminate the possible negative outcomes, it is necessary for students to learn how to avoid distraction while working with mobile phones.
For example, they can delete unnecessary applications or restrict their use during classes. Apart from that, students can improve their performance by studying the factors that can cause distraction and avoiding them. Teachers and schools’ authorities should also consider investigating the benefits of the technology to prevent the establishment of unnecessary policies related to its use in the classroom.
Conclusion
The use of mobile phones in the classroom can improve student’s performance and help them to have better learning outcomes. It can save their time, prevent them from carrying heavy bags with textbooks and notebooks and increase the accessibility of course materials. The possible drawbacks of the use of technology in class are individuals’ distraction and aggression. However, students can eliminate the disadvantages of the utilization of mobile phones by avoiding the factors that can cause negative learning outcomes.
Since technologies make a significant part of people’s lives in today’s society, it is necessary to teach children to adequately apply them in every sphere so that they can integrate them into their future routines. Teachers at the kindergarten may use technologies to assess students’ performances effectively and evoke their interest in getting an education (Danniels et al., 2020). However, the development of digital competence in kids, as well as encouraging them to use ICT tools during the educational process, may seem unnecessary. It is so because children often do not understand that computers or tablets may be used not only for fun. The present essay is aimed at explaining the positive and negative aspects of using ICT technologies in kindergartens as well as establishing the aims of their implementation.
The use of informational technologies in preschool education at kindergartens expands the teacher’s ability to manifest creativity and positively influences different aspects of children’s development. That is why many kindergartens buy interactive whiteboards, computers, and tablet computers (Hilkemeijer, n.d.). These tools help the educator diversify the forms of knowledge transmission and enhance the quality of communication with the parents. Moreover, digital competence enables the teacher to feel more confident in the fast-changing world. The application of ICT equipment helps the teacher make the lessons more interesting and dynamic and transform them into exciting and entertaining games.
Implementation of technologies into the educational process in different institutions, including kindergartens, makes it more interesting for students. The use of computers and other ICT tools requires much professional knowledge from the teachers, especially in the kindergartens, because it may be hard for kids to develop ICT knowledge themselves. That is why the implementation of modern technologies is one of the crucial goals of the educational system. It is possible to single out two of the most significant advantages of a computer. The first one is interactivity, or the ability to perform certain actions in response to the students’ actions. The second one is multimedia, which is the ability to display texts and pictures (Dore & Dynia, 2020). Multimedia facilitates memorization and enables the teacher to make the lesson more interesting and dynamic. It helps the teacher immerse children into the atmosphere of a certain place no matter what it is – either a fairy tale or a really existing city or town.
Technologies application at kindergartens is advisable because it allows the teacher to give children more knowledge during lessons that are quite short. Technology reinforces interest in children and activates their thought processes, and broadens their horizons (Dore & Dynia, 2020). That is why its use helps develop psychological processes in children as well as their mindsets and memory, which contributes to the further formation of worldview. In addition, children like pictures, videos, and other materials which may be shown with the help of electronic devices. It stimulates their interest in learning and makes them enjoy the lessons.
In addition, the use of ICT tools in the educational process helps in the development of other useful skills in children. They are the ability to memorize things, attention span, and fine motor skills, enhancing the development of clear and coherent speech and thought processes (Dore & Dynia, 2020). Technologies not only form the intellectual abilities of the children but reinforce such character traits as independence, concentration, and assiduity and teach the child to sympathize with the characters of the games and cartoons.
Computers are most frequently used in classrooms as substitutes for standard posters, which were often used in the educational process several decades ago. Computers evoke interest in children, at first, as a playing-related activity and then as the education-related one (MacDonald. 2019). This interest is the reason for the formation of such important structures as motivation to learn, memory, and attention span. They ensure the children’s psychological readiness to continue education first, in kindergarten and then at school.
As a rule, computers are used in combination with screens and projectors. Materials that are shown with the help of these devices can be prepared with the help of any computer program such as PowerPoint, Canva, Word, or Excel (Acer for education, 2019). The most frequently shown materials are slides made in Microsoft PowerPoint or in other programs. Slides are easy to both use and perceive since information on them is shown in brief and concise phrases, which transmit the message of the lesson. Since children, especially at a young age, possess exogenous attention and cannot consciously memorize the material, it is necessary to explain it in brief and concise form using bright visuals to capture their attention. Computers and interactive whiteboards, in that case, are irreplaceable because they transmit information in a plain form that the child can easily understand and memorize.
Application of the technologies during the process of preschool education in kindergartens helps the teacher boost the quality of the education and change methods of working with children. As was already mentioned, PowerPoint presentations help the educator give exact and brief information on a particular topic and guarantee that children understand it (MacDonald, 2019). It is so because bright and memorable pictures or figures will attract their attention, and they will not get distracted during the lesson. Technologies enable the teacher to implement games with graphic elements, images, or animation, facilitating the process of material explanation and enhancing children’s interest in education.
Cinematographic technologies are the most often used during the educational process, especially with little kids in kindergartens. It is so because they give information not in textual form that may be easily perceived by children but in figurative one. Using a representational form of explanation and material transmission is not only ergonomic but a powerful educational tool (Dore & Dynia, 2020). Implementation of videos, slides, and pictures into the lessons enables the educator to immerse children into the topic they currently study. It reinforces a more profound understanding of the subject as well as memorizing the material through imagery and emotional reaction.
In addition, technologies evoke interest in the studied topic, which contributes to better performances of the students during the lessons as well as their active engagement in the educational process. Sometimes an interesting fragment from a film or cartoon or a YouTube video makes the teacher change the structure of the lesson and bring a new topic into it (Dore & Dynia, 2020). It makes the educational material more profound, understandable, and exciting for children who, especially at a young age, are extremely active, and that is why it may be hard to capture their attention. Integrating modern technologies into the educational process in kindergartens helps educators transmit knowledge to the children and influence their emotions and perception of the materials.
Since informational technologies are the most appropriate instrument for collecting and processing informational data, educators may use them for different organizational purposes. Thus, teachers often use ICT technologies to make different lists for attendance tracking or collecting information about family situations (Dore & Dynia, 2020). In addition, ICT help in tracking children’s educational achievement, creating plans for the lessons, consulting parents on their children’s development, and giving them recommendations to follow in the future. Teachers use different computer programs and the Internet to find illustrative materials for the lessons and other out-of-class activities.
Apart from that, many kindergartens often have their own websites where it is possible to find all the necessary information about the institution, the educators who work there, and the methods of their work. Many kindergartens’ websites often have a catalog of articles on a wide range of education-related topics written by the teachers who work there (MacDonald, 2019). These articles may help educators from other institutions in their work and give the parents an opportunity to assess the educational methods used by the kindergarten and understand whether their children can attend it. Moreover, some websites often have sections for the parents’ questions where they may ask the teachers about the aspects of the educational process or the general work of the institution.
Creating a website for the kindergarten contributes to a better involvement of parents in the process of their children’s education and helps them become participants of the process but not just observers. Teachers may post information about the group activities on the kindergarten’s website or Facebook group, create short reports on the entertaining events or lessons, and post children’s photos. It will help enhance parents’ competence in education-related matters (Dore & Dynia, 2020). They will be able to see the educator’s work with the children and get acquainted with the methods they use during lessons, walks, and other out-of-class activities. In addition, communication between the parents and educators will help them establish relationships built on mutual trust, which will be beneficial for children’s development and education.
Another instance of using technologies in kindergartens concerns the constant professional development of the teachers themselves. They should be aware of all the changes in the sphere, and the best way to do it is to communicate with their colleagues in online forums or on social media (Dore & Dynia, 2020). Regular inter-professional communication enables educators to quickly find out about the changes in the field, use the methods and techniques their fellow workers do, and share their own experiences with them.
Taking into consideration everything mentioned above, it is possible to conclude that the application of informational technologies in the educational process in kindergartens is advisable since it contributes to a better understanding and more effective memorization. ICT facilitates the process of knowledge transmission from teachers to children since they enable the former to present the educational material concisely and understandably so that the kids can comprehend it. Apart from that, the use of computers and the Internet helps the teacher communicate with the parents, show them the progress their children make, and give them useful materials for work outside of kindergarten. Many educators use the Internet to find interesting materials and interactive games for their lessons, be aware of the innovations in the area and share their professional knowledge with their colleagues.
Danniels, E. Pyle, A. & DeLuca, C. (2020). The role of technology in supporting classroom assessment in play-based kindergarten. Teaching and Teacher Education, 88. Web.
The situation at hand is one where has two alternative offers for purchasing school supplies for a classroom. One alternative is a company that is offering a discount for every dollar amount spent on the purchase, while the other alternative is a company that is offering a discount for every dollar amount spent above $20.
The teacher needs to compare the two offers mathematically to determine which one of them would result in the greatest economic advantage.
This paper seeks to identify the company that will offer a better price, given the dollar amount that will be spent on the supplies, and therefore offers the greatest economic advantage.
Evaluation of each option
Option 1
Let X be the dollar amount spent on the supplies
C be the percentage of discount offered
The amount of discount will be C * X, because discount is offered on every dollar spent (Lang, S. 2002).
Therefore the net cost that would be spent on the supplies = X – (C * X) = X – CX, that is, the amount that the teacher would have spent, less the discount received.
Option 2
Let X be the dollar amount spent on the supplies
D be the percentage of discount offered
The amount of discount will be d * (x – 20), because discount is offered on every dollar spent after 20 dollars. For example if $ 100 is spent, the discount would only be calculated on $80.
Therefore the net cost that would be spent on the supplies = X – = X – DX + 20 D, that is, the amount that the teacher would have spent, less the discount received.
Assuming that $ 100 is to be spent on the supplies, and the percentage of discount offered by company A and company B are 10 % and 15 % respectively,
Then the net cost that would be spent on the supplies under option 1 would be as follows:
Net cost = X – (10 % * X) = 100 – (0.1 * 100) = 90
And the net cost that would be spent on the supplies under option 2 would be as follows:
At the point where the two costs are equivalent, the two equations would be equal. Therefore at that point, X – CX = X – DX + 20 D
If C = 0.1 and D = 0.15, at this point, X – 0.1 X = X – 0.15 X + (20 * 0.15)
0.9 X = 0.85 X + 3
0.9 X – 0.85 X = 3
0.05 X = 3
X = 3 / 0.05 = 60
Therefore the two costs would be equivalent at the point where the teacher would have spent $ 60.
If the amount to be spent is $ 10, then the net cost that would be spent on the supplies under each option would be as follows:
Net Cost = 0.9 X = 0.9 * 10 = 9
Since Company B’s discount is only applicable to amounts higher than $ 20, Net Cost would be 10 – 0 = $ 10.
If the amount to be spent is $ 20, then the net cost that would be spent on the supplies under each option would be as follows:
Net Cost = 0.9 X = 0.9 * 20 = 18
Since Company B’s discount is only applicable to amounts higher than $ 20, Net Cost would be 20 – 0 = $ 20.
If the amount to be spent is $ 30, then the net cost that would be spent on the supplies under each option would be as follows:
Net Cost = 0.9 X = 0.9 * 30 = 27
Net Cost = 0.85 X + 3 = (0.85 * 30) + 3 = 25.5 + 3 = 28.5
If the amount to be spent is $ 50, then the net cost that would be spent on the supplies under each option would be as follows:
Net Cost = 0.9 X = 0.9 * 50 = 45
Net Cost = 0.85 X + 3 = (0.85 * 50) + 3 = 42.5 + 3 = 45.5
If the amount to be spent is $ 70, then the net cost that would be spent on the supplies under each option would be as follows:
Net Cost = 0.9 X = 0.9 * 70 = 63
Net Cost = 0.85 X + 3 = (0.85 * 70) + 3 = 59.5 + 3 = 62.5
If the amount to be spent is $ 80, then the net cost that would be spent on the supplies under each option would be as follows:
Net Cost = 0.9 X = 0.9 * 80 = 72
Net Cost = 0.85 X + 3 = (0.85 * 80) + 3 = 68 + 3 = 71
If the amount to be spent is $ 90, then the net cost that would be spent on the supplies under each option would be as follows:
Net Cost = 0.9 X = 0.9 * 90 = 81
Net Cost = 0.85 X + 3 = (0.85 * 90) + 3 = 76.5 + 3 = 79.5
From the calculations above, we can see that if the amount to be spent on the supplies is less than $ 60, Company A would offer a higher discount than Company B. if the amount to be spent on the supplies is equal to $ 60, both companies would offer the same amount of discount. However if the amount to be spent on the supplies is more than $ 60, Company B would offer a higher discount than Company A.
Graphical representation of the situation
The following table shows the net costs under each alternative, given the dollar amount that would have been spent, X.
X
0
10
20
30
40
50
60
70
80
90
100
Net Cost A
0
9
18
27
36
45
54
63
72
81
90
Net Cost B
0
10
20
28.5
37
46
54
62.5
71
79.5
88
The information on the table can be presented graphically as follows:
Recommendation
From the graph and calculations above, it is clear that Company B offers a better deal if the amount to be spent on the supplies is more than $ 60, but Company A offers a better deal if the amount to be spent on the supplies is less than $ 60. Therefore I would advise the teacher to go for option 2, if the amount to be spent is less than $ 60, the teacher should go for Company A. Otherwise, the teacher should go for Company B.
Life sciences are an essential part of the Montessori classroom. It is important to develop children’s connection to nature and understanding of the world around them. Botany and zoology areas are useful for this development. They represent living objects and their connection to each other and to humans. Such activities as repetition, sequencing, sensorial experience, and others could enhance children’s knowledge and inclination to the learning of nature. The role of adults is especially important in areas of preparation and material presentation. The teacher should increase kids’ interest in botany and zoology and prevent possible mistakes in the process of learning.
How Do the Botany and Zoology Areas Relate to the Other Curriculum Areas? Please Give Examples
Typically, a Montessori classroom consists of five main learning areas: practical life, sensorial activities, languages, math, and culture. The area of culture is especially important for natural world discovery (Lillard, 2016). On Earth, all living and non-living objects create a global ecosystem. Therefore, it is impossible to study botany and zoology with no relation to other Natural Science areas, in particular, to geography, chemistry, physics, and astronomy. On the one hand, plants and animals change their surroundings and have an impact on the relief and available sources.
On the other hand, the environment determines the conditions in which organisms live. It is the connection to Geography. Life itself depends on chemical reactions within living cells. Therefore, without knowledge of chemistry, it is impossible to learn the physiology of plants and animals. Living organisms also depend on physical characteristics of the environment such as temperature, light intensity, mechanical pressure, radiation level, and others. Finally, no life is possible without the Sun. Understanding the relationship between our planet, the Sun, and other sky objects are important. All life sciences require math calculations to provide studies and to find and prove regularities. Therefore, math is highly essential for understanding the laws of botany and zoology.
Please Define the Sensorial Experience in the Botany and Zoology Areas and Give Examples.
Sensorial experience in botany and zoology areas is the process of gathering information about living objects using humans’ senses. According to Rathunde (2013), a sensorial experience is a basis for abstract thinking development. Natural sciences are an especially important resource of children’s sensorial experience. Botany and zoology areas provide a wide range of opportunities for sensorial experiences. Different colors and patterns of living organisms (colors of flowers, birds, and insects, patterns of wild cats and snakes) affect the visual sense. Flowers’ smells develop odor sensing. Besides, nature is especially rich for sounds: animals’ “conversations,” birds’ songs, sounds of a wild forest. It is possible to record the audio for children in the classroom. Sensorial experiences are important for the children’s all-around development.
What are the Purposes of the Botany and Zoology Areas in the Classroom?
These areas provide an opportunity to learn about the surrounding world in detail. A botany area is focused on plants. It typically contains seeds, plant parts (leaves, branches, flowers), and models. Available materials should represent different classes of plants. A zoology area is focused on animals. In this area, children learn about vertebrate and invertebrate animals, discuss their relations and role in the environment and global life cycle. It is also important to change materials in the areas according to the current learning topics. The purposes of these areas are the following: to help children to discover the natural world and relations between living organisms, to enhance knowledge about the structure and functions of botany and zoology objects, and to develop natural observation abilities (Johnson, 2013).
What are the Roles of the Adult in Preparing the Botany and Zoology Areas? Please Give Examples
The Montessori system is based on children’s freedom. A teacher performs a role of a tutor who directs children on their path of self-development and self-construction (Isaacs, 2014). The role of a teacher is to prepare botany and zoology areas. The areas should contain material according to the children’s age and current topic of learning. It is also important to change the provided content because kids need more information to learn. A tutorial should also pay attention to the learners’ feedback, notice what was the most interesting for them, and attracted the most attention. Another possible function of an adult person is to control the process of learning and to save children from possible mistakes (Isaacs, 2014). A tutorial should explain to children what objects and processes are represented in the area and what is their global role in the environment.
Please Define Sensitive Periods in the Botany and Zoology Areas and Give Examples.
Sensitive periods are special periods in the children’s psychological development when they have an intense interest in particular areas of learning. The process of learning became much easier for children during this period because of the increase of the natural ability to accept the information as well as the growth of the interest (Lillard, 2016). Sensitive periods in botany and zoology are periods when children are especially interested in learning about living organisms: plants and animals. For example, children could ask about the different animals’ names and where they live. In older age, they could be interested in different relations between living organisms and how they create the world around them. Children have an inclination to learning nature. Their interest in living objects and the surrounding world is natural. The role of a teacher is to maintain children’s desire to discover nature (Johnson, 2013).
Please Define Mathematical Mind in the Botany and Zoology Areas. Please Give Examples.
The mathematical mind is the natural inclination to calculate and to learn math. All-natural sciences are connected to math (Lillard, 2016). The ability to calculate is especially important for understanding biological features. Characteristics of living objects could be divided into qualitative and quantitative. Children need the mathematical mind to calculate and remember quantitative features of animals and plants. For example, children need to calculate how many petals a flower has, how many seeds produced a plant, or how many paws an insect has. The ability to calculate would be important for older children to measure the size of living objects and their proportions.
Please Define the Importance of Repetition in the Botany and Zoology Areas. Please Give Examples.
According to Montessori’s ideas, sensitive periods are periods of repetition. In this time, a child repeats certain actions or information over and over again until he or she remembers it. The repetition, therefore, is highly important for learning (Lillard, 2016). For younger children, the repetition could be used for teaching them the name of different animals or flowers. Such approaches as songs and verses are highly effective tools. Repetition is also important in practical doings, for example, in flowers and animals painting (for younger children) or herbarium preparation (for older children).
Please Define Sequence in the Botany and Zoology Areas and Give Examples.
Sequencing is a highly important approach for learning. According to this principle, each new lesson should contain just one type of new information. After learning the basic concept, more advanced information should be introduced by one factor in time (Cifuentes & Prozesky, 2014). In the case of botany and zoology areas, it means that children should learn the basic information at first and more advanced issues later. For example, kids should first learn the names of different animals, then be introduced into its systematic. When older children learn the anatomy and physiology of animals, they do it step by step, from one body system to another (muscles and skeleton, breathing, digestion, and others). In the botany area, the principle is the same: at first, children learn the name of plants and their general structure, then they discover more about systematic plant functions and their role in the environment.
How Do We Prepare the Botany and Zoology Areas in the Classroom to the Young Children? Please Give Examples.
Botany and zoology areas should represent different aspects of plants and animals’ life and functions. It should be clear and interesting for children. To prepare a botany area, it is possible to make a herbarium with dried leaves and flowers. Examples should be collected in spring and summer. It is also necessary to prepare illustrations and models of plants. A zoology area should contain animals’ pictures and models. All the provided materials should be bright and attractive to children. Besides, the concept of safety is crucial. All the preparation materials should be safe for kids’ usage and do not contain sharp or fragile parts (MacDonald, 2016).
Please Plan a Field Trip. What Do you Need to Prepare or Do Before, During, and After the Field Trip? Please Give Examples and Include Any Additional Information.
Outdoor activities are very important for children. They make their connection to nature stronger and teach them to love and respect the surrounding world. Class field trip is one of the possible outdoor activities. Before the trip, it is important to plan it in detail and to determine the purpose. A possible aim of the activity could be to collect herbarium. A teacher should explain to children the purpose and the procedure of herbarium collection. Before the trip, it is also important to determine the place that should be not far from the school. During a journey, adults should first of all care about children’s safety and attentively watch their activity. A teacher should focus children’s attention on different plants and explain how to distinguish them. It is also important to explain the role of grasses in the ecosystem. After a trip, children should be given a task to prepare a herbarium and to share with the class their feelings and thoughts about the trip. This activity is useful to increase children’s interest in nature, to develop their attentiveness and ability to analyze information (Johnson, 2013).
References
Cifuentes, L., & Prozesky, K. (2014). The Montessori approach to integrating technology. Problemy Wczesnej Edukacji, 1 (24), 29-38.
Geography songs. (2012). Web.
Haydn, T., Stephen, A., Arthur, J., & Hunt, M. (2014). Learning to teach history in the secondary school: A companion to school experience. Abingdon-on-Thames, UK: Routledge.
Isaacs, B. (2014). Learning and teaching in Montessori nurseries. Early Years Educator, 16(2), 38-44.
Johnson, K. (2013). Montessori and nature study: Preserving wonder through school gardens. Montessori Life: A Publication of the American Montessori Society, 25(3), 36-44.
Lillard, A. S. (2016). Montessori: The science behind the genius. Oxford, UK: Oxford University Press.
MacDonald, G. (2016). Technology in the Montessori classroom: Benefits, hazards and preparation for life. NAMTA Journal, 41(2), 99-107.
Mellor, R. E. (2015). Nation, state and territory: A political geography. Abingdon-on-Thames, UK: Routledge.
Nowadays, the importance of incorporating science into the preschool curriculum cannot be underestimated. Children should be provided with a number of opportunities to get to know the physical world, reflect on the events taking place in it, and develop the basics of scientific thinking (Barnett & Morran, 2002). There exist many practical ways and strategies to assist children in studying science in the preschool classroom. Below, a few practical ideas regarding this will be discussed on the basis of the findings made by the authors of the given readings.
In their article, Barnett and Morran (2002) suggest that children in the preschool classroom may benefit greatly from the studies of the phases of the Moon and lunar and solar eclipses. They propose that children may have short play-based studying sessions on a daily basis devoted to basic astronomical knowledge. To make such study beneficial, preschool teachers may use visual aids, reference materials, and video films. The studies may be held both indoors and outdoors. It is important not to make such environmental studying sessions too long because it would be tiresome for children, and, thus, will fail to attain its aim.
Basile and White (2000) advise that the main goal of environmental studies should be to ‘establish a sense of respect for all living and nonliving elements of the natural world” (Basile & White, 2000, p. 2002). This article proposes to incorporate the following elements into the preschool curriculum including (1) teaching about the facts on how living systems work; (2) encouraging students’ respect for all living things; (3) facilitation of critical thinking regarding environmental matters; and (4) facilitation of environmental stewardship. To put these recommendations into practice, teachers may organize daily environmental sessions outdoors. They may help children familiarize themselves with living beings of the surrounding world such as insects, birds, animals, and plants. Besides, teachers may organize daily debate sessions when students may ask them different questions regarding the functioning of all living creatures and natural phenomena. One more idea on how to incorporate environmental studies into the daily curriculum is daily tracking the weather.
Charlesworth and Lind (2010), and Robbins (2005) concentrate on the importance of the studies of maths and science in the preschool classroom. They recommend facilitating scientific and math experiments into the curriculum with the purpose of developing an ‘outside the box’ way of thinking. Furthermore, on a daily basis, maths studies can be incorporated into the curriculum in play form. In particular, students may build with blocks and count them, sort objects within the frames of different games such as ‘Find it first’, count toy money during a game of shopping, etc.
References
Barnett, M., & Morran, J. (2002). Addressing children’s alternative frameworks of the Moon’s phases and eclipses. International Journal of Science Education, 24(8), 859–879.
Basile, C., & White, C. (2000). Respecting living things: Environmental literacy for young children. Early Childhood Education Journal, 28(1), 57-61.
Charlesworth, R., & Lind, K. L. (2010). Math & science for young children (6th ed.). New York: Thomson Delmar Learning.
Robbins, J. (2005). ‘Brown paper packages’? A sociocultural perspective on young children’s ideas in science. Research in Science Education, 35(2), 151-172.
Religion is a significant part of life, protected by the First Amendment to the U.S. Constitution. Under the Amendment, the government can neither establish a religion nor abridge the freedoms of free exercise of religion or free speech. These clauses can constitute a contradiction when persons bring religious symbols or discussions to the public space. This is particularly legally challenging in a public-school setting, where displaying religious symbols can be seen as being endorsed by the school, which contradicts the Establishment Clause. In the provided example, a student’s essay and artwork depicting Jesus raise two legal issues.
Issue 1: Displaying the Artwork
The First Amendment prevents the government from prohibiting the free exercise of religion. However, permanent displays of religious symbols are not permissible under the Establishment Clause (Anti-Defamation League, 2012). Existing guidelines state that such displays may be permissible if they are temporary and integrated into a secular curriculum (Anti-Defamation League, 2012). Furthermore, such a display can fall under the distribution of student materials, which the school can restrict based on their content, viewpoint, or the validity of its educational message (Anti-Defamation League, 2012). The artwork needs to be reviewed and these questions answered to determine whether it can be displayed in the classroom. If displaying the artwork is agreed to be permissible, an additional disclaimer should be added to it, explaining that the school does not endorse its message.
Generally, the U.S. Supreme Court views public displays of religious symbols on school property as unconstitutional. Specifically, in Santa Fe Independent School District v. Doe (2000), the Court ruled that delivering a prayer over the school’s public announcement (PA) system was unconstitutional since its use of the school’s equipment led to the audience assuming that the school endorsed the message. Furthermore, the same case used Lee. v. Weisman as precedent to establish that such messages are delivered to a captive audience (1992). Finally, in Engel v.Vitale (1962), the Court established that school-led religious activity is unconstitutional regardless of its content or ties to a particular religion. These rulings illustrate the unconstitutionality of using school resources for religious messaging by its students.
Issue 2: Grading the Essay
Grading the essay submitted by the student raises similar issues related to the perceived endorsement of its content. Any grade, positive or negative, can be viewed as either promoting or denigrating the religion, which contradicts the Establishment Clause (Haynes & Thomas, 2007. While teaching religion in schools is unconstitutional, teaching about religion is not (Haynes & Thomas 2007. Students are allowed to express their religious beliefs in their homework or artwork assignments, as such expression is protected by the First Amendment’s free exercise and free speech clauses (Haynes & Thomas 2007. The grading of such work, however, should only “be judged by ordinary academic standards of substance and relevance, and against other legitimate pedagogical concerns” (Haynes & Thomas, 2007 p. 53). Ultimately, this means that while grading the essay in question is possible, the teacher needs to take care not to include any religious matters in his or her judgment.
Conclusion
School students presenting religious content or expressing religious views in their assignments raise significant legal issues in regards to the First Amendment to the U.S. Constitution. While such expressions are permitted under the free exercise and free speech clauses, the school cannot endorse or denigrate them. Therefore, an essay that discusses religious subjects can be graded by ordinary academic standards, not by any religious content. Religious artwork submitted for an assignment needs to be reviewed and may be temporarily displayed in a classroom, if it is presented in a neutral context, pertains to the current curriculum, and an explicit disclaimer is added explaining that the school does not endorse the message.
References
Anti-Defamation League. (2012). Religion in the Public Schools. New York, NY: Author.
Engel v. Vitale, 370. U.S. 421 (1962).
Haynes, C., & Thomas, O. (2007). Finding Common Ground: A First Amendment Guide to Religion and Public Schools. Nashville, TN: First Amendment Center.
Lee v. Weisman, 505 U.S. 577 (1992).
Santa Fe Independent School District v. Doe, 530 U.S. 290 (2000).