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Technological Literacy of Technology Education Teachers, 2005.
This paper is a research proposal to survey industrial technology education teachers in the State of Arizona to determine their acceptance and use of the "Standards for Technological Literacy" (STL) and to assess standards-based training needs.
9,480 words (approx. 37.9 pages), 36 sources, APA, $ 194.95
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Abstract
This paper explains that, today, it is becoming increasingly clear that there is a growing need for technological literacy, but it is unclear how technology education teachers are making decisions on classroom practice based on the "Standards for Technological Literacy", which focuses on what every student in grades K-12 should know and be able to do in order to be technologically literate. The author states that the study will address the issue of assessing standards-based training needs through a critical review of the scholarly literature followed by a survey of what 7th to 10th grade technology education teachers in Arizona know about the standards, how they are using them and what the need for standards-based training. The paper relates that a Likert-type scale will be used to determine the acceptance and use of the STL and to measure the perceived needs of standards-based training.
Table of Contents
Introduction
Statement of the Problem
Purpose of Study
Importance of Study
Rationale of Study
Research Questions, Hypotheses or Objectives
Review of Related Literature
Background and Overview
Evolution of Literacy Standards in the U.S.
Components Influencing Student Learning
Curricula
Instruction
Learning Environment
Student Assessment
Features of AETL
Student Assessment Standards
Vocational and Technical Education Considerations
Industrial Technical Education in Phoenix, Arizona Today
Current and Future Trends
Methodology
Procedures
Population and Sample
Survey Instrument
Time Frame
Cost of the Research
Data Analysis Questions
From the Paper
"To date, thousands of technology teachers, science and mathematics teachers, and other educators and experts from around the country have collaborated in an effort to identify precisely what students in kindergarten through 12th grade should be learning about technology. This group, together with content specialists and representatives from the National Research Council (NRC) and the National Academy of Engineering (NAE), reviewed Standards for Technological Literacy and recommended modifications and additions. The resulting document, supported by both NRC and NAE, defined the study of technology as a discipline and provided a framework for individual teachers, schools, school districts, and states or provinces to develop technological literacy in all students. The research to date indicates that when schools provide students with a quality education in their primary language they provide them with two things: knowledge and literacy."
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Technology in the Classroom, 2007.
This paper discusses the role of technology within the classroom as an educational tool.
5,550 words (approx. 22.2 pages), 19 sources, MLA, $ 135.95
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Abstract
The paper presents case histories, successes and failures of the use of technology in the classroom. The paper contends that for many educators, technological advances will make the work of teachers and the education of students easier. Technological advances will allow teachers to adequately prepare their charges for the world which awaits them, emotionally, logically and technology-wise. The paper highlights that technology will never be able to replace teachers and we must remember that technological and media advances are simply tools for the teachers to use. The paper reveals that a study shows how students who are involved in media and technology programs are more excited about the educational process and tend to place greater emphasis on work quality.
Outline:
Introduction
Historical Perspective
Steps in the Integration of Technology into the Classroom
Application of the Theoretical to Daily Practice
Critical Appraisal
Literature on technology in the classroom
Teachers on the cutting edge
Financial Aspects of Technology in the Classroom
Behavior
From the Paper
"Today's teachers face even greater challenges than others in the history of their profession. Not only are professional teachers asked to do more with more students, more with psychopathology, more with students who have significantly dysfunctional family background, but teachers must also teach to a level of testing set by many who are non-educators while staying abreast of the latest in their fields. To some educators, it would seem that the addition of technology and the incorporation of technology and media into the classroom an impossible task."
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Technology and Language Arts, 2007.
This paper is a meta-review of the literature about the use of technology in the teaching of language arts.
7,070 words (approx. 28.3 pages), 98 sources, APA, $ 158.95
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Abstract
This paper explains that language arts can benefit from the use of technology when teachers incorporate it into their daily instruction for such uses as providing study guides, quizzing students, enhancing the subject, supporting individual students and involving parents with their children's learning. The author points out that the use of technology in the language arts department can be especially perilous or productive depending on the way it is used and the competence of the teacher using it because language arts is a more subjective academic subject than math or the sciences and is opened to more misinformation from the Internet. The paper concludes that the use of technology in teaching has been studied from many different angles in many different manners, but the focus has rarely been on the attitudes and beliefs held by English teachers in the use of technology in the classroom. The paper includes two illustrations.
Table of Contents:
Introduction
Case History of Technology and Language Arts
The Impact of Technology on Education
Obstacles to Using Technology
Technology and Language Arts
Conclusion
From the Paper
"The meta-analysis also focuses on writing skills for students who do and do not use computers and word processors for their writing. It determined that students who learn to use word processing for their writing needs learn better writing skills than those who do not use word processing programs for their writing needs. In light of this, it is surprising to find so much resistance in the current educational field regarding the use of technology in teaching and specifically Language Arts."
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Information Technology and Education in U.K. Colleges, 2004.
This paper is a complete thesis, using a literature review and a questionnaire that takes information from teachers in all different types of disciplines across Coleg Gwent college about the use of information technology in U.K. colleges.
11,920 words (approx. 47.7 pages), 23 sources, APA, $ 231.95
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Abstract
This paper explains that the conventional simile of an institution of higher education as a self-enclosed community is opposed as knowledge turns out to be extensively obtainable on the Internet, and teacher-student and student-student conversations are not compelled by spatial borders. The author points out that quick transformations in the orderliness of information, labor, and equipment in all the disciplines make it more essential for all the students to develop into permanent learners. The paper concludes that an educational environment in which information technology is created by principled assessment regarding higher-level learning is said to increase the values of academic and technical aptitudes.
Table of Contents
Introduction
Literature Review
The Impact of Information technology on Education
Background
Market
Workplace
Mirror Image
Transformation of Students
Transformation of the Systems
The Impact of Information Technology in Coleg Gwent College
Key Themes Emerge
Information Technology Augments Learners? Student Inspiration
Encourages Support and Teamwork amid Learners
Discussions Become Profound and More Inquisitive
Utilization Supports Educator-As-Catalyst Way
Encourages an ?Equilibrium of Authority? amid the Teacher and Learners
Learners Demonstrate More Determination in Unraveling Problems
Promotes Diverse Techniques of Evaluation
Allows High-Quality Educators to Effort Efficiently with Different Learners
Promotes Augmented and Enhanced Verbal and Written Interaction
Allows Prospects for More Profundity of Understanding
Gives Augmented Prospects for Inter-Disciplinary Examination
Creates Classroom Performances More Genuine and Appropriate
Collecting The Prizes
Affect of Information Technology on College Education
Scholarship
Course books
Libraries
Methodology
The Approach Utilized
Data Gathering and Utilizing Method
Comments on the Validity of the Data
Questionnaire
Evaluation of the information
Results
Discussion
Conclusion
Recommendations
From the Paper
"Consistent with the educators, the knack is to equalize the squad. For example, the teachers cannot have two computer experts in the similar group or they will clash for direct. Teachers, on the other hand, assert that bringing together a group where students' aptitudes and educative methods balance each other and manage with each other's powers and flaws is a much more appropriate technique in modern classrooms. It assists if the teacher arranges the grouping so all students add their personal specific aptitudes."
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Technology-Based Education, 2004.
Critical comparison of the Association for Educational Communications and Technology (AECT) and the International Society for Technology in Education (ISTE).
1,075 words (approx. 4.3 pages), 5 sources, MLA, $ 37.95
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Abstract
This paper describes the differences in the core membership of AECT and ISTE and how, in spite of their shared goal to improve education through computer-related technology and innovative teacher development, these differences impact their strategic planning.
From the Paper
"The Association for Educational Communications and Technology (AECT) and the International Society for Technology in Education (ISTE) share a common goal in that both organizations are dedicated to the improvement of learning and providing professional leadership in education ? yet there are some significant differences that set them apart."
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Use of Technology in Classroom Instruction, 2007.
An analysis of the use of technology for effective classroom instruction and how this can impact individuals in a work environment.
6,951 words (approx. 27.8 pages), 33 sources, MLA, $ 156.95
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Abstract
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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School Technology Evaluation, 2003.
Addresses the need for access to technology in elementary school.
690 words (approx. 2.8 pages), 1 source, APA, $ 23.95
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Abstract
This paper addresses need for access to technology in elementary school and improved equality of education and academic performance. Two teachers and the principal of a Los Angeles elementary school discuss need for more technology and teacher training. Various technologies available at the school are cited.
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Enhancing Technology in Schools, 2006.
A look at how technological advancements can be applied in educational settings.
5,725 words (approx. 22.9 pages), 42 sources, APA, $ 138.95
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Abstract
This paper reviews literature looking at how advances in technology can benefit the classroom and how best to apply these advancements in educational settings. The paper further discusses the technological training programs used in some educational institutions as a way to educate teachers and leaders about technology and how it can be used in the classroom. The paper also looks at some of the shortcomings of these training programs and what needs to be done to improve them. Particular attention is paid to the use of the Internet in the classroom and its potential as a learning and teaching tool.
Table of Contents
Literature Review
The Importance of Technological Training for Teachers
Technology Development Programs
Possible Solutions to Lack of Technological Training
From the Paper
"Since the technological skills of all teachers varies, school leaders must be prepared to develop personal plans for professional development that include goals for using technology. A computer program can be developed to enhance the use of technology in the individual classrooms. These programs can be competency driven, identifying specific areas where technology can be used effectively, and they can specify outcomes to be achieved using technology. Individual tutoring, peer coaching, collaboration, networking, and mentoring have been used successfully over extended periods to help teachers at all levels of technology implementation develop technology applications that promote engaged learning (McKenzie, 1994; Miller, 1998). As teachers begin to regard technology as a tool to accomplish instructional goals, they will learn best when engaged in meaningful projects that relate to their own classrooms (Gahala, 2001)."
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Education Technology, 2008.
This paper discusses incorporating technology into English as a Second Language (ESL) and English for Speakers of a Second Language (ESOL) education programs.
1,111 words (approx. 4.4 pages), 1 source, MLA, $ 38.95
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Abstract
In this article, the writer notes that the integration of new technology into English as a Second Language (ESL) and English for Speakers of a Second Language (ESOL) educational programs is important to maximize their effectiveness. The educational value of new technology for students, teachers, and school personnel make its incorporation into the modern learning environment essential for maximum program success. The writer discusses that educational technology integration is equally useful in the ESL/ESOL curricula and in standard curricula, particularly in the case of delayed learners. The writer maintains that once the administrative decision to incorporate educational technology is made, the most important element for ensuring its success is educator training to understand and implement the software tools for optimum effect on learning.
Outline:
Introduction - Building Blocks for Educational Technology Integration
The Professional Competence Element of Program Evaluation
Predicting ESL/ESOL Student Response to Technology in the Learning Environment
Selecting the Right Technological Tools
Other Educational Applications
Conclusion
From the Paper
"The research-based Intellitools products are valuable teaching aides for reading, writing, and mathematics, in addition to introducing computer familiarity and literacy through their use. The IntelliTools products are adaptable to teaching core concepts, providing repetitive non-judgmental practice and immediate feedback, while tracking student responses and progress.
"Software designed by Educational Software Inc. adds another innovative concept to telling stories in its Virtual Storytelling program. The software features animation, sound effects, and interactive commands designed to capture the attention of the students from Pre-Kindergarten through 2nd Grade classrooms. The primary focus of the Virtual Storytelling software is providing 1st and 2nd Grade-level virtual stories in every subject area-related lesson. The idea is simply to promote learning through an enjoyable medium made possible by technology, particularly for the benefit of students with short attention spans, behavior problems, as well as those who exhibit hyperactivity."
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Technology's Impact on Formalized Education, 2005.
A discussion about the way that technology has impacted the world of education and the career of teachers.
1,125 words (approx. 4.5 pages), 5 sources, $ 44.95
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Abstract
This paper discusses the impact of the vast technological advances on education, as well as delving into the topic of whether technology is making the teaching profession obsolete. The position taken is that technology is extremely important in the delivery of classroom information but that education involves more than a technological base and therefore, ultimately, human teachers will always be needed.
From the Paper
"Technology and technological advances have changed the world in which we live. Given the acumen of today's scientists, there appears to be no limit to the manner in which goods and services are delivered. While several years ago cable television and cellular telephones were considered luxuries, today these very same items are part and parcel of almost every household. Similarly, society is faster paced because of the advances technology has wrought. Technological advances do not stop at the front door of educational institutes, instead these advances have altered the manner in which students learn; the question, however, is have these changes improved the quality of education and, moreover, is the burgeoning growth of technology making the profession of teaching obsolete? Throughout the course of this paper I shall present the position that technology, in fact, does not - and cannot - make the profession of teaching obsolete."
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The Use of Technology in Classroom Curricula, 2008.
An examination of the factors that affect the success of the incorporation of technology into classroom curricula.
2,044 words (approx. 8.2 pages), 15 sources, APA, $ 64.95
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Abstract
This paper discusses the use of new technology, specifically computers and the Internet, in education. The paper looks at how this technology offers teachers an effectual and informative way to enhance educational instruction and variety for their students. The paper also discusses the factors that influence the effectiveness of the incorporation of technology into classroom curricula.
From the Paper
"Similarly, Fleming, Motamedi, and May (2007) found that pre-service teachers who had experience with technology in college would more likely be favorable of including high-tech instruction. The purpose of their research was to see if modeling by university professors and practicum and cooperating teachers was related to pre-service teachers' perceptions of their computer technology skills and if pre-service teachers' use of technology in academic and other settings was related to those perceptions. In the study, at the end of the semester during which they completed their student teaching, 79 pre-service teacher education students responded to a questionnaire concerning their training experience and computer technology skills. The results suggested that the more extensively pre-service teachers observe computer technology being used and the more they use computer technology in and out of the student teaching classroom, the more likely they would be to report competence in the computer technology skills. It appears by these findings that as pre-service teachers observe models and obtain hands-on experience with computer technology, they will feel more proficient with their skills and feel more comfortable in including this approach in their daily instruction."
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Educational Technology, 2002.
This paper discusses the blocks and advantages to obtaining computers and Internet technology in the schools.
895 words (approx. 3.6 pages), 3 sources, MLA, $ 31.95
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Abstract
This paper discusses that schools are slow to adapt educational technology because teachers are not adequately trained and schools do not have the budgets or the facilities. The author feels that students must be taught to use computers and the Internet because this is their future. The paper illustrates the benefits of educational technology such as an alternative way of learning for children with learning disabilities and for students to learn independently.
From the Paper
"Computers are desperately needed in the classrooms. Students learn how to follow directions, reading and writing skills, and information gathering skills more quickly. It can assist those with learning disabilities in writing reports, and spelling and grammar skills. The Alphasmart (www.alphasmart.com), is a keyboard-like device with a LCD monitor that works like a laptop but does less and helps students with disabilities just as well as computers do. PC?s can be expensive for schools, but the Alphasmart can be purchased at a fraction of the cost of computers."
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Technology and Instructional Strategies, 2005.
A look at the extent to which technology and contemporary instructional strategies have influenced each other.
1,607 words (approx. 6.4 pages), 18 sources, MLA, $ 52.95
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Abstract
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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Issues and Trends in Educational Technology, 2002.
An examination of the importance of the educational field in keeping up with technological trends.
900 words (approx. 3.6 pages), 3 sources, MLA, $ 31.95
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Abstract
This paper discusses why it is imperative that the educational system keep up with modern technological trends. It explains that the teachers are responsible for keeping student technologically up to date and how therefore teachers need to become computer and technologically literate. The writer gives practical suggestions for improved technological awareness in the classroom.
From the Paper
"Technology has come a long way from the days when major computers took entire floors of buildings just to hold them. Personal computers with more hard drive space than those big computers, palm pilots, tiny cell phones that fit in the palm of the hand?these are just a few of the innovations in technology from the past few years. But schools are reluctant to incorporate this technology into their classrooms. With new technologies being developed every day, schools should be eager to incorporate technology into learning, so that children can grow up able to compete in the job market."
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Technology Integration, 2004.
A look at the factors that contribute to effective technology integration into school curriculum.
1,808 words (approx. 7.2 pages), 9 sources, APA, $ 63.95
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Abstract
This paper begins by explaining what technology integration means and what its function is within the school system. The paper discusses the benefits and drawbacks of technological tools and looks at how teachers can effectively integrate technology into the curriculum.
From the Paper
"Technology integration refers to the integration of technology into the curriculum along with the instructional and learning processes in the classroom. More than just a tool for calculating student marks and a time filler, computers can assist teachers in increasing the quality of the learning experience. Technology essentially enables teachers and students to transcend the limitations that have been imposed upon them by conventional learning materials such as standardized textbooks. However, the incorporation of technological tools within the learning setting does not..."
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