MAKING EDUCATION ACCESSIBLE COST EFFECTIVE LEARNING ENVIRONMENTS Technology use in classrooms is often employed for all the wrong reasons—such as convenience, pressure from school administrators, the belief that students need to be entertained, and so on. It presents the opportunity to employ powerful cognitive tools that can be used by students to solve complex and authentic problems. In order for this to occur, however, technology needs to be used in theoretically sound ways, and it needs to be used by students rather than teachers. Practical ways are presented for technology to be used effectively and meaningfully in school classrooms that are based on principles of authentic learning. With the development of
Abstract—Algorithms are commonly perceived as a difficult subject, which is quite an irony as they have a fundamental role in computer science. Failure to master this subject will inhibit students’ capabilities as they advance to higher levels. Algorithm visualization, as an effort to overcome the problem, has been growing towards gameful visualization recently that is presumed to be able to engage learners longer and more intensely. However, integrating algorithm visualization, game elements, and instructional design is not a trivial task as it requires a careful design. Hence, a conceptual model of how algorithm learning instructions, algorithm visualization, and gamification improve learning outcomes was developed.
One negative effects of technology in today's classroom is that it can take away valuable learning time. For instance, in today's classroom, teachers are pressed to make every minute count. If the teacher and students are not experienced with technology in the classroom, valuable time is often wasted on technical glitches. In addition, the teacher faces the difficulty of having a class full of students who are all at different skill levels. In many schools, most students will have a computer and Internet access, but schools that are located in impoverished areas may have a large portion of their student body with little to no computer experience.
Micro scaffolding is also known as the interactional contingent. It focuses on the interaction of teacher and learners in the learning process. The scaffolding are through this interaction that support and intellectual challenges are notices as learners are participated in the tasks. The designed-in level provide the interactional contingent level, at the meantime, allows the teacher and learners to work in the
Technology has invaded our lives and become a massive part of our daily routine; it has emerged to become a priority when it comes to teaching and learning. Opinions differ upon its integration in the teaching system. It comes in different forms, and is being used in schools nowadays, such as computers, spreadsheet software, and world processing programs. The question that arises, is the integration of technology in the curriculum helpful or harmful? The first point of view claims that technology has facilitated the role of teachers in general where they started acting as lecturers rather than professors.
Thus, beliefs and attitudes of teachers drive classroom behaviour’s and actions, and influence change in the classroom. The teachers’ decisions and course of actions are based on the consciously or unconsciously held systems of beliefs, attitudes and values. Ideally, their choices are greatly and significantly influenced by the network of beliefs and values they hold. As the pre-service teachers, the researchers has their own beliefs and attitude about teaching that might affect their work performance in the classroom. Furthermore, in the light of the overwhelming importance of educational beliefs and attitude about the teaching profession, it is deemed important to examine how the pre-service teachers’ educational beliefs and attitudes which might relate to their work performance.
3- Computer requires from people to have the experience to use it and not the everyone mastered it . 4- The use of technology affect negatively on the skill of conversation where you cannot assess students through technology correctly and threatens the skill of writing and reading for learners
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 expressed that she lack the time and skill to look for, evaluate, and learn the software that is compatible with existing hardware and more important with her teaching goals. It was also observed that teachers face many barriers in their quest to incorporate technology such as time scheduling for computer use and, equity, and the lack of resources. For technology integration to be executed effective, teacher should be properly train, have confidence in their ability to use technology to
Certain subjects that require physical exertion and practice, such as sports and public speaking cannot be transfer through e-Learning. However, e-Learning can be a useful companion to traditional education for teaching background and technical information. Students themselves can be a limitation to e-Learning. The flexibility of e-Learning requires a high level of student responsibility. A successful e-Learning student must be well organized, self-motivated, and have good time management skills.
It would allow them to automate tasks that would require considerable time and efforts when performed manually. For examples connected devices can detect students presence in the school and eliminate the needs for taking the attendance manually and submitting the information at a central office. The internet of things helps reduce energy costs by monitoring energy usage. Drawbacks of IoT in Education 1) Complexity The IoT consists of multiple technologies whose architectures are different than one another. This makes IoT network a very complex system.