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Since technologically-driven shifts are unprecedented, the fundamental issue is not whether technology plays a part in elevating good companies to great ones but rather how the latter approach expertise in ways that the former does not. Companies that advance from good to great do not alter their core business model in response to technological advances but rather use technology to forge a fresh and exciting interface with their clients and partners. The end game for success is to forge new ground in the innovative use of technology.
Accelerators are designed to hasten the development of businesses. In his book, Good to Great, Collins (2001) elaborated on the ideas around technology as an accelerator rather than a cause of growth or improvement. This means that established businesses, complete with a core team and a proven concept, may use technological advancements to speed up their growth by optimizing every facet of their operations. Choosing the technology that will give a company an even more significant advantage over the competition will be undemanding if the management can clearly establish what the organization does better than any other. In addition, once companies realize how the chosen technology complements their capabilities, they frequently become forerunners in using expertise, employing them in ways none had previously considered. Technology is neither the panacea nor the scapegoat for all of a company’s difficulties. However, it may augment an organization’s strengths with careful preparation, implementation, and analysis. The key is first to determine what works well and then choose new technologies that complement those qualities.
Instead of becoming the focus of every session, technology should serve to support students’ understanding of the course’s foundational ideas. Content and materials should be disseminated efficiently, and technology should help effectively. The ‘Smart-Board’ is a fantastic example of this technology in the classroom. Learning may now be more engaging for children of all ages due to the ability of Smart-capacity Board to run interactive applications. In finance, the income associated with such technological resources outweighs the expenses (Kane, 2019). Teachers, parents, students, and administration should all be a part of the change process as it unfolds gradually but comprehensively. The best forms of inspiration incorporate the thoughts and feelings of the whole team and encourage them to try something new.
The educational sector has undergone a widespread transformation because of technological breakthroughs. Traditional methods of education are still useful, but the requirements of today’s students and teachers are evolving. Using an LMS allows universities and other higher education institutions to provide online and hybrid course options (Saidi et al., 2021). Such sites have sophisticated tools for organizing classes and coordinating group projects. In addition, utilized systems supply instructors with insightful data that may be used to enhance their courses and better meet the requirements of their students. More courses and materials with fewer resources mean trying out new delivery strategies.
Blackboard is a household name in online education platforms as it can be used in either a SaaS or non-SaaS configuration. Blackboard provides not just the standard elements of LMS but also advanced data analytics, communication channels, collaboration tools, and online conferencing. Teachers have an easier time administering and grading assignments and exams. In addition, they are capable of handling hybrid and fully online courses. Like Blackboard, Schoology is an all-inclusive LMS that strives to connect teachers with their students and offer them the means to create engaging and effective classes (Sulisworo et al., 2020). The strength of this system is found in the time and effort put into creating and connecting the school’s learning community at all levels, from students to faculty to administration. Therefore, it is possible to build virtual classrooms where students and professors can interact outside of scheduled class time. Educators from different departments, schools, districts, and countries can easily connect and share materials with Schoology. The platform also works well with other applications, such as Dropbox and Google Drive, which makes it possible to use external technologies in the classroom.
Google Classroom is one of the many products introduced as a component of the Google for Education campaign. The system provides a centralized location for instructors to plan lessons, distribute tasks, maintain student communication, evaluate assigned work, and provide constructive feedback. It also helps teachers to spend less time on administrative work and enhance teaching (Spirin et al., 2022). Google Classroom is compatible with any recent web browser and can be accessed from any device. All students, no matter where they are, have access to Google Classroom through its mobile apps for both Android and iOS.
The question is not whether technology plays a role in transforming mediocre businesses into exceptional ones; rather, it is how the latter approaches expertise differently from the former. The ultimate goal is to create something completely new through the creative application of technology. An accelerator’s purpose is to speed up the growth of a company. This means that companies already in existence, with a solid foundation in place and a tried and true concept, can leverage technological developments to accelerate their expansion by making the most of their resources. From a financial perspective, the benefits of investing in such technologies outweigh the costs. Therefore, technological change needs to be implemented gradually and carefully. The most effective Learning Management Systems (LMS) are designed to support the smooth running of distance learning initiatives and boost student participation. Google Classroom helps teachers organize and manage classroom activities such as lesson planning, assignment issuance, student communication, assessment, and feedback.
References
Collins, J. (2001). Good to great: Why some companies make the leap and others don’t. HarperBusiness.
Kane, G. (2019). The technology fallacy: People are the real key to digital transformation. Research-Technology Management, 62(6), 44-49.
Saidi, R. M., Sharip, A. A., Abd Rahim, N. Z., Zulkifli, Z. A., & Zain, S. M. M. (2021). Evaluating students’ preferences of open and distance learning (ODL) tools. Procedia Computer Science, 179, 955-961.
Spirin, O., Vakaliuk, T., Ievdokymov, V. V., & Sydorenko, S. (2022). Criteria for selecting a cloud-based learning management system for a higher education institution. Information Technologies and Learning Tools, 3(89), 105-120.
Sulisworo, D., Ummah, R., Nursolikh, M., & Rahardjo, W. (2020). The analysis of the critical thinking skills between blended learning implementation: Google Classroom and Schoology. Universal Journal of Educational Research, 8(3), 33-40.
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