Every child deserves a right to receive adequate knowledge without any discrimination. Children with special needs are not an exception. These clusters of students are characterized with learning disabilities that hinder them from receiving normal education like other students. Special education not only helps the students to positively accept their disabilities but also serve to boost their self esteem (Yerman, 2001).
As the saying goes, disability is not inability, children with special needs should therefore receive adequate knowledge using the right tools and appropriate mode of teaching. As a special education teacher, I have always possessed an inward compassion for my students that drives me towards their motivation. This, I achieve by ensuring that the students with special needs do not lag behind in class. The philosophy of education therefore discusses my beliefs and values to ensure quality administration of knowledge to such students.
Personal Beliefs
As a special education teacher, I hold a strong belief that all children should be treated equally regardless of their background, race, economic background or disabilities. This mean that they are all entitled to education and should be actively involved in major decision-making. The curriculum needs to consider the nature or severity level of the students disability to ensure academic growth (Duffy and Forgan, 2005).
However, regardless of the disability level a student is classified in, they all have equal rights to read and should not be shunned away. One of my key roles therefore is to ensure that these students are not discriminated against. This can be achieved by giving them special personal care and creating an educational plan that entails my guiding principles towards achieving the set goals. It is also my belief that the parents, school administration and fellow students play a key role in helping to mould such students.
This they can only achieve by treating them as humans and involving them in any decision-making. In most instances, students with special needs have a strong urge to learn. This has been established by monitoring close progress in their participation in class. They possess and inner wisdom that the special education teacher help in exposing it. It is my belief that this children are able to learn through participation in class activities. This helps to create a learning balance to cater for special needs among the students in class.
Impacting Knowledge To Students With Special Needs
As earlier stated, education is very important to children with special needs as a mode of enhancing their acceptance in the society. They develop social and life skills that help shape their interaction by the end of the program. The main goal of these students is to be able to think like other normal students hence gaining community acceptance and respect. A well trained special educator should apply various techniques to evenly impact knowledge to the students.
One of the tactics involves giving intensive instructions at an individual level. This, I believe, assess each different needs of the students which in turn enables the teacher to reach to all the students in the classroom. An individual or group-based problem-solving assignment is also important to make them become critical thinkers at any level.
These teaching methods help the students to not only achieve their learning goal but to also raise community awareness as to the progress of the learners. This social involvement helps the students establish a strong relationship with the society through their ability to solve community problems.
Conclusion
I have applied the above techniques in my previous classes and as a licensed practitioner, the experience is proof enough that my beliefs are workable if put in practice. Everybody in the society have a role to play to ensure that the goals of the students are met hence creating a harmonious community that is free of discrimination. That is the inner happiness of any special education teacher.
Reference List
Duffy, M. and Forgan, J. (2005). Mentoring new special education teachers: a guide for mentors and program developers. New York: Corwin Press.
Yerman, J. (2001). So You Want to be a Special Education Teacher. USA: Future Horizons Publishers.
The art of good teaching involves inviting and retaining the interest of students in a manner that the subject taught to the student is not forgotten until death. Powerful and good teaching is becoming increasingly important in the current society because of the increasingly rising standards of learning which are now higher than they have ever been before. Effective teachers are those who have an influential impact on learning and achievement in students (Corbett & Wilson pg. 18). Good teachers have the ability to engage students so that they learn and retain their knowledge and are willing to help and assist students (Corbett & Wilson pg. 20). Teachers vary their classroom activities and ensure that all students understand the course material (Corbett & Wilson pg. 20).
Effective teachers also need to consider social, cultural and language differences among students of a class in addition to the individual distinctions in students with regard to temperaments, interests and approaches to learning. Good teachers must keep what is best for the child at the center of their decision making and realize that the teachers actions and strategies have profound implications for what happens to and for many children in school. In order to be a really good teacher, teachers should treat students with fairness, openness, intelligence or respect and work with them to address their personal concerns and develop healthy self concepts. Among other characteristics which good teachers should possess are the control of the teacher over her student and the classroom without having to raise her voice. Fairness and impartiality in class have also been found as vital aspects of the teachers personality.
Three challenges teachers face in the classroom when striving to meet diversity needs
Teachers could face challenges in the classroom due to diversity if individuals and cultural differences. Linguistic differences could also pose considerable problems for teachers. Students in a classroom could display certain problem behaviors like learning disabilities and other violent behaviors towards other children. Classroom and other behavioral problems can be addressed by involving parents and sometimes friends to correct a certain behavior of a child.
Attitudes a teacher must possess and what strategies might be employed to meet these challenges.
Teachers have a primary influence on students, and yield a strong power over them, with their distinctive teaching styles, attitudes and behaviors. Different people have different perceptions about good teachers and while some may prefer professionalism, others may prefer sensitivity and understanding towards students. The primary reason why I want to be a teacher is to teach because I firmly believe that I have the necessary qualities of being a good teacher. I believe myself to be skilled and organized and have a strong philosophy with great communication skills, in addition to a moral disposition.
Teachers could devise strategies to resolve problem behaviors by trying to gauge the root cause of the problem as students sometimes engage in problem behaviors to attract attention in class. Teachers could also approach students privately and point to the interference caused due to the behavior. In some cases, the behavior can be effectively altered by rewarding the student for those behaviors which are acceptable so that the student takes pride and makes an effort to avoid the unacceptable or problem behaviors.
Works Cited
Corbett, Dick & Wilson, Bruce. What urban students say about good teaching. Educational Leadership, 60, 18-22. 2002.
Asynchronous E-learning involves learning through the internet facilitated and initiated by media, such as e mails, discussion groups, virtual libraries, Internet radio as well as visual band.
Challenges faced when creating an active asynchronous discussions
Asynchronous learning involves learning at ones convenient time. Some learners might find it difficult to manage time. This can in turn affect the speed at which the class moves. Learners who take long to cover assignments might delay the rest of the group.
Asynchronous mode of instruction hinders interaction between the teacher and the learner. The main mode of communication is non verbal. Learners respond through emails, wikis, discussion board and portfolios, which separate learners from tutors hence learners feel isolated (eLearners.com, 2012).
Asynchronous mode of instruction is limited to fewer learners per session. It lacks facilities which can accommodate a larger class like in the case of Synchronous. Fewer learners attend classes at their own convenient time. The lecturer then leaves assignments with instructions for the learners, which poses a problem making the learners unable to apply for a lecturer in case they need to clarify some questions.
Asynchronous learning does not give a true reflection of learners strength and weaknesses because learners do not respond to questions immediately. Learners are given time to respond to their assignments at their own time, which never allows an instructor to gauge learners ability to think fast.
Avoiding extraneous processes
When designing an online curriculum, it is important to consider learners needs. The learners should actively participate in learning activity without external interference. This can be done by introducing innovative ideas in the learning process. For instance, if the instructor is using asynchronous e-learning, he can introduce synchronous e-learning in order to vary teaching methodology.
The instructor should come up with special design and structure to suit the learner. E-learning structure should be progressive as learners actively involve themselves in the learning process; learning should progress from simple to complex.
There should be constant communication between the teacher and the learner regardless of the method of teaching. Communication betters the psychological state of a learner, which is meant to bond the teacher and the learner (Hrastinski, 2008).
Incorporating new knowledge
It is important for the instructor to investigate existing online courses that are similar to the one he is using and applying. This helps in comparing notes and adding new ideas to the already existing curriculum.
A decision should also be made to structure the course in order to suit interests of the learners. The teacher should arrange concepts in a systematic manner that creates room for students to enjoy learning activities.
Learners should be actively involved in discussions to boost their confidence.
It is important for a teacher to vary teaching methodologies. A teacher should know when to reflect on a new concept, why students need more time to reflect on the new concept, plan for tasks, and when to expect quick responses when a new concept is introduced.
Selecting learning outcome
Selecting learning outcomes will depend on the level of the learners and the dedication of the teacher. Learners should always be made to anticipate the outcome of leaning activities. Environment for learning should be conducive for learning outcomes to be achieved, where the teacher should always be a mentor to students.
It is hard to disagree that being a teacher is both one of the noblest and hardest things in the whole world. Teaching is a challenging, exciting, and lives changing profession that does not only teach school subjects but also helps young people learn themselves, others, and life itself. There is no doubt that it is one of the best feelings for every real teacher to see his or her student succeed and change for the best. Unfortunately, not all students trust their teachers and follow their lead, some of them reject any help. In this paper, I will write a summary of my teaching experience, including the advantages and disadvantages of this profession.
Summary
In my opinion, the best part of teaching is to notice that my efforts do matter, I help children and change their beliefs and outlooks on life for the better, and they get and apply knowledge and skills I give them. I enjoy the communication with them, the emotions of happiness, worthiness, and excitement they give me. Moreover, not only do I teach them but also learn from them because children show me their infinite imagination, impetuous admiration for the simple things that surround them, and an insatiable thirst for knowledge and new experiences. Children remind me that it is crucial to living and enjoy your life fully, every minute, and with all your heart, and this is the main advantage of this profession.
Unfortunately, there are always different sides of the same coin, and there are some students who do not want to listen to me, understand, and trust me no matter how hard I try. This is rather upsetting and disappointing that I cannot help them not because of the lack of my attempts, but because they are like closed books that do not want to open to anyone. Luckily for me, I have learned some practices to make such children and teenagers believe in me and let me help them. The main idea for good teachers is to willingly open themselves to children, and then, students usually also start opening and sharing their dreams and fears (Manen, 2016, p. 11).
Every day, while working with pupils, I realize that teaching is indeed my destiny and vocation. I want to make everything possible to become a good and worthy teacher so that I can support children and present their kindness, knowledge, and care.
Reference
Manen, M. (2016) The tone of teaching. New York, NY: Routledge.
I would like to discuss the specifics of Nigerian business etiquette. Although some people may consider the topic of my speech quite simple and require additional explanations, etiquette is one of the key factors for effective communication in business. However, each country, including Nigeria, has its own cultural characteristics that affect corporate culture and etiquette. Learning how to adapt and act in professional business contexts will boost the likelihood of forming good business partnerships because business in Nigeria is mostly focused on relationships. Also, Nigerian business etiquette differs from the norms in most other nations; therefore, learning it will assist your companys visibility in the Nigerian market.
Discussion
Running a business requires effective communication; when it fails, an organization will surely experience turmoil and failure. Referrals have a significantly higher chance of connecting you with your intended decision-makers since trust is highly valued in the Nigerian business community. The meeting should be performed professionally and respectfully, depending on the connection to the person with whom it is arranged. Most Nigerian company owners would follow suit, although it is common practice to break up a meeting to take a call. Although it could appear impolite, it is typical and shouldnt be taken seriously, especially when forming new professional connections.
Moreover, Nigeria is a very diverse country that values its cultural heritage, and its society is based on respect for authority and civility. You must be polite, kind, and measured when communicating with potential clients or partners. Avoiding any statements that may seem inappropriate to the interlocutor is better. That implies respect for the cultural and religious characteristics of the interlocutor. Even the appropriate dressing and non-verbal communication can be critical in building business relationships in Nigeria.
Conclusion
Thus, one of the basic rules of business etiquette in Nigeria is to understand the countrys cultural environment and social system. You will be able to successfully establish and sustain business connections with the targeted decision-makers by paying attention to the norms, social cues, and customs. Inevitably, established contacts will aid in enhancing your businesss position in the Nigerian market. In these circumstances, it is crucial to keep an eye on the local market and how it operates while also considering other everyday tasks.
The research questions help to explore the overarching query, which is to determine what motivates or limits teachers when they are adopting new technologies and to bring out an understanding of the teacher’s use of new media technologies. This would tell the researchers and practitioners of the elements in the current programs, such as the Common Core State Standards that are supportive of the overall teaching and educational goals in high schools. At the same time, the research question provides specific dimensions of the phenomenon of teacher attitudes, motivation when it comes to technological teaching aids. The study is seeking to explain the way new media technologies will end up assisting student learning. It, therefore, picks the primary stakeholders and the secondary stakeholder who are teachers and administrators.
Feedback 2
The study narrows down to a case of several high schools that prove the environment for teachers to work with various new media technologies. The questions also bring out the theoretical underpinnings available in the theory of planned behavior. Especially, they show how motivation leads to action, and whether the motivations are intrinsic or extrinsic. The questions ensure that the study does not only dwell on the information gathered from teacher surveys but also offer a link to the various policy architects seeking to introduce new technologies and implement them as part of education reform. The questions also expand the scope of the study and elaborate on the main problem statement, which was to find out the attitudes and perceptions of teachers regarding new media technologies by providing a focus on the entire school environment. This environment includes teachers, administrators, and the infrastructure as well as policy in place.
Feedback 3
The study is evaluating aspects of the theory of planned behavior that relate to the ability to follow the theory to predict behavioral outcomes. Following the teacher’s perceptions and their interaction with new media technology and then relating them to expect the behavior of individuals when interacting with new information and roles helps to develop additional literature. The additional information assists in finding alternative approaches to reviewing the potential uses of the TPB. Moreover, the research also follows a structure that introduces new information and then verifies the information according to the TPB to come up with a new conclusion. In this case, the query is whether there are specific relations between perceptions and behavior outcomes that are unique to the high school teacher context when interacting with new media technology as a teaching aid.
The approach of conducting a survey of teachers and collecting qualitative data, such as interview reports provide the context of applying different behavior modification incentives and observing their results in terms of the eventual behavior of the studied subject. Here, teachers are receiving an incentive to change behavior through the Common Core State Standards, and school investment in new media technologies. However, they are subject to intrinsic reasons and other contextual circumstances. Therefore, their eventual behavior outcome and explanation for observed and intended behavior towards the phenomenon of new media technologies for teaching helps to explain the causes of observed and reported data. The study design and its research questions bring out behavioral beliefs, normative beliefs and control beliefs that should shape behavioral intention, according to the TPB (Armitage & Christian, 2004). At the same time, answering the research question also reveal actual behavioral control and how it links back to perceived behavioral control expressed by the teachers, who are the study’s population (Ajzen, 2005).
References
Ajzen, I. (2005). Attitudes, personality, and behavior. Maidenhead, Berkshire, England: Open University Press.
Armitage, C., & Christian, J. (2004). Planned behavior. New Brunswick, N.J.: Transaction Publishers.
“Teacher Candidates’ Views of Digital Games as Learning Devices”, by Sardone and Delvin-Scherer
Research Problem
In the article, “Teacher Candidates’ Views of Digital Games as Learning Devices”, by Sardone and Delvin-Scherer (2009), the researchers examined teacher-candidate perspectives towards integrating digital gaming design into the contemporary curricula coupled with how it supports the development of complex reasoning techniques. The authors identified that a more technology-based approach was a meaningful solution to complex problems when learning in the K-12 curriculum. The authors identified that there was a problem when identifying the learning preference of the K-12 students coupled with how well instructional methods would suit their learning preferences, which was then the problem of the research. Therefore, the authors conducted a study to address the existent gaps in the available literature on the subject.
Research Questions
What might “digital games teach preservice candidates about the role of an instructional facilitator?” (Sardone & Delvin-Scherer, 2009, p. 48). The authors wanted to show that digital-based learning supports candidates’ development by issuing evidence gathered from research.
What are the teacher candidate perceptions and responses to digital-based learning?
Data Collection Procedure
This study used designed interviews to collect data, which was analyzed through the qualitative approach for a sample of 25 participants of ages ranging from 20-22.
Findings
The findings indicated that training teachers to use classroom digital game improved their understanding and students improved their concentration levels, increased their motor skills, which encourages quick response and risk-taking when tackling real-life situations. Digital gaming provoked students to reason critically coupled with developing elaborate problem-solving skills.
“Perceptions of the Value of Digital Mini-Games: Implications for Middle School Classrooms” by Ray and Coulter
Research Purpose
In this study, Ray and Coulter (2010), sought to establish whether digital mini-games improve learning among middle school students. The authors wanted to reexamine the use of games to improve academic outcomes. The research problem was to highlight the challenges teachers face when providing meaningful instructions to students about digital learning. The digital learning platform is still growing and just like any other system under evolution, challenges are inevitable. Therefore, the researchers wanted to address one of the many challenges in digital learning as stated above.
Research Questions
To what extent does that perception change due to their participation in the chosen digital mini-games in class? The authors wanted to imply that digital learning could support authentic learning if keenly selected. Also, digital learning could create a positive perception if utilized well. The technological developments in contemporary times have occasioned the need to integrate the same in the learning system.
Do teachers view that digital games contribute to academic learning? What are these perceptions?
Data Collection Procedure
Questionnaires were administered to collect data from a sample of 18 pre-service teachers aged between 20 and 50. The questions were structured based on theoretical writings regarding the learning theory and the motivation to learn.
Findings
After participating, most teachers agreed that their perceptions about digital mini-games improved, and if integrated into schools, it improved the social validity. This validity entails creating a hands-on experience for the student about the technologically evolving world. Digital learning provided meaningful learning choices that motivated students positively. Learners are in a position to improve their planning and formulation techniques, as well as a good understanding of contents since digital mini-games offer students the opportunity to learn by doing.
“Teacher Candidate Responses to Digital Games: 21st-Century Skills Development” by Sardone and Delvin-Scherer
Research Purpose
Sardone and Delvin-Scherer (2010), in the article “Teacher Candidate Responses to Digital Games: 21st-Century Skills Development”, suggest that teachers have been reluctant to incorporate digital games in learning. There was the problem of determining the students’ ability to recognize inspirational factors related to learning using digital games. Learning using digital games is an emerging phenomenon in the education sector and it comes with its challenges, hence this study sought to address the issue of the students’ ability to recognize inspirational factors associated with the system, which is one of the key problems affecting the learning system.
Research Questions
What are the preservice teacher reactions toward digital learning games? The authors sought to show that inspirational elements embedded in digital games boosted the students’ ability to learn. Digital games capture the attention of the students, which in return enables them to learn more effectively for the learning process is highly dependent on the students’ concentration levels.
Do students have the ability to identify the motivational aspects and the contemporary techniques embedded in digital games?
Data Collection Procedure
Survey questions, observation, and focus group interviews were used to record the candidates’ observations during the play. Data were analyzed through qualitative and quantitative approaches.
Findings
Through digital games, participants indicated improved communication and problem-solving skill development. Attitude predetermines the individual’s perception of something. However, since the digital gameplay has become a common factor in the US and it offers a fascinating way to enhance understanding of complex concepts, teachers have started to appreciate the role of digital games in K-12 curricula.
“Digital Game-Based Learning Once Removed: Teaching Teachers” by Becker
Research Purpose
According to the article, “Digital game-based learning once removed:
Teaching teachers”, by Becker (2007), teachers can only embrace digital game-oriented learning if only they are assisted to generate a clear understanding of the benefits, demerits, and their ability to employ games precisely to promote learning. The problem was that teachers lacked prior preparation to adopt technology into learning. Conventionally, individuals are resistant to change due to the uncertainties associated with the process. Some teachers may abhor the complexities associated with the change process, which might also mean that they lose jobs if they cannot learn and implement the system.
Research Questions
Do instructors in North America possess the skills to initiate technology precisely? The author implies that teachers lack the relevant knowledge on how to incorporate digital knowledge. Therefore equipped with requisite skills, teachers would initiate the desired technology, which would lead to improved learning outcomes for the students.
What do teachers need to familiarize themselves with regarding digital games?
Data Collection Procedure
Data was gathered using structured questionnaires to facilitate interviews with a sample of 18 class participants accessed from a local teacher population in the US. A qualitative data analysis approach was used.
Findings
At the start of the survey, the participants were pessimistic about the impact of games in learning, but as the study progressed, their attitudes changed. Participants found that games that they played for leisure, such as The Sims, had the potential to improve communication and quick thinking due to the challenges experienced in the course of the play.
“Effectiveness of Using Games in Teaching Grammar to Young Learners” by Yolageldili and Arikan
Research Purpose
The article, “Effectiveness of Using Games in Teaching Grammar to Young Learners”, by Yolageldili and Arikan (2011) suggests that language games offer a rich platform for young students to master a foreign language. Both the teachers and students failed to show the desire to incorporate games when teaching and learning English in the Turkish EFL education, and this problem needed to be addressed to achieve the desired objectives.
Research Questions
When is the appropriate time to incorporate games in classroom learning and which game is appropriate to use? The author implied that teachers should have the ability to identify the right time to introduce digital learning during a lesson.
To what extent is using games to teach grammar to young learners effective from the viewpoint of Turkish EFL teachers.
Data Collection Procedure
Data collection was done through descriptive questionnaires composed of fifteen questions for a sample of 15 EFL teachers to respond to.
Findings
When issuing instructions to learners, games provide simple demonstrations, which are easily learned as opposed to lengthy explanations. About 87% of the respondents indicated that games improved skill development for young students learning a second language. One key benefit was that games broaden the thinking ability and sharpen interactive skills.
“Implementing Digital Game-Based Learning in Schools: Augmented Learning Environment of ‘Europe 2045” by Brom, Sisler, and Slavik
Research Purpose
The study, “Implementing digital game-based learning in schools: Augmented learning environment of ‘Europe 2045”, by Brom, Sisler, and Slavik (2010) suggests that the traditional way of schooling has benefited from the incorporation of digital game-based learning (DGBL). The purpose was to establish the challenges of incorporating games into formal learning environments and identify ways to solve these problems. The problem was that educators used the traditional ways of schooling alongside digital learning, but a paradigm shift was necessary for a bid to access the benefits of full-fledged video games.
Research Questions
How does implementing DGBL in schools facilitate learning and whether Europe 2045 could be adopted within the formal school system and whether it could have a positive impact on both teachers and students? The authors wanted to show that traditional ways of schooling could not match the technology in place and time was due for them to switch to digital-based learning.
“Did students benefit more from the game compared to a control group, which was being taught traditionally?” (Brom et al., 2010, p. 27).
Data Collection Procedure
Data was collected through survey questions and observations. The analysis used both qualitative and quantitative methods for the 188 respondents.
Findings
The findings indicated that most teachers developed a positive attitude towards DGBL after training, but there were challenges while initiating the game within their classrooms, therefore they required more assistance. Nevertheless, DGBL offers students a chance to examine problems and enhance technology proficiency.
“Serious Game-Based and Nongame-Based Online Courses: Learning Experiences and Outcomes” by Hess and Gunter
Research Purpose
The article, “Serious game-based and nongame-based online courses: Learning experiences and outcomes”, by Hess and Gunter (2013) shows that in the past decade, the use of online courses in learning has escalated significantly in the United States. The research problem arises from the need for further investigation of the use of serious games in an online format. The purpose of this research was to compare schooling experiences and outcomes between a serious game-based and non-game based online American course.
Research Questions
What factors of a serious game-based online American history course do students view as appropriate or as inhibiting their learning? By identifying these factors, the author sought to inform the instructional designers about the changes deemed necessary when developing video game-based courses.
Will learner performance in a serious game-based online American history course differ from learner performance using a non-game based online American history course? The author sought to identify the impact of online gaming by using a control group.
Data Collection Procedure
This study used interview questions to conduct both qualitative and quantitative data analysis. A sample of 92 students was selected for the quantitative data analysis. For the qualitative analysis, eight respondents were selected.
Findings
Students using the serious game-based online American history course reported a higher mean grade as compared to those using a non-game based course. Students of online game-based courses identified various helpful factors including presentation of the content, ease of understanding, graphics, and the technical issues were the only hindrances. Students of a non-game based online course stated the helpful factors as interactive assignments and online format. The hindrances included unclear assignments, submitting assignments and discussion posting. The perception of usefulness was found to be positive.
“Exploring the Factors Influencing Learning Effectiveness in Digital Game-based Learning” by Tsai, Yu, and Hsiao
Research Purpose
The study, “Exploring the Factors Influencing Learning Effectiveness in Digital Game-based Learning”, by Tsai, Yu, and Hsiao (2012) sought to examine the factors influencing the usefulness of the students’ knowledge acquisition in DGBL by developing an online learning game, viz. Super Delivery, to instill knowledge about saving electricity. The research problem entailed formulating a way to get people to adopt DGBL in the education system since they had shown reluctance despite having caught most of the people’s attention.
Research Question
Why do “differences exist in the effectiveness of knowledge acquisition?” (Tsai et al., 2012, p. 241). The authors wanted to show that the misconception about DGBL was the main factor that influenced learning behaviors.
Data Collection Procedures
Data was obtained through “observing the cases and interviews gathered information linked to the participants’ practical effectiveness of knowledge acquisition” (Tsai et al., 2012, p. 244). Both qualitative and quantitative approaches were used to analyze the data.
Findings
Students demonstrated three main gaming behaviors, which included the urge to acquire new knowledge, the ability to understand new knowledge, and playing techniques to counter game problems. Not all participants attained perfect knowledge concepts via game playing. This aspect was partly because the effectiveness of DGBL is a bit complicated. Thus, the “designers of the DGBL should factor in the differing student needs when developing DGBL” (Tsai et al., 2012, p. 249).
“A Game-Based Learning Approach to Improving Student Learning Achievements in a Nutrition Course” by Yien, Hung, Hwang, and Lin
Research Purpose
The study, “A game-based learning approach to improving student learning achievements in a nutrition course”, by Yien, Hung, Hwang, and Lin (2011) suggests that people have become concerned about their health, and thus shaping eating habits has become necessary. However, the purpose of this study was to evaluate the influence of a game-based learning model in nutrition education by investigating the learning outcomes of the students in nutrition education through computer game-based training. The problem that steered this study was the lack of interest by students to adopt game-based learning in nutrition education.
Research Questions
What are the “impacts of the game-based learning model on students’ learning perceptions toward the nutrition course?” (Yien et al., 2011, p. 2). The authors sought to show that game-based learning is appropriate and interesting unlike how the majority of the students and teachers perceive it.
What are the impacts of the game-based learning model on the students’ learning outcomes in the nutrition course?
Data Collection Procedure
Surveys were conducted using structured questionnaires to obtain data from the experimental and control groups each having a sample of 33 participants.
Findings
This study reveals that computer “game-based learning promotes the learning outcomes and perceptions of students” (Yien et al., 2012, p. 7). Also, this study realized that the game-based learning model was useful for all participants regardless of gender concerning learning perceptions and nutritional knowledge.
“Are You Ready to Teach Secondary Mathematics in the 21st Century: A Study of Preservice Teachers’ Digital Game Design Experience” by Li, Lemieux, Vandermeiden, and Nathoo
Research Purpose
Li, Lemieux, Vandermeiden, and Nathoo (2013) in their article, “Are You Ready to Teach Secondary Mathematics in the 21st Century: A Study of Preservice Teachers’ Digital Game Design Experience,” explore preservice teachers’ experience of training via game design. Their main purpose is to investigate “the preservice teachers’ perception about how digital games have evolved through designing and developing own educational games” (Li et al., 2013, p. 310). Also, this study examines the contemporary skills used in the game design and implementation process. The authors identified that teachers and students were lagging in terms of the adoption of game-based learning despite the drastic impact of technology.
Research Questions
What are the current skills depicted in the teachers’ game design and developing experience? The authors wanted to imply that teachers found it easy and interesting when using games, which they designed.
How did designing and developing a game influence teacher attitudes about digital game building?
Data Collection Procedures
Open-ended, pre-surveys, post-surveys, as well as follow-up interviews, were used to collect data.
Findings
This study found that digital game design lacking expert programming acts as a tool that instills the skill of persistence since students have to come up with procedures to solve problems. Struggling with designs leads to creativity, innovation, and confidence in students. The teachers’ perception changed after they realized that they could make fascinating games and assist students to develop creative reasoning. This realization would foster learning outcomes using game-based education programs.
References
Becker, K. (2007). Digital game-based learning once removed: Teaching teachers. British Journal of Educational Technology, 38(3), 478-488.
Brom, C., Sisler, V., & Slavık, R. (2010). Implementing digital game-based learning in schools: augmented learning environment of ‘Europe 2045’. Multimedia Systems, 16, 23–41.
Hess, T., & Gunter, G. (2013). Serious game-based online courses: learning experiences and outcomes. British Journal of Educational Technology, 44(3), 372-385.
Li, Q., Lemieux, C., Vandermeiden, E., & Nathoo, S. (2013). Are You Ready to Teach Secondary Mathematics in the 21st Century? A Study of Preservice Teachers’ Digital Game Design Experience. Journal of Research on Technology in Education, 45(4), 309-337.
Ray, B., & Coulter, G. (2010). Perceptions of the Value of Digital Mini-Games: Implications for Middle School Classrooms. Journal of Digital Learning in Teacher Education, 26(3), 92-100.
Sardone, B., & Devlin-Scherer, R. (2009). Teacher Candidates’ Views of Digital Games as Learning Device. Issues in Teacher Education, 18(2), 47-67.
Sardone, B., & Devlin-Scherer, R. (2010). Teacher Candidate Responses to Digital Games: 21st-Century Skills Development. Journal of Research on Technology in Education, 42(4), 409-425.
Tsai, F., Yu, C., & Hsiao, H. (2012). Exploring the Factors Influencing Learning Effectiveness in Digital Game based Learning. Educational Technology & Society, 15(3), 240–250.
Yien, M., Hung, C., Hwang, G., & Lin, Y. (2011) A game-based learning approach to improving student’s learning achievements in a nutrition course. The Turkish Online Journal of Educational Technology, 10(2), 1-10.
Yolageldili, G., & Arikan, A. (2011). Effectiveness of using games in teaching grammar to young learners. Elementary Education, 10(1), 219-229.
It used to be very difficult for people with both physical and cognitive disabilities to perform some tasks until the introduction of Assistive Technology. This type of technology has demonstrated that it possible for disabled people to perform some fundamental tasks i9n life just like other people (Hersh, 2008). Assistive technology has enabled people with disabilities to be independent at home, school, and workplace. This sense of independence has made them to be self-confident and productive. The disabled people have an opportunity to realize their dreams and offer their contribution towards community development.
Assistive technology has made it possible for disabled children with disabilities to do more for themselves from an early age in many different ways. A computer with a switch and on-screen keyboard is now available for the children who are unable to use their hands in operating a computer. The problem of speech has been solved by the introduction of a portable electronic device that enables children with speech problems to communicate (Hersh, 2008). Mechanical devices are now available to help disabled children to safely enter and get out of a bathtub.
Assistive technology ranges from sophisticated electronic and mechanical devices to simple homemade devices. These devices are meant to enable disabled people to work, learn and at the same time enable them to interact with other members of the society (Pruski, 2005). These devices are very important in a professional setting and it is therefore important for employers to provide their disabled employees with them. Assistive technology improves the functional capabilities that enable the disabled employees to adapt to their professional setting. Some of the commonly used Assistive Technology devices in a professional setting include Braille readers, computers and voice synthesizers (Beard, 2010).
There various factors that are normally considered in the process of identification and evaluation of technological solutions for people with disabilities. To begin with, a functional evaluation of the technology in terms of the individual’s technological and environmental needs is very fundamental when looking for an appropriate technological solution. Assistive technology should be adaptive, fitting and easy to apply and maintain.
The technology should have reasonable modifications necessary to cater to an individual’s inadequacies (Pruski, 2005). The ability of technology to accommodate a disabled person should be considered when selecting and evaluating technological solutions for people with disabilities. Assistive technology requires some technical training and assistance in helping a person to apply and maintain the device to their advantage. The necessary training facilities and personnel must be considered before settling on a particular technology.
The best online teaching practices for the disabled are still a great challenge but various technologies have been discovered to help disabled people from accessing online educational programs just like other people. Educational institutions need to serve all their students including those with disabilities. The use of videos in online classrooms has become accessible to in recent times. The other best practice of teaching the disabled online is by faculties creating their HTML pages. In teaching disabled students online, color overload should be avoided especially for students who are color blind (Beard, 2010). The use of appropriate links and Adobe Acrobat files is also recommended.
References
Beard, L. (2010). Assistive Technology: Access for all students. New York, NY: Pearson College Div.
Hersh, M. (2008). Assistive Technology for virtually impaired and blind people. New York, NY: Springer.
Pruski, A. (2005). Assistive Technology: From virtuality to reality: AATE 2005. New York, NY: IOS Press.
Technology-empowered education initiative requires the instructors in multiple educational settings to integrate digital technologies and learning activities into instructional practice to enhance students’ academic growth and better prepare them for the future careers (Martin, Shaw, & Daughenbaugh, 2014). The relevant and meaningful use of various interactive media in instruction becomes a major responsibility of educators as it is considered that technology plays a significant role in influencing the social and economic development and, in this way, its application in education may help students to become more successful in their life.
The purpose of this paper is the detailed investigation of two forms of digital technology use in teachers’ instructional practices – interactive whiteboard (IWT) and web camera. The examination of IWB and web camera application in educational settings aims to evaluate the advantages and disadvantages associated with integrating each technology and identify the potential benefits and positive effects of its application on the enhancement of pedagogical approach and overall academic outcomes.
Literature Review
For some time, digital technologies have been used by educators to refine teaching processes and students’ learning experiences. While in the 20th century such forms of technology as television, calculators, computers, and video projectors were integrated into educational settings, multiple web and mobile devices, as well as other interactive and smart technologies become “widely disseminated forms of electronic technology used in public schools” in the modern digital era (Wade, Rasmussen, & Fox-Turnbull, 2013, p. 162).
Nowadays, IWB is one of the most popular forms of technology used to complement instruction in multiple subject areas including science, mathematics, social studies, literacy, etc. IWB is usually associated with whole-class activities, discussions, and collaboration, and thus it helps to retain learners’ attention more effectively than the traditional lecture-based lessons involving the application of blackboards (Martin et al., 2014). Along with IWB, the use of web camera in teaching increases the availability of electronic information during the lesson conduction, facilitates teachers’ collaboration, and increases remote education capabilities (Newland & Byles, 2014).
IWB
IWBs are the touch-sensitive displays which enable teachers to provide a class with the clear projections of texts or images and other visual elements, and researchers emphasize the efficiency of IWB in whole class instruction (Van Laer, Beauchamp, & Colpaert, 2014). IWB is associated with functionality as it blends of computer and projector properties in one system that can be easily operated to engage students in group activity and increase their collaboration by fostering communication and social interactions in the class (Martin et al., 2014).
In their investigation of IWB technology implementation in English primary classrooms, Martin et al. (2014) outline that multiple useful facilities included in IWB support discussions among learners, help to develop “children’s productive communication and thinking” (p. 90). Thus, IWB serves as an instructional tool and, at the same time, as a mean for the creation of favorable and inclusive learning environment that facilitates knowledge building.
The major IWB’s values recognized in the research paper by Van Laer et al. (2014) are associated with the technology’s presentation properties and “motivational qualities” (p. 410). IWB increases the flexibility of educational activities and allows educators to make instruction more versatile. Nevertheless, in order to achieve such sustainable advantages, the educators and administrative practitioners need to make significant time investments to develop the adequate IWB materials (Van Laer et al., 2014).
According to Blue and Tirotta (2011), while many US schools prefer to limit the access to a large number of Internet resources to protect students from harmful web content, IWB may be regarded as a reliable alternative to multiple virtual technologies as it helps education communities to gain greater and safer experience in working with virtual technology.
Similarly to distinct online technologies, IWB increases virtual interactivity during the lessons without accessing the Internet. The technology allows educators to create and store electronic documents, interactive activities, video files, images and other instructional elements. Moreover, as Blue and Tirotta (2011) state, the application of IWB becomes widespread across the higher education institutions, and especially teacher preparation programs, as the beneficial effects of the technology continue to attain the common recognition.
Although the growing body of research identifies the positive academic outcomes associated with IWB use in different educational settings, there are some factors which may affect the efficiency of the technology implementation. The researchers observe that the attainment of benefits depends on the length of IWB’s application period in the classroom and teachers’ ability to achieve the consistent level of the technology’s integration in their pedagogical approach (Van Laer et al., 2014).
Throughout the process of IWB incorporation, the instructors need to align their pedagogical strategies with the technology-induced changes. Thus, teachers need to be actively engaged in the constant process of self-education, skill development, and evaluation of potential risks and benefits of IWB use in order to facilitate the technology integration in curricula and increase its efficiency.
Web Camera
At the current stage of technology development, along with high-quality video recording, web cameras offer real-time video delivery which allows to broadcast and receive informational content through the Internet. Such technological properties allow educators to make their instruction highly versatile and contribute to the integration of real-life social and environmental contexts in students’ academic experience.
Teachers may use web cameras in classroom settings for multiple purposes. First of all, virtual cameras’ application fosters the visualization of lectures and seminars. By using online web cameras, teachers may show their students different aspects of real objects and processes. For example, the modern web camera sites offer opportunities for the observation of multiple geographic locations or animals and participation in online tours worldwide.
In this way, teachers may fulfill students’ developmental and academic needs for incorporation of real-life contexts into educational activities and contribute to the development of student-centered learning environment (Wade et al., 2013). As a result, the usage of virtual technologies and web hardware may have significant positive impact on the educational outcomes and may increase the quality and speed of educational processes.
According to Rock et al. (2013), educators can use cameras and Skype-based coaching to enhance own teaching methodology and classroom management skills. Virtual coaching mediated through web cameras provides evidence-based approach supporting teacher development and professional growth. In this way, web camera technology may be regarded as an effective method supporting professional collaboration. Moreover, the technology use for teacher education purposes may be especially significant in the remote and rural areas where the educational community is less developed than in urban districts.
Nowadays, a large number of higher education institutions implement cameras for lecture recording. Video-recorded lectures become valuable and recognized resources of knowledge among both online and offline learners because they allow students to refer to lecture materials outside auditoriums and classrooms and conduct a thorough analysis of subject content during the independent home practice (Wulff, Fecke, Rupp, & Hamborg, 2014).
Web camera technology plays an essential role in knowledge transfer within a particular education institution as well as within the overall educational community. Therefore, lecture recordings and online translations are encouraged by many respectable education practitioners and administrators. However, the increasing demand for lesson recording raises the issue of higher definition video production and use of higher quality hardware equipment which is associated with greater financial and human resources’ involvement (Wulff et al., 2014).
Barriers to Technology Implementation
The researchers regard teachers’ unpreparedness for the incorporation of technology in the professional practice and their insufficient level of technology knowledge as the largest barriers to the attainment of potential benefits associated with technology use in classrooms (Blue & Tirotta, 2011). Educational institutions’ infrastructure, funding resources management, perceived use of technology and the level of expertise interfere with the efficient integration of technology into the curriculum.
According to Wade et al. (2013), incorporation of technology is correlated with the cultural transformation in an organization especially when it is supported by the community stakeholders. Thus, since the integration of technology, including web cameras and IWBs, is associated with substantial systematic changes, the improvement of administrative decision making and management in spending and enhancement of instructional methodology are required to ensure teachers’ sufficient level of competence in technology operation and development of adequate learning environment.
Discussion
Technology Advantages and Disadvantages
Technology use in education significantly increases, and researchers emphasize the benefits of IWB and web technology application in the learning environment. The major IWB values include capturing students’ attention, increasing lessons’ speed and quality of learning, innovations in pedagogical approach, implementation of multiple diverse multimedia resources in educational practices (Van Laer et al., 2014). IWB benefits outlined by Martin et al. (2014) include the enhancement of peer communication and classroom collaboration.
At the same time, the use of web cameras may help to increase instructional versatility, remote access to learning activities and subject content, and support the inclusion of real-world context in the lessons which may significantly increase students’ motivation. Web cameras can be implemented by educators for the collaborative teaching or enhancement of own instruction and class management skills. Moreover, webcams are associated with the simplicity of use, and it thus can be easily operated by those teachers who are unfamiliar with advanced technology.
Despite the variety of values related to each of the technologies, IBW is associated with greater functionality. IBW offers a set of functions and qualities which can be effectively implemented for students’ learning in multiple knowledge areas and educational settings while it is possible to say that web cameras have a limited scope of practical use in instructional practices.
Selection of Age-Appropriate Technology
The consideration of learners’ needs and interests is of significant importance for the alignment of technology-empowered learning initiative with educational strategies. The students of different age have distinct academic and developmental needs and are required to demonstrate different skills and levels of competence in operating their knowledge.
Based on this, the application of one technology form may be more appropriate for the adult learners than for children and vice versa. It is possible to presume that the increasing requirements for use of technology may lead to its inappropriate use, but the interactive media instruments are efficient merely when applied in an appropriate manner.
According to the National Association for the Education of Young Children (NAEYC) and the Fred Rogers Center (2012), “the steady stream of new devices may lead some educators to use technology for technology’s sake, rather than as a means to an end” (p. 4). It means that teachers need to select those types of technology and interactive media which ensure the sound development of their students. For example, it is considered that preschoolers and younger students should be more engaged in active non-digital practices and the involvement of digital technologies, such as video and the Internet, in their learning activities should be limited (NAEYC & the Fred Rogers Center, 2012).
A competent teacher always strives to choose the age-appropriate practices, technology instruments, and period of their implementation that will suit the educational needs and students’ level of development. Teachers who are digitally incompetent are more prone to making inadequate choices which may affect academic and developmental outcomes in a negative way.
Response to Organizational Requirements
The conducted literature review helped to reveal that researchers regard technology use as the basis for the development of student-centered learning environment (Wade et al., 2013). However, to achieve the mentioned benefits of IWB and web camera use, educators need to increase their competence and self-efficacy in technology application to achieve greater positive academic outcomes.
It is possible to say that IWB application may be associated with a significant amount of complexity for educators who grew up surrounded by less number of advanced technologies comparing to the modern students also known as “digital natives” (Wade et al., 2013). And since the traditional instructional approach is insufficient for the creation of relevant and appropriate learning environment for the digital native students of the 21st century, the major difficulty associated with the application of technology in classrooms is related to teachers’ ability to embrace all the technologies’ facilities and functions in order to provide students with a motivational and meaningful learning environment.
To achieve positive academic outcomes, educators and school administrators need to collaborate in the research of multiple technology use options, development of teachers’ training programs and organizational culture supporting professional collaboration and increase in educators’ competence and instructional efficiency.
References
Blue, E., & Tirotta, R. (2011). The benefits & drawbacks of integrating cloud computing and interactive whiteboards in teacher preparation. Techtrends: Linking Research & Practice To Improve Learning, 55(3), 31-39. Web.
Martin, S., Shaw, E., & Daughenbaugh, L. (2014). Using smart boards and manipulatives in the elementary science classroom. Techtrends: Linking Research & Practice To Improve Learning, 58(3), 90-96. Web.
Rock, M. L., Schoenfeld, N., Zigmond, N., Gable, R. A., Gregg, M., Ploessl, D. M., & Salter, A. (2013). Can you Skype me now? Developing teachers’ classroom management practices through virtual coaching. Beyond Behavior, 22(3), 15-23.
Van Laer, S., Beauchamp, G., & Colpaert, J. (2014). Teacher use of the interactive whiteboards in Flemish secondary education–mapping against a transition framework. Education and Information Technologies, 19(2), 409-423. Web.
Wulff, B., Fecke, A., Rupp, L., & Hamborg, K. (2014). LectureSight: An open source system for automatic camera control for lecture recordings. Interactive Technology and Smart Education, 11(3), 184-200.
The use of assistive technologies in educational institutions has long been introduced with the advent of globalization and the popularity of the Internet. Technology is having an impact on teaching and learning. Mobile learning, or m-learning, which is conducted with the use of mobile phones or handheld computers like laptops or Personal Digital Assistants or PDAs, is gaining ground. (Smith and Broom, 2003, p. 5)
The internet is another tool in imparting education and learning, and this is used now in distance learning, particularly significant to those in need of lifelong learning or continuing education.
This is interesting to many educators because of the way it is being imparted to the learners: education with no situated classroom, ignoring distance and time. The learners can now have access to education and to the vast amount of knowledge without much time and effort on both educators and learners. (Zhao et al., 2007, p. 55)
The question of whether the use of technology as assistive devices is beneficial to education is still a subject for research and study. This does not however mean that there are more disadvantages than advantages in the use of technology in teaching. It is a fact that the process of learning has become easy with the use of technology such as the laptops, cell phones, interactive TV in distance education delivery methods. (Singh, Mangalaraj, & Taneja, 2010, p. 300)
Nowadays, computers and Information Technology tools are commonly used in classes as educational tools in imparting knowledge to students, from elementary to college. But the question that this brief paper will try to answer is: how prepared are the teachers in the use of technology in imparting education?
Background
The term ‘mobile’ is becoming so popular with the emergence of multiple hand-held technologies, like the laptops, Ipads, Android, and PDAs. Mobile seems a necessity in commerce and business. Mobile Internet service is popular all throughout the world with internet connection. (Kukulska-Hulme, 2005, p. 33)
The traditional way of imparting education makes use of a teacher and a physical classroom with lectures and books. In technology-assisted classroom, education or learning is imparted using laptops, PDAs, cell phones, with the aid of web pages and computer software. (Andronico et al., 2004, p. 91)
Mobile learning refers to acquiring education while one is not in a situated classroom; one can be at home or at work. The concept of mobile learning promises users new and/or advanced user experiences, which are quite often markedly different from those afforded by conventional desktop computer-based learning systems (e-learning). (Ryu and Parsons, 2002, p. 3)
It is also revolutionary in the sense that learning is not the ordinary teacher-student interaction in a traditional classroom, but the students are away doing their other jobs or chores at home, or whatever, but still learning through Internet connection. Mobile learning uses mobile phones, smartphones, palmtops, laptops computers and personal media players.
The use of Internet/Web-based teaching and emails has become popular both to the learner and the teacher. They are more popular than the use of interactive TV, mail correspondence, and live-remote combinations (Hickman, 2003 cited in Zhao, Alexander, Perreault & Waldman, 2007, p. 55).
A personal digital assistant (PDA) is a computer-based handheld device that incorporates personal organizer tools. It has the ability to exchange information easily with a desktop PC. PDAs were originally designed to act as electronic equivalents of diaries and personal organizers, but most can now perform a variety of additional functions (Trinder, 2005, p. 9).
A laptop is actually a computer but can be carried anywhere because of its size. It has the same features with a desktop computer.
Through a PDA or a laptop, the user can view through the LCD display, write notes, do word searches, record one’s voice, or listen to recordings, browse pictures and video clips through the Internet. Laptops have speech recognition technique that converts speech into text, and vice versa. Such speech functionality can make laptops or PDAs more accessible to users with visual disabilities.
Study on the Integration of Technology in the Classroom
The U.S. Department of Education conducted a program known as PT3, which aimed to prepare teachers to use technology in the classroom, particularly K-12 school environments. The teachers were encouraged to change their classroom processes with technology processes.
The objective was to introduce a more effective course with the use of technology in the method of instruction. The teachers recognized that computers and Information technology had a very important role to play in the education of the young, specially the K12 students. (Rockman, 2010, p. 5)
The concern of the authorities charged with imparting education focus on the assessment of teachers using technology, and how to assist them with the educational processes. This program is called mentoring the mentor.
The success here depends on how the faculty helps one another, in sharing the technology knowledge and expertise and have a collaborative effort to help one another in the teaching process. The integration of technology in education as implemented in a systematic and strategically-organized method, has changed and altered the traditional method of learning.
According to the International society for Technology in Education (2002, p. 57), teachers should work together, have a cooperative atmosphere, teach one another, and discuss the problems and barriers along the way. It should not be a one single-handed approach but a collaborative effort on the part of the faculty in order to have a successful endeavor in the teaching profession.
The Role of the Teacher in Using Technology
The teacher is the key individual to using technology in education, and should help the students in acquiring education with the use of technology. The role of the teacher is to establish a classroom environment and prepare the students for learning using technology.
It is therefore paramount upon the teachers to prepare themselves in this endeavor. Preparing for such task is to have enough knowledge how the technology works and how it can support education and learning.
Schools and classrooms should have the tools and technology for this project. The schools now will have two kinds of classroom, the virtual and real. The teacher should be prepared for this. Aside from the real classroom, the teacher should have knowledge in the virtual classroom, how to prepare and how to conduct the classroom.
The teacher should have a ready laptop or a desk top in the class. Using these tools, students and teacher can communicate and have access the vast knowledge and information through the databases and web libraries available through the internet.
The teacher can check the students, conduct online searches, and make use of the various tools and features of the computer. Mobile learning allows access to learning materials and information, at any time and place, and learners don’t have to go to a situated classroom.
Preparing Teachers
The following are some of the basic knowledge that a teacher should know and be able to teach students in the elementary level:
Simple devices attached to a computer should be the basic knowledge that a teacher can teach Grade 2 students, e.g. mouse, keyboard, monitor, printer, and other parts of the computer hardware;
Media resources of the computer should be explained using appropriate terminology;
Communicate through the internet and use basic knowledge of Information Technology and computer software;
An explanation in simple language using the technology and an open discussion with the children on how to use the technology;
The use of the technology with the application of appropriate social and ethical behavior;
The use of the technology coupled with the required human and logical thinking; technology should not be an end in itself but only a means to an end. (International Society for Technology in Education, 2002, p. 6)
The International Society for Technology in Education (ISTE NETS) have formulated fundamental basic concepts in teacher education for knowledge, skill, and attitude in imparting education with the use of technology. (ISTE, 2000, p. 8)
The following are performance standards for teachers using technology in education as formulated by the ISTE:
“Technology Operations And Concepts”
Teachers should be able to teach the basic operations and concepts of the technology, and every basic knowledge and skill and teach them to students. Teachers should also demonstrate improvement of the technology and be kept abreast of new and emerging technology.
“Planning And Designing The Learning Processes”
Design the strategies for learning using technology and other basic tools. Teachers should also apply research in learning.
“Teaching, Learning And Curriculum”
Curriculum plans should be incorporated into the new learning processes with the use of technology. The new tools should also be used to address the standards for students and teachers. Teachers should manage the new learning environment appropriately using the tools.
“Assessment And Evaluation”
Teachers should use the technology to assess students with the help of assessment techniques. Various other features that should help the teachers include quick analysis of data and information.
“Teachers Can Make Use Of Technology To Be Productive”
They can be productive and enhance their professional life, and improve their knowledge and expertise through the use of technology. They should also continuously evaluate and develop their professional life using technology. Technology should be used in daily communication with peers and students.
“Social, Ethical, Legal, And Human Issues”
The use of technology should be observed in accordance with the present social, ethical, and legal standards. Teachers should be a model in using technology. They should help the students in applying technology for advancement of education and learning.
They should be a resource for the knowledge and expertise of technology use, taking into consideration the proper and correct use of technology, with safety and health measures being undertaken.
Conclusion
The preparation of teachers in education with the use of technology is not a one-way method. This is particularly executed with the help of the government, the private sectors, the teachers and the students themselves. The preparation involves a regular process of actual and real teaching coupled with some experimentation method to see how effective the teaching method.
Nowadays, the use of technology in the classroom is an ordinary experience on the part of the teacher and the students.
The whole process of education is a collaborative effort between the teacher and the students, and the learning process becomes a wonderful experience for both if they observe the guidelines set forth by the ISTE. Assessment will have to be done periodically so that changes can be incorporated as the learning process goes on.
References
Andronico, A., Carbonaro, A., Colazzo, L., and Molinari, A., Ronchetti, M., and Trifonova, A., 2004. Designing Models and Services for Learning Management Systems in Mobile Settings. In Crestani, F., Dunlop, M., and Mizzaro, S. Eds. Mobile and Ubiquitous Information Access. Berlin Heidelberg, Germany: Springer-Verlag. ISBN 3-540-21003-2, p. 90-91
International Society for Technology in Education (2002). National educational technology standards for teachers: preparing teachers to use technology. Danvers, MA: International Society for Technology in Education.
Kukulsca-Hulme, A., 2005. Introduction. In Kukulska-Hulme, A. & Traxler, J. Eds. Mobile Learning: A Handbook for Educators and Trainers. New York: Routledge.
Rockman, S. (2010). Risk-taking in schools of education: teaching new tricks to old dogs. In: W. Heinecke and P. Adama, Eds., Evaluating technology in teacher education: lessons from the preparing tomorrow’s teachers for technology (PT3) program. United States of America: Information Age Publishing, Inc.
Ryu, H. and Parsons, D. (2008). Innovative Mobile Learning: Techniques and Technologies. United Kingdom: Information Science Reference.
Smith, M. S. & Broom, M. (2003). The landscape and future of the use of technology in K-12 education. In H. F. O’Neill, Jr. and R. S. Perez, Eds., Technology applications in education (A learning view), p. 5. New Jersey: Lauwrence Erlbaum Associates Inc.
Trinder, J. (2005). Mobile Technologies and Systems. In Kukulska-Hulme, A. & Traxler, J. Eds. Mobile Learning: A Handbook for Educators and Trainers. New York: Routledge.
Zhao, J., Alexander, M., Perreault, H., & Waldman, L. (2007). A longitudinal study of information technology impact on business faculty in distance education. E-journal, Vol. XLIX, No. 3. Available through: City University London .