The review reports on the student’s perceptions of technology, the learning outcomes, learning strategies, instructional strategies and practices, the uptake of technology on individuals most especially on students, and on professional development that emerge from the different literature reviews from different references relevant to the impact of digital tools and technologies on teaching and learning. This review is designed to analyze the effects of digital learning tools on the academic performance of students. Also, to help inform the development of strategies for digital learning and teaching by providing proofs and evidences of how and why digital learning and teaching can benefit student learners, teachers, and the institution. Tang (2015) states
I was so fascinated by this technology, later which I have made this as my Final year project entitled “Flexible Storage in Cloud Computing”. The main aim of this project is to provide storage to users in a flexible way coupled with reduced time complexity. I have also completed a project in Data Mining entitled “Study Of Literacy Rate in Primary School”. The goal of this project is just to predict the literacy rate of a particular state by taking the previous data with attributes like number of students, gender party index, gross enrollment ratio, attendance, number of teachers, drop outs, examination results. Our objective is to assess how these attributes related to output class called literacy rate with the help of different classification techniques.
By technology I imply not only laptops and phones, but also smart boards ,which can be a powerful tool for visual learners. Applying technology to lessons at universities can facilitate not only students’ lifes, but also teachers’. For example, at ADA
Additionally, the Victorian Curriculum features Digital Technologies that guides teachers with their teaching. Technology can also prove to be a time-management tool for teachers. When implementing technology teachers need to be able to effectively use new technologies and rid themselves of outdated strategies (Hyde, Carpenter & Conway, 2011, p.340). Furthermore, the teacher must effectively and purposefully select the resource (Hill, 2014). Overall, this piece highlighted that technology should be included in education as it supports both teaching and learning in the
On the teacher level, teacher’s feelings and attitude, computer literacy and perceptions of its effectiveness, creativity, preparedness, and motivation are important. Research has shown that teachers’ adoption and acceptance of technology in class is largely influenced by their attitudes (Huang &Liaw, 2005). Buabeng-Andoh (2012) emphasized that the ways in which teachers adopt and integrate computers into their teaching influence the use of CALL .On the school level, factors such as training, availability of facilities and principal support influence computer use. Gray (2001) believes that school administrators have a pivotal role in successful incorporation of technology in teachers’ classrooms. On the system level, education system, curricula, class hours and textbooks affect teachers’ use of
The increase in accessibility is allowing more students to receive an education to fit their specific needs. The Pros and Cons of Internet Integration There are many benefits associated with integrating the internet in schools. Barbour and Reeves (2009), identifies some of them being the increase accessibility to an education, possibility of higher quality learning opportunities, improvement in student achievement, educational choice and administrative efficiency. In another study, Picciano and Seaman (2007), identifies some benefits being access to courses that are not available in school, meeting the needs of specific groups of students, options for Advanced Placement courses and flexibility in scheduling. Along with the benefits, some challenges are also associated with the internet being integrated in school.
Higher Education: Media literacy may also be incorporated into various programs offered by colleges and universities. This would encourage critical thinking and analytical abilities among students. They could then analyse, for instance, how pertinent issues that concern them or their community are addressed in the local media such as newspapers and news channels. This would in turn help them to become aware citizens and possibly, active particiapnts in the dialectic relationship between communication and democracy. D. Libraries: Libraries are generally have computers and offer people access to the internet.
The growth of BYOD (Bring Your Own Device) approaches to teaching and learning and availability of free software and cheaper technology platforms (e.g. Geogebra, Desmos, Khan Academy) is witnessing a rapid evolution in terms of ease of access to technology. However, other issues are now becoming more critical, with the need to ensure that teachers and students both make effective use of the available technology. In the study of Oates, Sheryn & Thomas (2014) they determined the use of technology in assessment, ways to monitor or understand the technologies students are using, impacts of technologies on student’s learning and changes that technologies necessitate with respect to curriculum. In the study of Cuban (2001) as cited by Hixon, E & Buckenmeyer, J, (2009) as the technology infrastructure of schools expands, a common concern has been the underutilization of computers and other technologies in the classroom.
Partnerships with groups which promote leadership and subsequent involvement in the community. EDUCATION Target audience: people who needs to learn how to use Wikipedia for educational, but not only purposes. They are manly potential readers. Creation of Wikimedia's clubs in universities/schools: Wikimedia explains how the community works, why it matters what level of involvement there could be, students can host fundraising campaigns, event and debates around Wikimedia’s themes. Wiki goes to schools: hosting a virtual programme in which Wikimedia sends the Wiki Packages (videos) to high schools and then host a conference call in which students ask whatever question crosses their minds regarding Wikimedia.
Therefore they follow the old traditional teaching method. ‘On the other hand many English language teachers have identified new useful ways to bring technology into the classroom, including creating wikis; using Web Quests; implementing; implementing video-based activities through sites such as You Tube; incorporating video games and blogs; and making use of instant messages’ (Reilly
As computer technology provide more curricula, teachers can spend less time lecturing complete lessons and more time mentoring pupils as members and tutoring them in areas wherein they want help or seek additional challenges. The intelligent use of technology could transform and improve almost every aspect of school, modernizing the nature of curriculum, student assignments, parental connections, and administration. Online curricula now include lesson plans, simulations, and demonstrations for classroom use and review. With online connections, students can share their work and communicate more productively and creatively. Teachers can maintain records and assessments using software tools and stay in close touch with students and families via email and voicemail.
The author consistently cites the example of students who have grown up using the internet as an information gathering tool; She talks about how students today must be able to read and write for both the print and digital worlds, and that the “skills of reading and using technology converge as students search for information or answer questions with the Internet” (Schmar-Dobler 81). This convergence of skills is important when considering Schmar-Dobler’s earlier assertion about the nature of literacy itself changing. The author goes on to examine the model for reading comprehension, the proper strategies of which poor readers usually lack the knowledge of, and therefore tend to be thought of as a marker for identifying “strategic readers”. Strategic readers of the Internet, however, must add the skill of “navigating” in order to locate pertinent information and then take meaning from the text (Schmar-Dobler 83). Schmar-Dobler then claims that “To be adept at seeking, evaluating, and using information found on the Internet, readers must navigate through Internet text and apply their knowledge of the reading process” (Schmar-Dobler 83).