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Technology has been commonplace in american schools

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Technology has been commonplace in American schools for little over a decade but ever since the first computer was introduced into the classroom, there has been a debate about whether or not it belongs there. The goal of education technology should
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Morgan Gales ENGL 2116 Prof. Dana Cox November 9, 2011 be to educate our students better and incidentally equip them better for working in the 21 st century. Realistically, the goal of implementing education technology into public school systems, too often, is to keep up with the Jones’. Computers themselves do not automatically change the nature of teaching and learning, but the way the teachers use the technology is what creates a conductive learning environment. It’s not the technology itself that educators are debating, it’s the technology incorporated into a design process so that student understanding can be improved. If computers are not used effectively then students lose out on a promising educational experience A recent study looked at how computers were used in practical classroom settings. According to the Educational testing service, 8 th grade math students who used computers for more hours per day but used them mainly for drill and practice, scored below average on a standardized math test. Those students who used computers for less time, but used the time for specific applications and computer simulations of real world problems scored above average. The heart of education is basically the relationship between the teacher, the student, and the learning material. If you deduct one element from this equation there will most likely be a negative effect to the educational process of the student. Technology can enhance that relationship in certain aspects, but it isn’t the end all, be all in education. One of the biggest fears with putting too much blind faith into education technology has been that the importance of ‘real’ work and learning practices will be devalued. Teachers need to be able to integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an afterthought, or an event. It has been discovered that students who use real time data collection are approximately three times more successful with understanding a graphic (data chart, diagram, ect.) than if they were to have learned it in the traditional, textbook-based manner.
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