Technology Learning Conquered Traditional Learning in Schools

Technology Learning Conquered Traditional Learning in Schools

 

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Today’s cutting edge innovations will have little impact on education if schools adopt them without building “human infrastructure” that includes adequate training for teachers, proclaims the Benton Foundation in their ongoing report, The Learning Connection. Schools in the Information Age. So exactly what is “adequate training” for teachers?

According to over 10 years of Apple Classrooms of Tomorrow research, to viably integrate technology in education, teachers need to learn how to utilize PCs, however specifically how to utilize PCs for teaching and learning. At the same time, the learning encounters being created by these educators must be rethought, as technology changes both what is conceivable in the classroom, as well as what will be expected of understudies when they graduate and join the workforce.

In 1991 the US Department of Labor gave What Work Requires of Schools, a SCANS Report for America 2000, The Secretary’s Commission on Achieving Necessary Skills, defining the abilities and attributes essential for workforce success. To the traditional basic abilities of reading, writing, and arithmetic, the report added listening and speaking, as well as basic leadership and critical thinking.

. In many cases, this requires fundamental changes in classroom practice. Seating understudies in lines and having them complete drill and practice works out, regardless of whether on the PC or on the same page, is probably not going to accomplish the ambitious goals suggested by the SCANS Report.

The vast majority of technology staff advancement programs have as their center learning how to utilize individual software applications. Educators who have encountered this kind of application training report that it doesn’t have a significant impact on how they use technology in their teaching. That is, learning about the application itself doesn’t translate into changing classroom practices, and in this way has practically zero impact on understudy learning.

When learning about technology is solidly established with regards to teaching, be that as it may, the outcomes are very promising. Using a technology staff advancement model created because of over 10 years of research through the Apple Classrooms of Tomorrow (ACOT), many school locales are seeing what happens when teachers are able to transfer their learning from the staff improvement experience into classroom practice.

In request to have a significant impact on classroom practice and guarantee successful technology integration, schools and areas must make a significant investment in a coordinated approach to staff improvement like the model based on the ACOT research. Real change requires providing educators with a sequenced program of quality staff improvement encounters, along with followup and ongoing administrative help.

The learners (in this case the teachers in the staff improvement course, however, it could as easily have been a gathering of understudies) were exceptionally energetic to learn the technical abilities to complete their activities, and the relevance of the technology learning was immediately obvious.

Building on the experience of participating in a compelling exercise, the vanguard team individuals considered what they had learned and how they could apply their insights to designing integrated exercises of their own. On a subsequent day, they were allowed the chance to update a favorite unit of instruction, integrating technology. After returning to their classrooms, these updated units gave an initial opportunity to experience integrating technology in their teaching. As they encountered the adequacy of this new way of teaching, the update of different units pursued.

Through the span of the primary year of the program, these vanguard team individuals became increasingly comfortable with integrating technology within their very own classrooms and prepared themselves to fill in as good examples to different teachers.

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