Classroom computers include any digital technology used to refine, complete, or replace traditional education curricula. As computers become more accessible, cheaper, and robust, the demand for these technologies has increased, leading to more frequent use of computer resources in the classroom, and a decrease in student-to-computer ratios in schools.
Video Computers in the classroom
Histori
Origins
Campus campuses use computer mainframes in education since the early days of this technology, and throughout the early development of computers. The earliest large-scale study on the use of educational computers conducted for the National Science Foundation by The American Institute for Research concludes that 13% of public state high schools use computers for instruction, even though non-user still outnumber users by a ratio of 2 to 1. The study also concluded that computers proved very popular with students, and applications that run on early models include sports statistics managers, administrative tools, and physics simulators.
In 1975, Apple Inc. began to donate Apple's model 1 computers to schools, and mainframes began to lose their previous dominance over academic research. The use of computers continues to grow rapidly throughout this era. In 1977, it was estimated that over 90% of students at Dartmouth College had used the computer at some point in their college careers. Walter Koetke, director of the Lexington, Massachusetts school system commented that, "It's still possible for a student to get through here without using a computer, but he should definitely try to do it."
Computer-assisted instruction gained widespread acceptance in schools in the early 1980s. During this period drilling programs and practices were first developed for the exclusive use of classrooms. Schools are divided into which computer manufacturers are willing to support, with grade schools generally using Apple computers and secondary schools preferring DOS-based machines. The lack of hardware in schools is a big problem, making many teachers unable to provide enough computers for students to use. However, in 1989 the use of computers shifted from relative scarcity in American public schools, to attend in almost every school district.
Modern Era
The early 1990s marked the beginning of modern media technologies such as CD-ROMs as well as the development of modern presentation software such as Microsoft Powerpoint. Other computer-based technologies including electronic whiteboard and laptop computers are becoming widely available to students. In 1990, Methodist Ladies' College became the first campus that required every student to buy a laptop. Governments around the world are starting to pay attention to the effectiveness of this policy, and are starting a financial initiative to significantly increase the use of laptop computers in other colleges as well. In 1996, Bill Clinton generated over $ 2 billion in grants available at the Technology Literacy Challenge Fund, a program that challenges schools to provide computers for every student, connect with the outside world, and get involved. This marks a significant increase in the demand for computer technology in many public school systems around the world.
In connection with the development of modern operating systems such as Windows 98 and the ongoing support of government funding, the prevalence of the use of educational computers increased during this era. Between 1997 and 1999, the ratio of students to multimedia computers decreased from 21 students per machine to less than 10 students per machine. Colleges are beginning to create specialized classrooms designed to provide students with access to the most modern use of technology available. Classrooms such as "Class 2000" built in Georgia Tech in 1999 featuring computers with audio and video equipment designed to capture detailed recording lectures in lieu of traditional notes are becoming more common. In 2000, the ratio of students to computers in some schools in the US decreased to only 5 students per school computer.
Since the collaborative classroom environment became mainstream, more schools as a whole began investing in strong networks and faster Internet connections. In 2010, many school districts implemented or encouraged a "1: 1 learning program" that would ensure that all students in the primary school would be given a personal laptop. Computers have significantly changed the traditional teaching methodology into a more "straightforward" approach, with Forbes predicting that, "Instead of parking yourself in the lecture hall for hours, students will work in a collaborative space, where future doctors, lawyers, leaders businesses, engineers, journalists, and artists learn to integrate their different approaches to solve problems and innovate together. "
Experience has shown, however, that excessive computer use can be detrimental to a student's basic academic ability. The Organization for Economic Cooperation and Development has compared literacy, numeracy and science of average students in 31 countries (considering three major cities in China separately). It also compares the level of student computer use in the same countries. The conclusion of the study, after correcting the social background and the demographics of the students, is that the use of moderate class computers produces the best educational outcomes.
Maps Computers in the classroom
21st century
Claim
The shift in worldwide use of computers and the need for computer skills in the current workforce has prompted the United States government to set up guidelines for educators to ensure that students are prepared to meet 21st century demands. Content Standards The core curriculum for education is aimed at preparing students with the skills required of those entering the 21st century learning environment as well as the 21st century environment and work environment.
This kind of change, along with changes in the ways learned by the 21st century students, has influenced the ways in which classroom computers are used. Currently, teachers take advantage of the enhanced capabilities of today's classroom computer technology by utilizing various Web 2.0 tools to enhance their teaching. These tools are also used to extend off-campus classroom communication through online collaborative tools. Centered on collaboration and sharing, Web 2.0 computer applications encourage student self-expression; interaction with peers, and opportunities for authentic learning experiences Through the application and integration of Web 2.0 computer technology into the classroom, an authentic and meaningful learning experience can now occur in ways previously unimaginable. Currently, ongoing learning is not just about the concepts or typical facts as listed in the school curriculum. Instead, it is about establishing a connection process. As a result, awareness of the importance and value of communication began to be implanted in children. Today, with one laptop, Webcam, projector, and Internet connection, a teacher can broadcast and start collaborations with other classrooms. When a group of students join around the shared passion online, they experience something that is difficult to imitate in physical space.
Apps
Classroom computer access to Web 2.0 applications such as the online learning community and interactive educational tools offer a more dynamic learning experience, with direct benefits for students. Web 2.0 technologies that are being used in the classroom have enabled important lessons to be introduced to students during their primary education level and to be refined through their experience in secondary, high school and college. Because classroom computer technology is used for different types of communication - for presentations, for classroom interaction, and for collaboration, students are required to become readers and writers, editors and publishers; and must be willing to collaborate and cooperate with others, work together to learn more in the process. Web 2.0 interactions not only involve sharing ideas or information with others, but also receiving feedback. This collaboration involves groups of people who not only send and receive feedback but work together to create, build and edit, These skills are a necessity for the future of the students as they grow and enter the workplace.
The purpose of using such computer applications is to increase peer-to-peer interaction through digital means, to replicate 21st century communication capabilities in real life. One technology that has gained significant recognition in K-12 education is Weblog. Weblogs, or blogs, are often accessed on classroom computers because of their positive effects on students. This online journal is primarily used to support communication in the form of presentations, and they provide useful tools for classroom interaction. Weblogs allow students to present their own findings and discoveries to an authentic audience. Receiving feedback on work is not just from your teachers but from your friends, or perhaps from the outside world, can greatly empower students. In their eyes, having the ability to publish their writing on blogs suddenly transforms them into writers and publishers. Blogs make students write carefully and thoroughly. Students are no longer writing for a single audience. Instead, their words face their peers' audiences as well as many others whose primary purpose is not just to read, but also to comment, feedback and even to criticize and criticize their words. By using classroom computers for such means, students become more and more careful and aware of their grammar, spelling, and word choice knowing that they are writers of published writings that will reach a wide audience.
Similarly, Wikis are generally accessed on class computers because of their positive impact. A collaborative environment that facilitates facilitation can teach many students about how to work with others, how to create communities, and how to operate in a world where the creation of knowledge and information is increasingly a group effort. The implementation and use of the wiki range from developing group-based writing projects, to collaborative logging notes, to brainstorming. Teachers can organize wikis for groups of students, giving them the opportunity to all join the same footing to provide feedback, to make suggestions and changes, and to write down ideas. With the wiki, everyone is a wiki writer at the same time. In addition, Wikis give students the opportunity to express themselves using a variety of modalities. Therefore, children who struggle to express themselves through written words, now feel comfortable because of the ability to incorporate music, graphics, videos, and photos into their writing. With the help of this technology, students struggling with the present language can create multimodal compositions, enabling them to communicate meaning that was once inaccessible or not fully expressed through their printed word. This ongoing collaborative effort also reinforces the careful and controversial writing idea. The students' words are no longer for a single audience, but for an audience of countless people. This global reach of awareness reminds students to be careful with grammar, choice of words and style because they know that others will broaden their written ideas.
Due to its versatility, Podcasts are also generally accessed on class computers. These downloadable portable files allow listeners to subscribe to digitally recorded audio clips and play them back as they see fit. Similarly, the use of Vodcast has become almost common, as it allows students to view digitally recorded videos on a classroom computer. Accessing Podcasts and Vodcasts on class computers allows different instructions in a classroom environment. This technology gives students the opportunity to learn at their own pace and the freedom to return whenever possible and as often as necessary to check their understanding. Podcasts offer ESL students, and students with learning disabilities, the opportunity to review lectures at their own pace to improve understanding. Many ELL and ESL students need additional support by defining commonly used languages ​​and with new vocabulary pronunciations. Other students, such as those with special needs, have difficulty reading and reviewing complex texts. Accessing Podcasts and Vodcasts on classroom computers can easily provide a useful tool to meet the needs of these students.
Ineffective use
There is little evidence to suggest that teachers use computers properly in the classroom. Intrinsic barriers such as beliefs in more traditional teaching practices and individual attitudes toward computers in education as well as the convenience of the teachers themselves with computers and their ability to use them all result in varying effectiveness in computer integration in the classroom. Even with increased access to computers in the educational system, the actual use of computer in the classroom has no meaningful activities involving students. Teachers also seem to abandon the use of computer-intended education solely for communication between staff and parents as well as preparation. more traditional learning materials.
References
Source of the article : Wikipedia
0 Comments