Classroom Media Citizens in Twenty-First Term Paper

Pages: 10 (4378 words)  ·  Bibliography Sources: 1+  ·  Level: College Senior  ·  Topic: Teaching  ·  Buy This Paper


[. . .] The computer using teacher is aimed at achieving the objective of imparting teaching in the specific subjects such as art, science, math, language arts, social studies but not computers. 12

11. K. McGillivray.. The tool kit: An Innovative Approach to technology integration in networked schools. Learning & Leading with Technology. (Volume. 26 Number.5, 1999) 21.

12. Joan, Riedl. The integrated technology classroom. (Needhan Heights: Allyn and Bacon, 1995) 136

Taking into consideration the most productive application of technology, emphasis must be made on exploring its applications in the class room, which includes its utilization as a tool for teaching students, assisting the process of learning, and to imbibe in the students the skills to explore the ideologies. Marzano, in his book Dimensions in Learning, published during 1992, narrated the ways that the assimilation of the technology is supportive to several dimensions of learning. The model propounded by him envisages, establishment of an positive environment of perceptions and attitudes of students towards learning, providing adequate experience for acquisition of skills to integrate with acquired knowledge, opportunities for its extension and refinement so as to enable them utilize the acquired knowledge in a relevant manner and more productively. 13

All these factors are taken into consideration while finding out the ways and means for productive utilization of the computers by the teachers in the educational arena. The objectives of instruction are first identified. Matching of the goal to a computer-based tool constitutes the next step and the final step involves utilization of the tools for accomplishing the objective. The student should be infused with the ideology about use of technology in the curriculum which is also viewed as an integral part of the curriculum. In order to achieve this, a method is to specifically identify a particular goal like application of the knowledge of students more relevantly. 14

13. Mark, Grabe; Cindy, Grabe. Integrating Technology for Meaningful Learning. (Boston, MA: Houghton Mifflin, 2001) 124

14. Mark, Grabe; Cindy, Grabe. Integrating Technology for Meaningful Learning. (Boston, MA: Houghton Mifflin, 2001) 125

After identification of the goal the next step involved is to explore the methods of achieving the goal. This involves finding out the appropriate software by the teacher that provides solutions to the problems of students such as probing into a problem, exploring the strategy to solve the problem, and finally, finding out the solutions. The tools involved in this may take the form of simulation, database, or a spreadsheet or any other computer oriented tool relevant. While choosing the appropriate software, the teachers are concerned first with the very purpose of the software and to judiciously decide its appropriateness for achieving the content area goals. It is essential that the teachers should first of all be well conversant with the software chosen before it is actually applied to the students. 15 demonstration of the software with a small group and observing the results to determine its general applicability to achieve the determined goal is a better idea. It is essential to ensure that, as is with other teaching tools, the tools so developed is easier to follow; that the tool is appropriately designed for the group to which it is applied. Besides, care should be taken to emphasize more on the curriculum rather than the software itself, since software is merely a tool for achieving the broader objective. The best technique for teaching of software is through weaving it up in the classroom experience. This can be done through an effort for making use of software developed through the course, and not software controlling classes.16

15. D.D Shade; R.E Nida; J.M Lipinski; J.A. Watson. Microcomputers and preschoolers: working together in a classroom setting. Computers in schools. (1986, Volume: 3; Number: 2) 55

16. Eileen Giuffre, Cotton. The Online Classroom: Teaching with Internet. (Bloomington, EDINFO Press, 2000) 118

The apparent interesting nature of the software will not increase the learning in the classroom experience, except when it is used to meet applications of the curriculum, or provides experiences that add to the aims of the lesson through peer collaboration or co-operative learning. It is essential to evaluate software and consider them through the experiences that they bring up in each particular context. There are three important questions that have to be asked when one is working with students. They will help in the planning of the teaching. The first of them is determining the particular strategy being introduced. The second goes on from this and when there is introduction of cognitive strategy along with a specific technology, the student should be provided with a name for it. 17

Then there should be a demonstration as to why the strategy is especially good, and it should be ensured that the student adds it to his list of strategies for solving problems. It is useful if the students have had previous experiences with the strategy, and reminders should be provided for using the strategy. The third point is regarding informing the students about using strategies in more than one environment. There has to be plans for practicing of the skill by the students in different settings. One of the important objectives while discussing strategies with the students should be to make them aware of their own thought processes and problem solving skills. Whether they have studied the questions that rose in the setting, or their ability to discuss various strategies they already know about, and select the particular strategy for any particular assignment have to be found. 18

17. J.T Feeley; Strickland, D.S; Wepner, S.B. Computer as Tool: Classroom applications for Language Arts. Computers in the schools, (1987, Volume: 4; Number: 1) 8

18. J.T Feeley; Strickland, D.S; Wepner, S.B. Computer as Tool: Classroom applications for Language Arts. Computers in the schools, (1987, Volume: 4; Number: 1) 8

Many of the different software programs that are used indifferent schools should be tested with this meta-cognitive approach. In content areas, for example, graphic organizers as tools can be used. Other examples of this group are databases, word processors and hypermedia software. Inspiration is the process for users to brainstorm ides, and develop concept maps in an environment that is both open and exploratory. The identical information can be shown in an outline format for onward exploration with only a click of the mouse. Real and authentic problems can be tackled by students on spreadsheets. When they use this sort of an approach, they can also get different experiences. At the same time they get knowledge about using the spreadsheet, and after that they can proceed to the creation of graphs and interpretation of data shown on the spreadsheets. 19

It is important to deal with questions of the nature of what if? These types of situations teach the students get benefit from their knowledge of the problem, and other similar situations and use the knowledge meaningfully. The creation and interpretation of graphs is not easy to all students, and often they have had only prior experiences of working with graphs in which the form and content have already been decided. When the students face problems where there is no one way answers, they get opportunities to use spread sheets so that they can use multiple approaches. The concentration should be on getting to a solution, thinking of the problem and concentrating on creating graphs. These provide open-ended exploratory situations and the students get the opportunity to determine problem solving strategies that have been used before.

19. Ferdi, Serim; Melissa, Koch. NetLearning: Why teachers use the internet. (New York: Songline Studios, 1996) 38

20. Ferdi, Serim; Melissa, Koch. NetLearning: Why teachers use the internet. (New York: Songline Studios, 1996) 40

The most important aspect is for the student to locate the correct strategy and also begin to find out the correct settings for the best use of the approaches. The computer can also be used during complete group discussions and small group discussions, recording of stories, producing classroom signs and charts to provide the students of the best method of using visible technology. When students are provided with a Micro-World, it may be a powerful use by the teachers of computers. This is software with which children can play and find new concepts. This also uses cause-effect relationships which have been deliberately included by the software developer, and these act like a bridge between direct working experiences and abstract learning. It helps students to learn through exploration and experimentation. 21

EZ LOGO is an example used many times to introduce young children to the concepts of geometry in a very playful manner, which matches up to the intuition of children, in a similar manner to their use of blocks for learning size and shape relations. There are other developmentally correct software programs like Microworlds, but these are more difficult to find than the drill and practice programs, though certainly of a higher value. An example is in the case of Odell Down Under which allows the… [END OF PREVIEW]

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