My use of technology in the classroom before college was quite limited, and I have found that there are many current technological objects and programs of which I am fully ignorant. Nevertheless, I do have a few experiences with technology as a student. The progression of using a board is something I have personally witnessed. In elementary school, we wrote on chalkboards. These are now considered extremely out-dated, but I still consider it a piece of technology. Throughout middle and high school, white boards were present for students to use in every classroom. Because I attended a private school, we did not receive the opportunity to use a SMARTboard until my senior year. Using this interactive board amazed and sometimes confused me. However, I learned to give presentations on this interactive board by using Microsoft Powerpoint and grew to enjoy using the board over a basic speech presentation.
My personal definition of educational technology consists of any tool, item, or idea used to further enhance the education of a student or assist in the teaching process. This definition is similar to the definition the book considers correct. They both provide a broad and open field for many different types of technology to fall into. I think the other definitions the book states, including what technologists and computer-oriented educators believe as educational technology, is too limited and specific. These completely rule out many forms of technology used in education. Media and hardware categories leave out technology like pencils, white boards, and books. When trying to explain educational technology, these simple pieces cannot be left out.
Technology’s role in education is, in my opinion, necessary and ever-changing. For teachers and professors, technology provides a way to actually prove the existence and truth of what they are attempting to explain. Without writing utensils, how could we be taught to write? For example, by using video footage found on the internet, teachers are able to prove that the bombing of the World Trade Center actually happened. For students, we are able to use technology to complete our assignments and learn how to do tasks for ourselves. Because of our access to information through the internet via laptops, ipads, cell phones, desktops, and more, we can retrieve all the sources needed to back up what we are trying to successfully prove and accomplish. Also, hands-on activities and lessons through the use of technology such as microscopes, magnets, and robotic machines allow students to learn from actual experience, not from a lecture where the student must simply trust the teachings are truthful. Technology is ever-changing, also, which keeps the teaching and learning processes new and intriguing. Keeping the interest and attention of the students is necessary for any learning to take place, and the contribution of technology provides new and updated programs and objects continuously.
Factors that encourage the use of technology in the classroom can include funding, faculty willingness, and student reactions. If the money is present, then many different types of technology can be purchased and kept up with. If the faculty is receiving to the new technology and willing to learn how to use it, then technology can be often used in the classrooms. Also, student reactions and results must be positive. If the students benefit from the use of the technology, then many technological items and programs can be used on a regular basis. On the other hand, factors including the absence of funds and curriculums can prohibit the use of technology within schools. Without the money to pay for the expensive items, schools cannot receive or use them. Also, curriculums can contribute to the lack of technology used in education. If the curriculum being taught never mentions computers or any computer programs, it may be difficult for teachers to try and incorporate the use of computers in their lessons in a way students can actually learn the functions of a computer. Curriculums that include many current technological programs and objects allow educators to easily teach the uses and benefits of them without struggling to find ways to include them in the other lessons.
My personal definition of educational technology consists of any tool, item, or idea used to further enhance the education of a student or assist in the teaching process. This definition is similar to the definition the book considers correct. They both provide a broad and open field for many different types of technology to fall into. I think the other definitions the book states, including what technologists and computer-oriented educators believe as educational technology, is too limited and specific. These completely rule out many forms of technology used in education. Media and hardware categories leave out technology like pencils, white boards, and books. When trying to explain educational technology, these simple pieces cannot be left out.
Technology’s role in education is, in my opinion, necessary and ever-changing. For teachers and professors, technology provides a way to actually prove the existence and truth of what they are attempting to explain. Without writing utensils, how could we be taught to write? For example, by using video footage found on the internet, teachers are able to prove that the bombing of the World Trade Center actually happened. For students, we are able to use technology to complete our assignments and learn how to do tasks for ourselves. Because of our access to information through the internet via laptops, ipads, cell phones, desktops, and more, we can retrieve all the sources needed to back up what we are trying to successfully prove and accomplish. Also, hands-on activities and lessons through the use of technology such as microscopes, magnets, and robotic machines allow students to learn from actual experience, not from a lecture where the student must simply trust the teachings are truthful. Technology is ever-changing, also, which keeps the teaching and learning processes new and intriguing. Keeping the interest and attention of the students is necessary for any learning to take place, and the contribution of technology provides new and updated programs and objects continuously.
Factors that encourage the use of technology in the classroom can include funding, faculty willingness, and student reactions. If the money is present, then many different types of technology can be purchased and kept up with. If the faculty is receiving to the new technology and willing to learn how to use it, then technology can be often used in the classrooms. Also, student reactions and results must be positive. If the students benefit from the use of the technology, then many technological items and programs can be used on a regular basis. On the other hand, factors including the absence of funds and curriculums can prohibit the use of technology within schools. Without the money to pay for the expensive items, schools cannot receive or use them. Also, curriculums can contribute to the lack of technology used in education. If the curriculum being taught never mentions computers or any computer programs, it may be difficult for teachers to try and incorporate the use of computers in their lessons in a way students can actually learn the functions of a computer. Curriculums that include many current technological programs and objects allow educators to easily teach the uses and benefits of them without struggling to find ways to include them in the other lessons.
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