Computers in the School System

Paper Summary:

In this research proposal, the writer notes that computer technology is becoming more widely used in American classrooms today as a means of supporting instruction in the K-12 classroom. The writer maintains that studies have shown that many K-12 teachers do not possess the requisite background and understanding of how these technologies can or should be used, with the result that even when computers are present in the classroom, they may not be used to their maximum effect. To help better understand the challenges and constraints facing K-12 teachers in general and teachers of special needs students in the New York City public schools in particular, this study provides a series of case studies and a critical review of the peer-reviewed and scholarly literature. The writer discusses whether computers can be used to supplement and improve education. The writer then examines the
advantages and disadvantages of using computers to supplement and improve education. Further, the writer discusses whether technology will promote or hamper students with learning disorders and special needs. The writer concludes that the focus of the research remains on identifying what techniques have been proven to work and determining what has not to develop a best practices approach to using computers to help special needs students achieve improved academic outcomes.

Table of Contents:
Introduction
Significance of Study
Rationale of the Study
Research Questions
Preliminary Review of Related Literature
Methodology

From the Paper:

"While the use of computers in American society in general and in the public schools in particular has increased in recent years, many of these resources remained underutilized or used inappropriately. For example, researchers have determined that just 25 percent of secondary English teachers, 17 percent of science teachers, 13 percent of social studies teachers, and just 11 percent of math teachers make weekly use of computers in their classrooms. Moreover, even in those instances where computers are used routinely in the classroom, they are not used as the type of tool that can help students better understand sophisticated concepts or visualize concepts in a new ways; instead, the majority of teachers and students currently use technology and more specifically drill-and-practice tools and application software, to automate previous instructional practices."

Sample of Sources Used:

• Brett, A., McCloskey, G. N., & Provenzo, E. F., Jr. (2005). Computers, curriculum, and cultural change: An introduction for teachers. Mahwah, NJ: Lawrence Erlbaum Associates.
• Chai, C. S., Lim, C. P., & Pek, M. S. (2005). Classroom management issues in information and communication technology (ICT)-mediated learning environments: Back to the basics. Journal of Educational Multimedia and Hypermedia, 14(4), 391.
• Cohen, L. G., Dimmick, D., Kimball, W. H., & Mills, R. (2003, December). No special equipment required: The accessibility features built into the Windows and Macintosh Operating Systems make computers accessible for students with special needs. Learning & Leading with Technology, 31(4), 12.
• Ferguson, R., Gado, I., & Van 'T Hooft, M. (2006). Using handheld-computers and probeware in a science methods course: Preservice teachers' attitudes and self-efficacy. Journal of Technology and Teacher Education, 14(3), 501.
• Gura, M. (2001). East Harlem's winning school technology formula. T H E Journal, 28(10), 78.

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