W9A4

Technology and education

Student’s Name

University Affiliation

Technology and education

The advent of technology has been accompanied by a number of revolutions which cover all sectors of life such as health, manufacturing, and service industry. One of the affected areas in these categories is the education sector. There are a number of technologies that have been introduced in the education sector which include flipped classrooms, celly, Chromebooks, and paper tab among many others. The young generation which is the newest generation also known as the k-12 has shown tremendous and active uptake when it comes to technology use in education and various aspects of life.

According to Green and Hannon (2007), the youthful generation has made technology a normal part of their lives. For instance, many students all over the world are utilizing new media technologies to come up with new things, new ways of communicating with people and this have led to the development of weird kind thinking and operation among the students. However, the use of technology especially in education comes with a number of shortcomings.

The shortcomings greatly violate the characteristics that make a meaningful learning. For instance, the use of technology such as flipped classroom comes with one of the greatest disadvantages of using technology in education which is lack of interaction among the students (Koehler et al, 2009). For good education, the teachers should create an environment that incorporates collaborative learning within the classroom which then prepares the students to work and interaction which is the reality in the job market. The use of technology, therefore , denies the students the ability to work and interact with a group in order to share ideas and help each other in solving problems they face during their learning process.

Suppose in a class of fifty students, I would like to introduce the topic on HIV&AIDS and i.e. what is it and how does one contact. The students need to get a clear understanding of the issue at hand and even do some discussions on the topic. The fifty students are quite a big number hence the use of technology to reach the students will be a more effective way. The technology to be chosen has to be the one that allows my students to easily get and understand the topic that I will introduce. The main goal of the scenario is to get the students get an understanding of the topic of HIV and aids which is one of the most dangerous diseases in the world today.

The three technologies that are most appropriate for the educational setting and the scenario that had been previously introduced are the Chromebooks, video conferencing and the snag it. Chromebooks are almost the same as Ipads where students can download, read and store their class notes. When compared with the Ipads the Chromebooks are preferable as they are cheaper, have One-button-push easy setup and have easy to control settings which make it more attractive. On the other hand, SnagIt is a screen that captures video software programs which makes it easy for online instructors to conduct online tutorials. The app can also be used by a teacher to correct a paper or demonstrate a math problem.

Lastly, video conferencing is a technology that creates a visual connection between people located in different places using high video and audio quality (Groff et al, 2008). In this case, this will apply if my students are located at different places. The main reason why these technologies can apply is their ease of use which will not cost students time and more effort due to complications.

References

Green, H, and Hannon, C, (2007), Their Space: Education for a digital generation. Retrieved from: http://www.demos.co.uk/files/Their%20space%20-%20web.pdf

Groff, J., & Haas, J. (2008). Groff, J., & Haas, J. (2008). Web 2.0: Today’s technology, tomorrow’s learning. Learning & Leading with Technology, September/October 2008

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from www.citejournal.org/vol9/iss1/general/article1.cfm

Technology and education

Student’s Name

University Affiliation

The use of technology in the 21st century in a classroom is increasingly becoming the best way to provide education to the students. Technology initiates changes that can be crucial in achieving significant results (US department of education, 2017). The use of Chromebooks has increasingly been on the rise in schools because they boost the students learning capabilities at any time, anywhere. The access to classrooms online has widened the scope of learning which in turn trigger creative thinking, collaboration, and communication. With the use of technology, the classroom environment can be tailored to skill level, subject interest including remediation efforts at the personal level.

In general the use of Chromebooks comes with a number of benefits. Firstly, chromebooks are inexpensive. Compared to other forms of technology used for learning such as video conferencing, Chromebooks are cheaper. The Chromebooks can be bought from as low as $149.00 which makes it affordable to most of the students. In addition, Chromebooks comes with an incentive of Google apps for education services which is free to all the public schools (Walter, 2017). The use of video conferencing is very expensive as they involve the use of a lot of airtime or Wi-Fi as one is online and communicates

Secondly, Chromebooks are easy to use as they are light, easy to boot and the batteries last up to eight hours. Chromebooks have features that enable it to update in the background. With Chromebooks, schools have an option of filtering and checking and filtering mail and internet content (Purcell, 2015). These features are not inherent with the use of video conferencing and SnagIt. Unlike Chromebooks, the use of SnagIt is complex to use. The user has to set the parameters and the keyboard shortcuts to capture data which are then stored in a folder. Thirdly, the use of Chromebooks does not limit the number of users that can be included on GAFE. Furthermore, Chromebooks can be shared by different students since the apps have been attached to the user profiles which are unlike video conferencing and SnagIt which has apps that cannot be easily shared by other students. In this case, the Chromebooks can be shared by family, students, and friends with no insecurity concerns since there is no worry of unwanted installations, malware or adjusted settings.

The young generation has endorsed technology to be part of their lives. The use of Chromebooks was the technology that I chose, the other technologies that have been invented in the recent past for learning include flipped classroom, celly and lesson cast (Teach taught, 2018). A flipped classroom is a learning technology that has changed the way teachers teach. According to this technology, teachers do not to spend time lecturing students. Instead, the students get their lectures via a video format for which they watch at home or lecture halls. Unlike the Chromebooks this kind of technology allows time to be set for one on one discussion, and interactions based on homework given. Furthermore, the technology enables the students and teachers more time to focus on the areas of difficulties rather than just going for a straight lecture.

Celly is a text messaging network that gives a chance for everyone to generate a network anywhere for instance, at a rally, an event or in a classroom. Unlike the Chromebooks, this technology is unique as it enables those students who never speak up to do so by simply texting. Secondly, the technology forces the students to give their thoughts precisely and clearly through the use of text. Furthermore, the technology has eliminated the ever-growing list of distractions that the use of smartphones offers to shy or bored students hence ensures learning enabled through the use of smartphones.

Finally, lesson cast is a technology allows the teachers to come up with a 2-minute lesson plan strategy, resources or ideas using video, documents or power point and later share with fellow lecturers. The technology also allows the instructors or teachers to sell their notes or strategies to other teachers. Generally, lesson cast offers networking opportunities and the general pool of knowledge that greatly help students.

The three technologies support meaningful learning in a number of ways. Firstly, it enables the students to access the learning materials online. For instance, celly gives the students a chance to generate a network form whenever they are and share it with other students in other locations. Flipped classroom enables the students to access learning materials at home or lecture halls through the use of video (Abeysekera, 2015). Lastly, lesson cast technology enables the lecturers to come up with lesson strategies in which they can deliver to students and this includes preparation of learning resources that are then forwarded to students. Secondly, the use of the three technologies enables the instructors or lectures to reach out to students in efficient and fast ways. For instance, flipped class enables the teachers to reach the students or other instructors whenever they are through the use of videos, celly enables the teachers to reach students wherever they are through the use of networks created, and lesson casts enables the instructors to share their lesson strategies and also generate resourceful learning materials that will enhance learning among the students.

The three technologies are essential to the instructors as it enables them to perform the following tasks. Firstly, the technologies are easy to us thus it enables the instructors to develop lesson plans and learning strategies that enable them to reach out to the students in a clear and precise manner. Secondly, the technologies most of the technologies are portable which enables the students of the 21st-century to access the learning materials whenever they are in an efficient way. Thirdly, most of the technologies are online which suits to the needs of the 21st century students i.e. digital platforms.

According to national educational technology standards, the teachers or students should use technology to enhance learning, increase productivity and also enhance creativity. Secondly, the students should utilize technology to collaborate, publish and also mingle with peers, experts, and other audiences. Chromebooks ensures these standards are met as they can download, read and store their class notes. Chromebooks also enables the students to share the notes hence enhances collaboration between the students as they share and discuss on the notes. Thirdly, Chromebooks enhance learning by enabling the students to read and store the notes which are very important in any learning process. Furthermore, when the students are able to access and download notes which increase the productivity of students as the students will be able to understand various topics being taught in class through revision.

In conclusion, the use of technologies in learning proves to be the most efficient methods of reaching out to students as they are easy to use, efficient and appeals to the 21st-century student. Learning institutions should, therefore, adopt these new technologies if they want to realize better and improved performances among the students.

References

Abeysekera, Lakmal, and Phillip Dawson (2015). "Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research." Higher Education Research & Development 34(1), 1-14.

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Purcell, Kevin (5 January 2015). Acer Chromebook 15: Finally a Big Screen Chromebook" .notebooks.com. Retrieved 5 September 2017.

Teach taught (2018). 15 Examples Of New Technology In Education. Retrieved from: https://www.teachthought.com/technology/15-examples-of-new-technology/

US Department of education (2017). Use of Technology in Teaching and Learning. Retrieved from: https://www.ed.gov/oii-news/use-technology-teaching-and-learning

Walter, Derek (February 16, 2017). "How to set up your new Chromebooks the right way". PCWorld. Retrieved 2017-12-05

Technology in Education

Course Title

Professor’s Name

Student’s Name

Date

Technology in Education

Introduction

Introduction of different technologies in education has increased the rate and efficiency of educational services among learners in different parts of the world. This includes making instructors able to teach learners using different learning strategies and approaches using technology. Some of the technologies that have affected greatly to teaching include video conferencing, use of chromebooks and flipped classes. These have changed the various ways and methods through which instructors provide concept delivery to students such as teaching students who are in different regions at the same specific time using technology (Currie, 2016). Among these educational technologies, Chromebooks are the most interesting for me to discuss in this paper. This is because of their features and easy usage among students and is well discussed below.

1. Features and Attributes of Chromebooks

Chromebooks are among the emerging trends and technologies in education. They constitute of app software that can be installed in laptops or android phones for use in academic purposes. Students are able to access, read, download and save notes and books using this Chromebooks app. This type of technology is popular among students in institutions of higher learning because of its features that are easy to use and maintain. For instance, the installation of the app is less costly as compared to accessing of other technologies such as video conferencing. Learners can access notes and books with information they need at cheaper prices since they require to download and not watch online as it is the case with video conferencing (Brown, 2017). In this case, video conferencing becomes so expensive since it requires large amounts of bundles and wifi network as compared to the Chromebooks. Chromebooks have easy settings features that provide for secure operations that are shared by many students and families as compared to other means of technology in education. Beside this, students can save notes for homework studies as well as future revisions when they use chromebooks. This makes many students and instructors use the Chromebooks as a technology to facilitate learning and teaching among schools and institutions. The concepts and task that will be centerpiece by this Chromebook technology in this paper is the development of critical and logical thinking among students that involve relating the unit’s study with the real life situations.

2. Analyzing learners

The Chromebook technology will be used by wide variety and characteristics of learners while n their learning processes. In this part, the general characteristics of learners will be the driving force to help select appropriate target learners who will benefit efficiently from this type of technology. The target audience to learn using this Chromebook technology will comprise of both genders of students since they can comfortably use this type of technology. The technology does not require any disparity or different approaches that may be practiced by any single gender but is most convenient to both in all institutions (Skiba, 2016). Beside this, the Chromebook technology is most appropriate to teenage peers and adults who have the knowledge of using internet operations. Children cannot be most favored by this type of technology since they may lack appropriate skills of downloading notes since some notes require purchases. Therefore, the appropriate target audience for this Chromebook technology will be youths at teenage age and adults who have the appropriate skills to operate and purchase the online notes from the different sites. In addition, the target audience to use this Chromebook technology will also comprise of individuals from different races, countries and ethnic groups. This is because people from different countries who may also use the software conveniently can access the technology (Raidl & Hall, 2015).

3. State Standards and Objectives

The technology trends have relatively similar goals and objectives in enhancing educational information among learners. The goals and instructional objectives for the single technologies are determined by the subject topic of discussion in the given period of teaching and learning. The main instructional goal of the Chromebook technology in this case will be to inculcate aspects of critical and logical thinking among learners in the ethics topic. This involves the learners being able to relate the information they study to solve real life situations that require ethical thinking (Currie, 2016). This instructional goal and objective is of wide dimension and can be divided into other subdivisions that explain what the learners should be able to achieve by the end of the topic as listed follows.

(i) By the end of the topic, the learners should be able to state and explain the features and settings of Chromebook.

(ii) By the end of the topic, the learners should be able to discuss and demonstrate an example of a real life situation that requires ethical thinking to solve a problem in the society.

(iii) By the end of the topic, the learners should be able to state and explain importance of Chromebook technology in educational service provision.

(iv) By the end of the topic, the learners should be able to explain the challenges facing ethical practices in the society.

4. Strategies, Technology, Media and Materials

The Chromebook Technology application in teaching and learning involve several strategies. These strategies are to facilitate teaching and learning among learners and instructors. The appropriate strategies that should be selected when using the Chromebook technology should provide for easy content understanding and retaining and for easy revision of the topic concepts. The most appropriate strategies to enhance this include facilitating online reading of notes and information from books. In this strategy, the instructor may decide to encourage and motivate learners to research relevant information from the internet using the Chromebook app software. This strategy will provide learners with an opportunity to use the Chromebook technology appropriate and efficiently to carry out their studies and get relevant information to undertake their assignment. Beside this, sharing of the information researched by students amongst themselves is another strategy that will help students to understand and retain information (Brown, 2017). This is because they can be able to share ideas and different information through discussions that improve their concept understanding. The third strategy is the facilitation off revisions among students through clarifying of several hard concepts by the instructors. This will help the students get to know the hard concepts and understand them correctly. In addition, the strategies especially the sharing and discussions of information will reflect instructor’s cyberlearning literacy.

5. Utilizing Technology, Media and Materials

The utilizing of Chromebook in the teaching and learning process will include both introduction and useful knowledge from class to outside class operations. The plan for using the Chromebook, as an educational technology will also consider the 5Ps model as discussed by Smaldino et. al. the plan include providing introductory knowledge to the learners on how the Chromebook works through previewing the various information they have in using the internet platforms (Skiba, 2016). This will constitute to the two first Ps of Smaldino et. al. that are preview and prepare of technology, media and materials. Beside this, the instructor will also provide information of the environmental situations that provide convenient use of the Chromebook technology to undertake studies among learners such as downloading notes and books in when in areas with high network accessibility and saving them for future reading. This will utilize the preparation of environment among learners as the third P of Smaldino et. al. Preparation of learners is another aspect that constitute to the plan of utilizing Chromebook technology in teaching and learning as the fourth P. In this case, the instructor will provide relevant information to prepare learners on how to use the Chromebook technology in researching information relating to ethics study. Lastly, the instructor will provide learning experience through giving students case studies to relate with Chromebook knowledge on the uses and its applications (Raidl & Hall, 2015). This will be the last part of the 5Ps that constitute to the plan of utilizing the Chromebook technology in teaching and learning.

6. Learner Participation

The learner participation that will govern the Chromebook technology will include discussions among students and instructor. This will be before the students undertake researches using the Chromebook technology to provide interactive and active learning among the students. The second way through which learners will participate is through the instructor providing a practical experiment for the learners to undertake in groups while in class. This may be a demonstration on how to use the Chromebook something that provides learners with an opportunity to participate through asking and answering of questions (Maceli & Burke, 2016). Lastly, the learners will also participate through undertaking projects assigned to them by the instructors. The projects will involve use of the Chromebooks to research and get relevant information that will be supervised and marked by the instructor. The learners will be able to participate through sharing of ideas, asking, and answering questions to both other students and the instructor.

7. Evaluating and Revising

The use of Chromebook technology among students should be evaluated and revised to ensure there is positive progress in the learning process. The instructor will be able to measure and evaluate the learners’ progress through use of both oral and written continuous assignments and final examinations. Assessing continuous progress among learners provides opportunity for learners to identify the most challenging parts that require revision and much focus (Maceli & Burke, 2016). The instructor can also be able to revise the teaching and learning strategies to help improve the concept retention in areas that appear most challenging to the learners. In addition, the instructor may organize a benchmarking activity to help students understand the Chromebook education technology efficiently. This will involve the instructor taking students to institutions that have successfully used Chromebook and other education technologies among their students (Currie, 2016). The learners will be able to share and get new ideas and information through observation and have most appealing ways of utilizing the Chromebook technology.

References

Currie, B. (2016). Transforming Lessons With Technology. Kappa Delta Pi Record, 52(1), 17-21.

Brown, E. (2017). Implementing Technologies in the Mathematics Classroom at Ontario Colleges Christine Tsou University of Windsor.

Skiba, D. J. (2016). Consumer electronics show 2016: Implications for nursing education. Nursing education perspectives, 37(2), 120-122.

Maceli, M., & Burke, J. J. (2016). Technology skills in the workplace: Information professionals' current use and future aspirations. Information Technology and Libraries (Online), 35(4), 35.

Raidl, M., & Hall, C. (2015, October). Using the potato to develop an interdisciplinary and interactive online youth education program. In E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 144-148). Association for the Advancement of Computing in Education (AACE).