Technology As The Primary Tool In Elementary Classrooms - Research Paper Example

Technology As The Primary Tool In Elementary Classrooms Current studies reveal that technology should be used as the primary tool in the elementary classrooms. There are many benefits to using technology in the teaching profession in the classroom. Technology has become such an everyday part of society so it is necessary for technology to become an important part of education. (Eddy, John Paul and Donald Spaulding, 2000) The use of technology has moved past just using a computer to play gamed, educational or not. Today's technology, and tomorrow's, will provide opportunities for teachers to teach and students to learn that were not available less than a generation ago. (Coggins, 2001) Primary schools are increasingly looking into technical aids in the development of new models of teaching and learning. (Kinnaman , 2002) This pressure to implement educational technologies is both social and also related to new ideas about teaching and learning now developing within the educational research community. This includes trends towards greater individualization in learning, the use of co-operative learning groups, integration of subject areas and an increasing focus on higher order thinking skills (Schwarz, Gretchen, 2003). Garrett et al. (2003) stated that the successful use of computers means involving students and educators in the learning process in new ways and it improves their reading and writing skills. Dyril (2005) revealed that use of multimedia presentations in the elementary classrooms increases students’ interest towards learning. Students take more interest in preparing multimedia presentations so, can be given task to prepare presentations and that is associated with project based learning opportunities and developing better writing skills in them. Like any other medium, the importance of computer in schools depends upon good teaching. Professional knowledge of the teacher about learning, curricula and organization of classroom are complementary with other important information of effective, productive and safe use of computer schoolchildren. However, search of literature reveals a few detailed reports on safe and productive use of technology in schools in order to improve students reading and writing capabilities. (Johnson, Musial, Halle, Gollnick, D. M., & Dupuis, 2005)   Technology can alter the content of what schoolchildren think about. But what teachers don't realize is that students get easily engaged in these instances, and only get to see what is on the computer screen and not outside. Instead of being subjected to such images, students must be able to realize that they should take the chance and look at the things outside and not just the through the technological world (Schwarz, 2003). The use of networked computers has developed into a popular and useful instructional medium for a number of reasons, including its accessibility, flexible storage and display options, ability to support and display multimedia, and ease of use. (Coggins, 2001) In a study of school classrooms (Peck, Kyle and Denise Dorricot, 2004), many benefits of using computer-mediated communication were reported including increased opportunities for co-operative learning, improved social interactions and increased cultural awareness on the part of students. Eddy, John Paul and Donald Spaulding in 2000 state that the power of educational computing lies mainly in the types of learning that it can support. According to their study use of technology promotes student-centered learning, motivation and exploration of all factors linked to higher-order learning. Importantly, while many factors point to the increasing use of computers as a powerful educational tool, computers (as machines) are themselves limited by their own technological needs. Care must be taken that these do not override the important socio cultural, psychological and physiological human factors related to teaching and learning. The interactive whiteboard has many applications that are quite useful in the classroom. The interactive whiteboard can be used with any subject taught. (Peck, Kyle and Denise Dorricot, 2004) There are many ways to use an interactive whiteboard in the classroom including showing presentations produced by teachers as well as students, teaching lessons to the entire class at the same time, using the internet with the entire class, or writing and illustrating a class book, their use is found to be associated with an increase in the interest of a student towards writing as children find it interesting to write on these boards. (Johnson, J. A., Musial, D., Halle, G. E., Gollnick, 2005) The application that is considered to be the most potential is creating lessons on the computer using Microsoft programs such as Word or Excel and saving them for use later during class. (Dyril, 2005) For example, one could create an outline for a lesson in history. Within that lesson there could be the outline of the chapter the whole class would be reading and discussing. Charts, diagrams, pictures, and maps could all be included after they were scanned into the computer, hence improve students reading skills. Use of computers in the classrooms enhances primary students English writing skills. Microsoft Word is widely used by primary school students; it improves students’ English grammar, spelling and comprehension by highlighting mistakes in their text. Because of the presence of different types of eye catching colors and fonts in the MS Word, its use is highly popular amongst primary students. Planning and designing Learning Environments and Experiences, is met by using the computer to plan and design lessons that effectively teach concepts and then are presented to the entire class, using an interactive whiteboard, to experience together thus increasing the interaction between the teacher and all students, hence improve students interest in studying. (Schwarz, Gretchen, 2003) Use of CD players and DVD players in the classrooms is proved to be an effected tool in order to enhance primary students reading skill. Student of this age group feels fascinated towards fairy tales and playing cartoon movies with some text at the bottom of screen is associated with increasing student’s reading skills. Coggins and Carolyn (2001) evaluated the posture of 95 children (8 ± 12 years of age) and related computer workstations in three schools in the USA. None of the workstations were adjustable and all exceeded the dimensions recommended. In a similar study, Gerrat and Allen. (2003) evaluated the posture of 58 children (11 ± 15 years of age) using a typical USA school computer workstation and a workstation adjusted to each child. Their results demonstrated that significant improvements in children’s posture were achievable with appropriately adjusted equipment. Computer based technologies can administer individualized lesson sequences that branch and remediate according to student's unique needs, quickly and automatically track progress and generate reports (Peck and Dorricot 2004). Blogs are the most advanced technological tool helps to improve writing. Practice and feedback are considered to play an important role in improving student’s learning process. Students always want to be able to see their progress in order to compare their improvement in their work. With this thought blogs should be used by educators as a formative tool in place of written portfolios. (Dyril, Odvard, 2005). As these blogs are online so there is always the potential for feedback from inside the classroom as well as outside the classroom. Blogs have been proved to be a great way in order to get hooked on writing and keeps primary school’s children motivated. (Bradley, 2008) In conclusion, it feels that technology is a friend in the elementary classroom in improving students writing and reading skills and that children would benefit most from this approach. Technology addresses concerns from several sides. Children would still learn basic skills early and have the technical skills that would benefit them as adults. The focus of educational content would be evenly distributed through children’s schooling as they become more responsible and competent to read and write. Elementary classes should be equipped with technology tools, so that its students get all the opportunities they should get in becoming successful and competent readers and writers. Works Cited Bradley, C.D., Paducah Sun, (2008) Teacher uses technology to keep students connected to classroom By: The (KY), Jan 18, Coggins, Carolyn Holloway. (2001) "Mixing Internet, Schools Creates a Magical Combination." Triangle Business Journal : 54. Dyril, Odvard, (2005). Technology in Education: Getting the Upper Hand. Technology & Leaning. pp. 38-46 Eddy, John Paul and Donald Spaulding. (2000) "Internet, Computers, Distance Education and People Failure: Research on Technology." Education : 391-394. Garrett & Alan W. (2003) "Computers, Curriculum and Classrooms: Panacea or Patent Medicine." Journal of Curriculum & Supervision : 114-199. Johnson, J. A., Musial, D., Halle, G. E., Gollnick, D. M., & Dupuis, V. L. (2005). Introduction to the foundations of American education . Boston: Pearson Kinnaman, Daniel, (2002). Taking Attendance is not the Goal. Technology & Learning. pp. 78 Laptop Lunacy. (1999) " Business Journal Serving Greater Milwaukee pg: 62. Peck, Kyle and Denise Dorricot. (2004) "Why Use Technology." Educational Leadership Apr: 11-15. Schwarz, Gretchen. (2003) "The Rhetoric of Cyberspace and the Real Curriculum." Journal of Curriculum & Supervision : 76-85. Read More