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Explore Some Of The Ways Technology Has Impacted The Education Industry

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Lesson 16 Discussion 1

In this discussion, students explore some of the ways technology has impacted the education industry. The most basic way that technology changed education is through the introduction of calculators in the early 1970’s by Texas Instruments. This author remembers when calculators were forbidden in classrooms. Math was done by hand on a piece of scratch paper that was turned in with tests or homework, and students were encouraged to “show your work”. Soon after, around 1984, Steve Jobs introduced the Apple Computer with a whopping 128K memory capability. The Apple was often reluctantly added to classrooms by “old school” teachers who despised the computers because they would “make students minds lazy”. Fortunately,
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In “Unplugged: The Myth of Computers in the Classroom,” David Gelernter suggests the limit of technology use in the classroom. Over that past several years, technology has advanced quite a bit. This new outbreak of technology is beneficial in some ways but Gelernter feels that technology is replacing the ways of teaching. He sees the significance of the subject and offers much visual analysis which helps the reader take more caution in using technology while in the classroom. Gelernter feels that technology builds a wall that enables students to build strong, basic skills.

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In addition, Davidson was critiqued for using iPods as a form of learning due to its high monetary value. However, Davidson argues that the iPod, for what it was capable of, was “an inexpensive computer” (Davidson, 54). Here, Davidson demonstrates that she wants the new forms of education to become more accessible, but not necessarily free. Davidson has found new ways of transforming something like the iPod, which was originally made for only listening to music, to a computer. Furthermore, at the time of the iPod experiment, a computer was relatively expensive.

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Teacher technology support within the XYZ school district is essential to integrate available technology tools into the curriculum effectively (Helms, 2014). While this school district is making considerable progress in incorporating technological resources within the curriculum effectively, a need exists for further development in leveraging technology within the curriculum (GaDOE, 2008). In 21st Century classrooms, electronic hardware and software can support numerous resources for differentiated lessons to students with access to these resources

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The Benefits of Technology in School in a Technological Society The Tennessean published Lisa Fingeroot’s article, “Nashville schools push for more technology,” in November of 2012. She discussed the benefits of technology that include, making learning fun with its inclusive methods, Fingeroot believes technology can improve the quality of education nationwide, and provides a very interactive and personal way for students to learn. She states that Kecia Ray, executive director of Metro schools’ learning technology department and president-elect of International Society for Technology in Education, has the goal of presenting a plan that provides technological access to more students. The first thing a reader notices to an article is the title.

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Education is no exception! It may seem like education has been much the same for many years but technology has profoundly changed education, it has expanded access to education. Computer technologies are essential tools for teaching Mathematics, they provide visual images of mathematical ideas that facilitate organizing and analyzing data. Computer Technologies support investigation by students in every area of mathematics including statistics, measurement, geometry, algebra and numbers. When these tools are available students can focus on decision making, reflection, reasoning and problem

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There should be a new take on children's software, computers should only be used during a time of relaxation and, finally, computers should be used as a helping tool in academics and not taking the place of a teacher. Gelernter states in the first condition, that there should be a new take on children's software because in many cases, there is no imagination involved. "There are hundreds of similar reading and geography and arithmetic programs, but almost nothing on electricity or physics or architecture" (311). Children have become less able to produce

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In “Technology in Today’s Classroom: Are You a Tech-Savvy Teacher?”, Stephanie Hicks successfully argues, using logical examples supported by reliable sources and observations, that teachers should integrate technology into education. After stating her main claim, Hicks begins her argument by countering the idea that technology decreases attention spans. She writes, “Research done by Sesame Street . . . found that children who seem to be inattentive and distracted during activities are often ‘soaking up’ just as much information as those who appear completely engaged” (189). By citing a reputable source, which supports the idea that technology does not cause distraction, Hicks strengthens her argument that technology is beneficial.

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In today’s modern society technology plays a huge role in everyday life. Technology has a big position in education. Today students use laptops for school on an everyday basis to take notes, work on assignments, and research. Many people agree that, when it comes to education, technology can either be very harmful or very helpful. Timothy D. Snyder, a history professor at the University of Yale has written five award-winning books.

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“I have a very strong disliking for them. The school spends all their money on those laptops, meanwhile classrooms are falling apart. To me, there are bigger problems that need to be taken care of, not adjusting to this untested system.” (Lacava N.p). “..two years and beyond annual operational costs are projected to be $801 million higher, including increased assessment expense for some states” (Pioneer Institute P.g 3).

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The invention of floppy disks allowed people to save data on a new portable medium and transfer it from one computer to another. Pocket calculators came out in 1971, which made it easier and faster to get complex, mathematical equations solved in real time. (Lecture notes, March 28 & 30)

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The findings of this study identified how the TI-Nspire was used as an exploratory tool, graphing tool, confirmatory tool, problem-solving tool, visualization tool and calculation tool. The Ti-Nspire enables mathematics to be experienced through multiple representations which encourages students to explore and investigate mathematical concepts. Students used the TI-Nspire Navigator, a wireless classroom network system which connect students’ TI-Nspire handhelds equipped with a wireless cradle to the teacher’s computer and projector. Teachers can see a screenshot of their students’ calculator from her desk top computer to ensure everyone is on task, and collect and analyzes student work to assess student understanding. The quality of mathematics tasks is important to tell if a task engages the students and whether they achieve higher order learning by being given opportunities to explain and justify their reasoning.

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In the short story “The Fun They Had” written by Issac Asimov” people are taught by machines rather than people. In the short story, Tommy finds an old book that belonged to his grandfather. As he turned the old, crinkly, yellow pages he went on to read about the school in his grandfather's day. As he was reading, he was comparing school now to school in the past and realized how different it was. Tommy found himself liking the old version of schooling and continues to hate his computer-based education.

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Over the last few years we have seen many advances in technology. None are more evident than the changes we have seen in the classroom. For many years, classroom technology consisted of tools to help with teacher led instruction.

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Consequently, newer technologies and their implementation in people’s lives allow for such an immediate response they give to the user of the technology. In “Project Classroom Makeover,” Davidson discusses how she had her class at Duke try to come up with a new inventive way of using the new technology of the time, an iPod. Davidson discussed this when she stated, “we would be giving out free iPods to every member of the entering first-year class, there were no conditions. We simply asked students to dream up learning applications […] and we invited them to pitch their ideas to the faculty” (49). Giving these students free range on the application of the devices for an educational purpose, it provided them an environment where they can use their individual strengths to solve a problem at hand.

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With decades of research, it came to a conclusion that not all students learn the same way. Jeremy Roschelle is co-director of the Center for Technology in Learning at SRI International. In his research, he examines the classroom use of innovations that enhance learning difficult ideas in mathematics and science. Chad Lane has a Ph.D. and M.S. in computer science and wants to create educational technology that will compelling and engaging.

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