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Technology >> Technology in the Classroom

Articles
by Lassar Gotkin & Joseph McSweeney — 1967
In this chapter we take the position that education is entering a new phase, a second revolution, in the use of teaching machines.

by James Brown & A. VanderMeer — 1949
This chapter aims to do four things: (1) to explain the logical relationship of these materials to the learning process; (2) to emphasize the need for their integration with some of the more traditional instructional materials in use in schools; (3) to describe the present use of audio-visual materials at different school levels and in different areas of the curriculum; and (4) to indicate some of the observable trends in the development and use of these materials.

by Stephen Corey & Edgar Dale — 1949
How can verbal behavior learning be explained? What "causes" it? A complete answer, if one could be given, would take several hundred pages. For the purpose of this chapter it is enough to say that a child changes his verbal behavior because of certain experiences he had had.

by William Gnaedinger — 1949
Schools, as institutions, have grown to be complex. School personnel reflects this complexity in two ways. On the one hand, we find more and more specialties in the program and specialists on the school staff. And on the other hand, classroom teachers, as the practitioners of the curriculum, are faced with the necessity of becoming familiar with even more educational developments and practices in order to take advantage of the services which new specialties afford. As a result, the curriculum for teacher education has become, over the years, extremely crowded.

by Amo DeBernardis — 1949
Anyone charged with the responsibility of planning audio-visual in-service experiences for teachers would do well to consider some of the general factors which help to make all such programs successful.

by Elizabeth Golterman — 1949
In order to illustrate the principles that might well characterize the operation of audio-visual programs in city school systems, the author has devoted this Chapter primarily to a rather complete description of the organization and administration of the Division of Audio-visual Education in the St. Louis public schools.

by Charles Milner — 1949
There has been a great deal written about audio-visual .programs in city and county school systems. Very little of this material, however, pertains to the small rural school.

by Francis Noel — 1949
The organization and operation of a state program of audio-visual education must be consistent with broad policies established by the existing state educational authority, usually referred to as the state department of education. This department is usually developed in harmony with certain fundamental concepts of education in a democratic society.

by Francis Noel — 1949
The purposes of this chapter are threefold: (1) to describe for school administrators the scope of activities necessary for the administration of an effective audio-visual education program and the functions they may expect an administrative unit charged with that responsibility to fulfil; (2) to suggest to prospective audio-visual directors a guide for planning and setting up a department; and (3) to provide directors of departments now in operation a basis for analyzing and evaluating the organization and operation of their activity in terms of its functions.

by W. Wittich — 1949
It's our job—my job to help give these children of mine— all the children—all the children of all the people—the best education experiences the minds of men can plan—can provide—for the children—for tomorrow. The children must learn!

by Cathey Seaton & Ashley Bodell — 2009
This is a description of a class project in which a blog was used to correspond with a local man who is stationed in Afghanistan. Students asked questions and made comments to which the soldier replied.This is a reflection on what we learned as teachers and student's reaction to the blog.

by Lawrence Baines — 2013
The "flipped classroom" is indicative of the American penchant for turning to technology to solve the problems of k-12 public education. The essay addresses the extent to which expenditures on technology provide viable solutions.

by Billie Gastic — 2013
This commentary describes the challenges and opportunities associated with using video as a professional development tool for beginning teachers.

by Noelle Paufler, Jessica Holloway-Libell & Audrey Amrein-Beardsley — 2014
Inside the Academy, an online educational historiography, models the innovative use of technology to transmit educational research beyond academia. This is done by chronicling the personal and professional journeys of highly esteemed educational researchers and scholars through video interviews. In this study, researchers conducted an in-depth qualitative analysis of twelve honorees’ interview data. Analyses revealed that Inside the Academy has the potential to function as an accessible, relevant, research dissemination platform by providing policymakers, practitioners, pre-service teachers, graduate students, and others increased access to open source information and expert knowledge about foundational and contemporary educational philosophies, salient policy issues, and research-based practices of utmost prevalence in America’s public school system, and beyond.

by Rae Mancilla — 2014
This commentary questions whether the implementation of the Bring Your Own Device (BYOD) policy in American schools is a way of bridging or deepening the digital divide amongst students of differing socioeconomic backgrounds. It argues that that digital equity with mobile devices cannot be achieved without individual ownership of mobile technologies and concludes by posing a series of potential means of working toward the goal of ownership in schools.

by Bradley Ermeling — 2015
This commentary compares Japanese and US approaches for integrating technology in K-12 classroom environments. While many American schools are consumed by a haphazard race to adopt the latest gadgets and new innovations, often these devices function as little more than expensive and colorful accessories with minimal influence on existing instructional methods. In other cases, devices sit unused, collect dust, and soon become obsolete, costing thousands of dollars in upgrades. Despite Japan’s much slower pace of technology adoption, one might argue that Japanese educators are well ahead of the US in effective technology integration. Using the chalkboard and bansho (board-writing) as an example, this article describes how Japan’s slow and steady integration approach enables educators to deliberately study and build knowledge about which technologies best facilitate particular learning opportunities. The US should take note and consider a more purposeful integration strategy that emphasizes efficacy over hasty implementation.

by Toni Brzeski — 2015
Do you know what the most common electronic device that college student’s possess? According to Joshua Bolkan, a multimedia editor for Campus Technology and The Journal, “85% of college students own laptops while smartphones come in second at 65%”. If technology is becoming a common practice among our students, what are we doing as professors to incorporate it into our classrooms? How can students use technology to reflect on their work? How can instructors use technology as a supplement in reading and writing courses? How can technology be used to deepen our student’s critical thinking skills? These are questions we should be asking ourselves in a world where technology is paving the way to learning.

by Thomas Troisi — 2015
The local and national media are replete with tales about public school districts that have adopted a singular approach to instructional technology such as “iPads for all.” Increasingly parents, teachers, administrators, and school board members are questioning the practical utility of single device technology plans. And as school district budgets shrink, school board members and their constituents are demanding a greater degree of accountability for big ticket items such as technology. In this article I demonstrate how the Valley Stream Central High School District is attempting to differentiate the use of mobile learning technology based upon specific program objectives and student learning needs.

by M. O. Thirunarayanan — 2015
A number of changes, shifts, or 'turnovers' are responsible for the lack of sustained use of tools of technology in classrooms. The commentary identifies various turnovers that have an impact on the productive use of technology in schools.

by M. O. Thirunarayanan — 2015
The commentary raises the question of whether teachers are becoming aides to tools of technology.

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