Computer Integration Research Paper

Research paper

Waneter Paul

Mr. Kerlew

Moneague College Linstead Campus

Primary Education

Appling research

Abstract

The research focuses on the impact of computer integration on teaching and learners methodologies embraced by teachers working with slow learners. A qualitative method was used to carry out this research. A sample of four grade three teachers and twenty students was chosen randomly to participated in the research Computer integration is becoming a major component within the Education system, yet teachers are not integrating computer into teaching and learning, while other having problems successfully implementing it into their curriculum. These problems are caused by several issues,

The different ways computer will be able to enhance learning in the classroom

3. how well computer can assist slow learner in grade three at the rural primary school

4. teacher views on integrating computers in the classroom

5. how student respond to the use of computer integration

6. factors that prevent the school from integrating computers in the classroom

Research Questions

1. What are the different ways computers will be able to enhance learning in the classroom?

2. To what extend computer is use in the classroom?

3. What are teacher’s views on integrating computers in the classroom?

4. What are the reactions of the students to the integration of computers in the classroom?

5. How well will computer integration help to improve slow learners at the grade three levels?

6. What are some of the factors that prevent the school from integrating computers in the classroom?

Summary

Language Arts is an integral part of education. The educations sector should be furnished with individuals who are competent at providing learners with the skills they need. While the Ministry of Education has attempted to avert the situation, the onus is on educators to include strategies or technological tool which benefit

Two teachers propose that they need to get involved in training that enables them to learn computer integration techniques and strategies so they can use it successfully in their classes. Four (4) teachers pointed out that the proportion of teacher to students, expensive tools such a computer and projector and technical problems, are the common problems that negatively affect the effectiveness of computer integration. They also argued that the curriculum should be accompanied by technology-enhanced materials such as computers and projectors. They recommended that schools should supply all teachers with free computers and projectors. These findings support the views of Shelly et al. (2002). In fact, professional development for teachers and having enough technology resources are crucial for successful computer integration in the classroom. In addition these determinations are also confirmed by the outcomes of a number of research studies such as Zorfass and Rivero, 2005, Slough and Chamblee, 2000; Flores, 2002; Earle, 2002; & C. Lin et al., 2006. Roberts and Ferris (1994) stated that barriers to technology integration included lack of knowledge of usable hardware and software, and time commitment. Similarly, Slough and Chamblee (2000) argue that a view of technology as something unstable and always changing presents a major barrier to its use in the classroom. One teacher