Computer Technology Case Study

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The mission of Fernando Ahuatzin Reyes Elementary School is to develop responsible students who are respectful, have integrity, self-discipline, and empathy. The school faculty, parents, and community provide a safe environment where the students can achieve academic and life-long success.
In the 1980s, a rapidly growing, low socioeconomic population in the area caused the joint decision by the School District Zone 40 and Juarez government to plan for a school facility for children; they built a 12-room brick school in December 1982. The cost was paid entirely through Federal government funds. In 1984, as Chihuahua commemorated the centennial anniversary of the Mexican Revolution, the school was dedicated to Fernando Ahuatzin Reyes, an inspector
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Limited access to technology at Fernando Ahuatzin Reyes School limits the effectiveness of curriculum in all grades. The goal is to enable students the opportunity to increase learning and understanding through the CT initiative that incorporates an electronic learning approach to curriculum delivery and participation. Students will use the Internet and CT to increase their confidence, independence, and productivity as learners. The focus is not only on learning to use CT but rather using CT to learn. Current photographs are below of School Fernando Ahuatzin Reyes.
There are many factors for teachers to use Computer Technology (CT) in their classrooms (Pourhosein, 2013). The question to be solved is the interest of the teachers to implement CT in the classrooms and to what extent technology can be used effectively as a cognitive tool or as an instructional tool. Technology can be helpful in the classroom by encouraging inquiry, improving communication, constructing teaching models, and assisting students’ self-expression. It is almost impossible not to pay attention to the significant impact of technology when discussing instruction, education, or training
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This is an important factor in identifying the intention of teachers to use CT in the classroom as well. I am exploring the teachers’ perspective of using CT with the survey found in Appendix 2. There is a positive relationship between a teacher's CT self-efficacy and CT integration in the classroom. Students’ knowledge of CT can question teachers’ knowledge because students may be frequently using technology. Therefore, teachers’ roles and students’ roles can become interchanged and some teachers may be worried about losing control in the classroom (Pourhosein,
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