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Philosophical perspectives embody a collection of attitudes and values that have been used by many individuals in evaluating alternative options, thereby deciding on the preferred one. For one who has never considered his or her own personal philosophy, and the effects of its actions, then conscious thought is the option in helping them make consistent and purposeful decisions on learning and teaching (Copeland, 2005, p.3). One’s philosophical position help in explaining different responses to educational questions like the purpose of education, the worth of knowledge, how to treat students, the role of teachers and the contents of the curriculum among others.
Consequently, Copeland, (2005) states that educational practices are affected by education-related systems of philosophy; which have helped many, clarify people’s beliefs on the goals of education. While explaining the roles of philosophical perspectives in classroom, it is vital to seek the views of progressivism, an important educational philosophy. This is an alternative philosophy that was designed to prepare individuals face the realities of the contemporary life. The philosophy emphasizes on the importance of science as it deals with change and, therefore, progressivism puts more stresses on change as the essence of reality (Copeland, 2005, p. 9). In addition, the philosophy emphasizes on the commitments to democracy ad its values in preparing students for their roles as good citizens in the democratic world.
On the other hand, essentialism as a field of philosophy states that the primary objective f schools is to transmit some selected elements of culture from one generation to another. Basically, essentialism is a conservative approach that emphasizes the need of an organized and well structured curriculum that considers the traditional values like respect to the authority. Lastly, the educational perspective of perennialism views human nature and truth as constant factors. The philosophy of perennialism also emphasizes on intellect, tests that assess thinking, deeper levels of leaning and dimensions not easily measured.
Five ways in which technology can be used
Technology entails the application of scientific processes and inventions to different resources for the aim of extending ones capabilities in meeting their wants or needs. Technology has been used to alter the limits of what one can do (Roblyer, 2003, p. 6). However, according to Roblyer, (2003), it does not guarantee one to do whatever it is intended to. New technologies have presented opportunities for the education profession to alter so many instructional practices and traditional organizations. The only problem is that one cannot be sure that the kinds of radical transformations envisioned by new technology supporters will be experienced by education.
The communication technology of today has made it possible for one to arrange for individual or learner groups to work on varying assignments with respect to their needs in particular. Such kinds of individualized teaching were pretty hard to put into practice. To the teachers, technology can now give them the ability to function mostly as an instrumental guide as opposed to being the primary source of such information (Roblyer, 2003, p. 7). In addition to what technology can do, new technologies have relieved the need of having many school days and organizing time so rigidly. With respect to this, it is predicted that students would be spending more time at home.
Additionally, when new technologies are used to develop learner’s research capacities, the instructor has the opportunity to accommodate their learning preferences and styles. Modern communication technologies are being used in schools to bring instruction to the learners. Finally, the range of simulations available to the pubic school learners has been enabled by the new digital technologies (Roblyer, 2003, p. 9). However, new technologies have been described in some instances as learning distracters while others are literally expensive to acquire.
Works Cited
Copeland, M. Socratic circles: Fostering critical and creative thought in middle and high schools. Portland, ME: Stenhouse. 2005: p.1 – 9.
Roblyer, M. D. Integrating educational technology into teaching (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall. 2003, p 1-10.
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