An analysis of the use of technology for effective classroom instruction and how this can impact individuals in a work environment.
Written in 2007; 6,951 words; 33 sources; MLA; $ 156.95
Paper Summary:
This paper examines the issue of technology in the classroom and whether this technology is being used appropriately or to the best of the teachers' ability. The paper begins by examining the literature related to cooperative learning and technology and how these issues affect what individuals are doing when they move into a work or business environment. It then discusses the concerns relating to these issues.
Table of Contents:
Chapter 1
Introduction
Background
Statement of the Problem
Purpose
Significance of the Study
Research Questions
Assumptions
Delimitations
Definitions
Summary
Chapter 2
Review of Related Literature
Chapter 3
Methodology
Research Design
Site Selection - Vista High School
Population - 18 teachers
Measurement Methods
Procedure- Survey
Ethical Considerations
Data Analysis
Summary
Appendix
From the Paper:
"Why the student got the answer wrong and the specific answer that was given can tell individuals a great deal about a student. This myth is often very puzzling and upsetting to those that work in the education field because assessment techniques have traditionally looked at answers that are objectively correct (Ingram & Howard, 1998; Ashbaugh & Johnstone, 2000). The idea that there may not be a specific right or wrong answer to a question is an idea that's time has truly come, but many educators still struggle with this concept. How students view information is also important when assessing their abilities, and one study looked at this issue by looking at minor wording changes that were presented to finance students. The study found that information that was presented to students and was conditionally phrased was just as valuable when tests on knowledge were taken than information presented in a literal and traditional fashion (Bodner, Waterfield, and Langer, 1997). It is also important to note, however, that this same study (Bodner, et al., 1997) indicated that individuals in both groups were also tested in a way that required interpretive and creative use of the material that they learned and on this test the group that was given conditional information performed much better."
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