A look at the extent to which technology and contemporary instructional strategies have influenced each other.
Written in 2005; 1,607 words; 18 sources; MLA; $ 52.95
Paper Summary:
This paper examines how, as technology tools become more affordable and educational resources continue to be placed in digital formats, teachers will need to have command of technology tools as a part of their professional skills they bring to their classrooms. It attempts to show how a better understanding of the process that teachers go through to incorporate technology into their teaching will benefit not only other teachers, but also the students who will be learning in those classrooms.
From the Paper:
"Strategy begins when a choice is made involving the possible ways of communication. It ends once all the instructions are followed and the desired result is achieved (Marzano, Pickering & Pollock, 1998). There are many different strategies that research have shown affected by the use of technology in the class (Hegarty, Phelan & Kilbride, 1998). These include scaffolding of instruction, modeling, cooperative learning, student choices, self-initiated reading and writing, using different modes of reading, activation of prior knowledge, and student responses to literature. These are just come useful instructional strategies for classroom learning. However, strategy cannot be successful and results cannot be achieved if instructions are violated and/or the choice of technology is inadequate."
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