Computers in the Classroom :: Technology Education Learning Essays

Computers in the Classroom Education has recently become a major media topic, drawing daily headlines in newspapers across the country. One issue on this topic is the recent rush to increase technology in the schools. This frequently is referred to as educational technology. Educational technology is defined as " the theory and practice of design, development, utilization, management and evaluation of process and resources for learning" (Ely 2000). The thought of incorporating technology into the classroom is an idea occurring only thorough the 20th century. This concept evolved during and immediately following WWII, when technology began to increase and became available for individual use. The originators of increased technology in the classroom focused on the use of audiovisual media, such as TV and video clips. Today when we say educational technology we most frequently refer to the use of computers in the classroom or similar electronic devices. There are many positive aspects of having computers present in the classroom and used as a tool throughout the learning process, especially in math and science. This is a relatively new idea, considering computer use has increased dramatically over the past 10 years. Few deny that students do not require computer access in school, however some individuals feel this ultimately will negatively affect schools and students. I however am not one of those individuals. I feel computer technology can positively affect many areas of education. In this paper I will cover the areas of computer impact on constructivism, possible assessment processes of the future, and technology use with at-risk students. With increasing standards across the country, many students are falling behind their peers. These students are considered "at-risk" for academic failure. In the past, these students were educated through tracking at a lower level, by narrowing specific circulla, rigid instructional procedure, and pullout programs. However, recent studies show that by "not challenging at-risk students or encouraging them to use complex thinking skills schools underestimate the students’ capabilities (Means 1997). Consequently not providing them with the best education possible. Many students that are at-risk have difficulty with subject matter because it is irrelevant, uninteresting, or too abstract for them to absorb, ultimately the students do not try in school and eventually fail out. Well it sounds like an easy solution then; make the lessons relevant to the student’s life.