| Papers [1-14] of 100 :: [Page 1 of 8] | | Go to page : 1 2 3 4 5 6 7 8 —> | Search results on "EDUCATIONAL TECHNOLOGY": |
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Educational Technology, 2002.
This paper discusses the blocks and advantages to obtaining computers and Internet technology in the schools.
895 words (approx. 3.6 pages), 3 sources, MLA, £ 21.95
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Abstract
This paper discusses that schools are slow to adapt educational technology because teachers are not adequately trained and schools do not have the budgets or the facilities. The author feels that students must be taught to use computers and the Internet because this is their future. The paper illustrates the benefits of educational technology such as an alternative way of learning for children with learning disabilities and for students to learn independently.
From the Paper
"Computers are desperately needed in the classrooms. Students learn how to follow directions, reading and writing skills, and information gathering skills more quickly. It can assist those with learning disabilities in writing reports, and spelling and grammar skills. The Alphasmart (www.alphasmart.com), is a keyboard-like device with a LCD monitor that works like a laptop but does less and helps students with disabilities just as well as computers do. PC?s can be expensive for schools, but the Alphasmart can be purchased at a fraction of the cost of computers."
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Issues and Trends in Educational Technology, 2002.
An examination of the importance of the educational field in keeping up with technological trends.
900 words (approx. 3.6 pages), 3 sources, MLA, £ 21.95
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Abstract
This paper discusses why it is imperative that the educational system keep up with modern technological trends. It explains that the teachers are responsible for keeping student technologically up to date and how therefore teachers need to become computer and technologically literate. The writer gives practical suggestions for improved technological awareness in the classroom.
From the Paper
"Technology has come a long way from the days when major computers took entire floors of buildings just to hold them. Personal computers with more hard drive space than those big computers, palm pilots, tiny cell phones that fit in the palm of the hand?these are just a few of the innovations in technology from the past few years. But schools are reluctant to incorporate this technology into their classrooms. With new technologies being developed every day, schools should be eager to incorporate technology into learning, so that children can grow up able to compete in the job market."
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Education Technology, 2008.
This paper discusses incorporating technology into English as a Second Language (ESL) and English for Speakers of a Second Language (ESOL) education programs.
1,111 words (approx. 4.4 pages), 1 source, MLA, £ 26.95
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Abstract
In this article, the writer notes that the integration of new technology into English as a Second Language (ESL) and English for Speakers of a Second Language (ESOL) educational programs is important to maximize their effectiveness. The educational value of new technology for students, teachers, and school personnel make its incorporation into the modern learning environment essential for maximum program success. The writer discusses that educational technology integration is equally useful in the ESL/ESOL curricula and in standard curricula, particularly in the case of delayed learners. The writer maintains that once the administrative decision to incorporate educational technology is made, the most important element for ensuring its success is educator training to understand and implement the software tools for optimum effect on learning.
Outline:
Introduction - Building Blocks for Educational Technology Integration
The Professional Competence Element of Program Evaluation
Predicting ESL/ESOL Student Response to Technology in the Learning Environment
Selecting the Right Technological Tools
Other Educational Applications
Conclusion
From the Paper
"The research-based Intellitools products are valuable teaching aides for reading, writing, and mathematics, in addition to introducing computer familiarity and literacy through their use. The IntelliTools products are adaptable to teaching core concepts, providing repetitive non-judgmental practice and immediate feedback, while tracking student responses and progress.
"Software designed by Educational Software Inc. adds another innovative concept to telling stories in its Virtual Storytelling program. The software features animation, sound effects, and interactive commands designed to capture the attention of the students from Pre-Kindergarten through 2nd Grade classrooms. The primary focus of the Virtual Storytelling software is providing 1st and 2nd Grade-level virtual stories in every subject area-related lesson. The idea is simply to promote learning through an enjoyable medium made possible by technology, particularly for the benefit of students with short attention spans, behavior problems, as well as those who exhibit hyperactivity."
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Education and Technology, 2002.
A discussion of the nature of the relationship between education and technology at elementary school level.
2,169 words (approx. 8.7 pages), 16 sources, APA, £ 46.95
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Abstract
This paper determines in what areas of primary education technology can be most profitably employed and examines how high-tech devices can best be used to educate elementary schoolchildren. It reviews several literary articles on the topic and examines the advantages of computers in science education. It concludes by stating that in light of the research, we are failing to provide the kind of scientific education that will help give to children the intellectual tools that they need to succeed in life in a culture that is each day more pervaded by science and mathematics.
From the Paper
"High-tech tools in the teaching of science may also help teachers instill a high degree of scientific literacy in their students through helping teachers avoid the tendency to present scientific information as isolated facts that must be memorized. As Lingelbach & Purcell (2000) argue, science is both most engaging and most easily learned by the young when scientific knowledge is introduced as a collection of interrelated facts. Kuykendall (1992) summarizes the case for the especial importance of multi-pronged, integrated approach to science for minority students."
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Educational Technology, 2004.
An analysis of gender effects on web-based instruction in central California.
1,470 words (approx. 5.9 pages), 13 sources, MLA, £ 33.95
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Abstract
This paper seeks to determine whether there are significant differences in acceptance and use of computer and web-based instruction by male and female students generally, and in central California in particular. The paper claims that it is likely that availability of computers and extra-curricular experience with computers has an effect on the male-female dichotomy. In addition, the paper examines research that has found that contrary to expectations, higher educational level predicts not greater acceptance and use of computers, but less. The paper explains that while research to date has not explained this anomaly, it may be assumed that those who have attained higher levels of education are older and therefore were less likely to be introduced to computing as simply a fact of life.
Outline
Introduction
Literature Review
Purpose
Methodology
Results
Discussion and Conclusion
References
From the Paper
"It is reasonable to believe that the bulk of literature in the field would mirror the findings of this cross-section. Generally, it is possible to conclude that gender does have a significant affect on acceptance and use of web-based instruction. Societal expectations may be one way to explain the lower anxiety and greater interest levels of males. Although none of the research specifically addressed it, it is probably safe to conclude that males probably are offered more opportunities outside of school to become comfortable with computers, though computer games if nothing else. In less developed nations, societal expectations probably advance even more stringently that computers are more appropriate for males than for females; this could help explain the differences in computer acceptance and use in those populations."
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Education and Technology, 2005.
An overview of the importance of knowledge of technology in education today.
1,350 words (approx. 5.4 pages), 0 sources, £ 36.95
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Abstract
This paper focuses on the importance of information and electronic technology in education. It further discusses the need of students to be trained in order to ensure their future success beyond education. Additionally, the paper provides a sample model of a technology system that would be appropriate to aid students in retrieving information for research.
From the Paper
"This paper provides an introduction to system networks, and library research that students will find valuable during their collegiate careers. To enhance this system for students the inclusion of a checklist, or evaluation guide may be included as a vertical toolbar on the screen so that students can differentiate between cites that will be effective for their research, and cites that may hinder their learning. "
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Special Education Technology, 2007.
This paper discusses assistive technology to help special education students.
820 words (approx. 3.3 pages), 4 sources, MLA, £ 20.95
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Abstract
This paper explains that assistive technology is any equipment or device that a person with a disability uses to perform specific tasks, to enhance functional capabilities and to become more independent. The author points out that assistive technology includes cognitive aids, adaptive toys, communication support, computer access options, visual aids, aids to augment hearing and aids for activity assistance, such as walking and cooking. The paper lists examples of each disability category under the Individuals with Disabilities Education Act (IDEA) and a type of device that is used by these individuals.
From the Paper
"Communication problems of students can hinder learning, decrease participation in educational and other school activities, and lead to difficulties in developing and maintaining friendships. Augmentative and alternative communication (AAC) systems can greatly help students with severe communication difficulties, increase meaningful participation in school environments and improve academic and social outcomes. These include any electronic and non-electronic devices that aid persons with speech and/or hearing disabilities to communicate more effectively."
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Theological Education and Technology, 2004.
A research paper examining the implications of distance learning on theological education.
9,850 words (approx. 39.4 pages), 27 sources, APA, £ 139.95
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Abstract
The impact of information technology is now being felt on theological education. Along with the implications for extension education and distance learning, information technology and digital information have the potential of changing the way in which theological discourse is used. Through qualitative research, this paper addresses issues such as the problems the traditional delivery of theological education face in the information technology age. It also questions whether theological education can be delivered effectively via distance learning or the Internet. The paper also shows what makes theological education different from other types of education.
Table of Contents
Abstract
Statement of the Problem
Hypothesis
Literature Review
Theological Education and Distance Education
The Modern Theological Student
Challenges Facing Theological Education
Persistent Criticisms of Distance Education
Effectiveness of Distance Education in Theological Education
Conclusion
Methodology
Questionnaire
Bibliography
From the Paper
"Distance education has the potential to provide a way for churches and religious leaders to develop programs in conjunction with theological institutions?or in place of seminaries where the academy is unresponsive (Williams, 2001). Many of these efforts center theological education around ministry, or around the development of leadership skills, and build on the reality that learning in these areas is more effective when based at a site where it will be used."
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Distance Education Technology, 2005.
An examination of technological developments that have enabled the spreading of distance learning.
1,254 words (approx. 5.0 pages), 5 sources, MLA, £ 29.95
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Abstract
Distance education is becoming an increasingly important part of today's dynamic and globalized business and academic environments. This paper gives a brief introduction to distance education and asynchronous and synchronous technologies, and reviews and compares two synchronous technologies (HorizonLive and Centra 7) with two asynchronous technologies (Blackboard and WebCT).
From the Paper
"HorizonLive, a synchronous technology, allows for streaming audio and video, an interactive whiteboard, chat and instant messaging, and application sharing (HorizonLive). Centra 7 is a synchronous technology that allows for real-time collaboration, learning and communication over the Internet. It is marketed primarily for business use, and is designed for use with "application rollouts, sales, training, demand generation programs and more" (Centra 7). Blackboard markets itself as a global education tool that can be used either in an academic or business environment, for use in higher education, K-12, corporate and government, and international settings. Blackboard offers two main product suites, the Blackboard Academic Suite?, and the Blackboard Commerce Suite? (Blackboard). In contrast, The WebCT system is aimed at institutions of higher learning for use in electronic learning.
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Technology and The Effectiveness of Education, 2003.
Examines the effects of educational technology on schools.
2,990 words (approx. 12.0 pages), 15 sources, APA, £ 72.95
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Abstract
This is a paper about the effects of educational technology on schools. It considers the broader context of the significance of the computer revolution and its effects. The paper also looks at the need to improve teachers' ability to use educational technologies effectively.
From the Paper
"With the development of new technologies such as graphics software and the Internet computers have come to play a very significant role in our schools' ability to provide quality education to students..."
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Technology-Based Education, 2004.
Critical comparison of the Association for Educational Communications and Technology (AECT) and the International Society for Technology in Education (ISTE).
1,075 words (approx. 4.3 pages), 5 sources, MLA, £ 26.95
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Abstract
This paper describes the differences in the core membership of AECT and ISTE and how, in spite of their shared goal to improve education through computer-related technology and innovative teacher development, these differences impact their strategic planning.
From the Paper
"The Association for Educational Communications and Technology (AECT) and the International Society for Technology in Education (ISTE) share a common goal in that both organizations are dedicated to the improvement of learning and providing professional leadership in education ? yet there are some significant differences that set them apart."
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Technological Literacy of Technology Education Teachers, 2005.
This paper is a research proposal to survey industrial technology education teachers in the State of Arizona to determine their acceptance and use of the "Standards for Technological Literacy" (STL) and to assess standards-based training needs.
9,480 words (approx. 37.9 pages), 36 sources, APA, £ 135.95
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Abstract
This paper explains that, today, it is becoming increasingly clear that there is a growing need for technological literacy, but it is unclear how technology education teachers are making decisions on classroom practice based on the "Standards for Technological Literacy", which focuses on what every student in grades K-12 should know and be able to do in order to be technologically literate. The author states that the study will address the issue of assessing standards-based training needs through a critical review of the scholarly literature followed by a survey of what 7th to 10th grade technology education teachers in Arizona know about the standards, how they are using them and what the need for standards-based training. The paper relates that a Likert-type scale will be used to determine the acceptance and use of the STL and to measure the perceived needs of standards-based training.
Table of Contents
Introduction
Statement of the Problem
Purpose of Study
Importance of Study
Rationale of Study
Research Questions, Hypotheses or Objectives
Review of Related Literature
Background and Overview
Evolution of Literacy Standards in the U.S.
Components Influencing Student Learning
Curricula
Instruction
Learning Environment
Student Assessment
Features of AETL
Student Assessment Standards
Vocational and Technical Education Considerations
Industrial Technical Education in Phoenix, Arizona Today
Current and Future Trends
Methodology
Procedures
Population and Sample
Survey Instrument
Time Frame
Cost of the Research
Data Analysis Questions
From the Paper
"To date, thousands of technology teachers, science and mathematics teachers, and other educators and experts from around the country have collaborated in an effort to identify precisely what students in kindergarten through 12th grade should be learning about technology. This group, together with content specialists and representatives from the National Research Council (NRC) and the National Academy of Engineering (NAE), reviewed Standards for Technological Literacy and recommended modifications and additions. The resulting document, supported by both NRC and NAE, defined the study of technology as a discipline and provided a framework for individual teachers, schools, school districts, and states or provinces to develop technological literacy in all students. The research to date indicates that when schools provide students with a quality education in their primary language they provide them with two things: knowledge and literacy."
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Technology in Education.
This paper discusses the types of technology used for learning, educators resistant to integrating technology into their classroom, whether technology in the classroom can increase student achievement and conditions for effective use of technology.
2,095 words (approx. 8.4 pages), 9 sources, APA, £ 45.95
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Abstract
This paper explains that creative, innovative schools and educators are striving to incorporate technology, which will broaden the scope of their classroom with research and project-based learning; unfortunately, these innovative schools and educators are in the minority. The author points out that the research on whether or not technology can be used to increase student learning varies widely: Some research indicates that technology has little impact on achievement while other research indicates that technology is "the" answer. The paper relates that the conditions for the effective use of educational technology are access, functionality, technical development and professional development.
Table of Contents
Introduction
Types of Technology for Used Learning
Why Do Educators Resist Technology?
Can Technology Be Used To Impact Student Achievement?
Conditions for the Effective Use of Educational Technology
Conclusion
From the Paper
"There are four ways to categorize technology and how it is used for instruction in the classroom. According to Means( 1994), the four uses for technology in education are: as a tutor, to explore, as applied tools, and to communicate. When technology teaches directly to the student with little help from the teacher it is being used as a tutor. When technology is used in this manner, the student is not free to explore, instead they are guided in a step by step-by-step manner by the technology. Drill and practice software, instructional television and computer assisted instruction are examples of technology as a tutor. Using technology as a tutor is especially effective for learning languages and for providing enrichment activities for students who need additional reinforcement of skills."
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Technology and Education, 2007.
This paper analyzes "Windows on the Future: Education in the Age of Technology" by Ted McCain and Ian Jukes.
1,747 words (approx. 7.0 pages), 1 source, MLA, £ 39.95
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Abstract
The paper discusses how Ted McCain and Ian Jukes offer many opinions and suggestions on technology and education in their book, "Windows on the Future: Education in the Age of Technology." The paper contends that among the most valuable assessments made by McCain and Jukes is the need for students and teachers to look beyond technology for answers, even in fields like graphic design. The paper also asserts that although their arguments are compelling for the inclusion of technology in the classroom, they are rather shortsighted in discounting many traditional methods as obsolete.
From the Paper
"In pushing technology on education in this book, McCain and Jukes are addressing educators rather than students. The authors want educators to prepare students growing up in the "world of data explosion" with the skills they need to succeed. Obviously, this sounds good. Preparing students, especially those in fields like graphic design, is important so that those students can access the programs and technology resources that are applicable to their field."
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