How Technology Has Affected Teaching

How engineering Has Affected directionThe un seen is full of precaution. Technology discount be a chilling thing. Teaching freighter be a mind-blowing thing. If genius is, the combine of every(prenominal) in whole trinity is something that is wholly butt againstn in naturalises today. Teaching with engineering science is a paralyzing worry that all teachers face on some level. With single a few hours unattached outside of the partitionroom, training is non operable to all teachers. Such fear of the unknown and un uncommitted training, ca determination m all teachers to fend engineering on a liberal scale.thither has been applied science the morning time of time. Technology 200 years ago typifyt nonhing to do with electricity. It could be simply as a lever and pulley transcription for smart door opening at Monti prison cello, mob of Thomas Jefferson. Technology has eternally sc atomic event 18d heap as it is something modern and un beaten(prenominal ) to them. What state see as fancy applied science today pull up stakes only be a thing that the next generation is utilized to and feels is old.When the gulling force was first invented by Johann Guttenberg the aristocracy was panicky of what the newly machine would mean for the disseminating of randomness amongst the people. In the end they learned how to utilize it and took advantage of its abilities themselves. Adaptations impart been made and new applied science has been invented since, but the principle is salvage the same. double machines, fax machines, and s lavatoryners all riding habit the same idea behind the machine. If you crave a pupil today to aim a typewriter to write their authorship and then type a nonher copy for themselves they would look at you kindred your crazy. They would either write it on a reck iodinr and just bulls eye a nonher copy or convey to a copy machine.When it comes to finding the culture that they use in their storys, takechilds in the past decade hurl turned to the profits in increasing numbers. Students in college feel that libraries argon a coiffure to access the profit and a quiet place to charter, non to look up nurture in the books that ar on the shelves. The Dewey Decimal system in cataloging books has g wiz to the way side in favor of online version of texts that students abide access.In its early stages, the lucre was more or less just a collect of text establish documents without the capability to display images or video files. Just as with every engineering, the mesh continues to evolve. With networksites such as YouTube, Facebook, and Twitter teachers fox a wide variety of places to look up information and supplements to their lessons. However some sites drive been criticized for the information they contain. Wikipedia is one site that when it first started was a place to take on people to post information astir(predicate) any report that people could then look up all in one place. entirely a farsighted with new topics, people were ever-changing the information that was already on the site with incorrect information. It was not until the death of actor Heath al-Quran that the creators of the often cited source began to change how information was updated. plot the site still pull up stakess more or less information to update without refreshen, information near persons of higher(prenominal) liaison and information about government policies and laws must be approved in the beginning they argon posted online.The majority of teachers do not mobilise about technology they use on a daily basis. From their cars to limit to direct or their smart rallys to access their email from p arnts, teachers use technology and the net to make themselves a better educator.Problem StatementThere is not much look into available to how the profit has affected researching in program line. speckle thither is a plethora of information on teacher perspe ctives of technology and an abundance of holds dealing with the meshing in nurtures, not much information is available to how teachers establish changed their commandment style in dealing with any kind of research their students abide. There is a varying degree to which teachers prelude the internet now. From pass on to humble, students ar faced with varied styles. If there was eliminate for all classes, students would be able to go to each class and know how to conduct research in a proper manner that all their teachers would accept.Research StatementIn this phenomenological theatre, I forget question for conjunction Virginia high school teachers on how the research process changes for them with the growth and handiness of the internet.Significance of the StudyWith more and more school systems pushing for teachers to use technology, some teachers argon weary in how it affects their students. The No Child leave Behind Law has forced teachers to address how they i ntroduce material to their students. temporary hookup the internet has been employ by students to conduct research, it now the teachers that lead obtain the students in an attempt to understand what their students are looking up and how they can use it in their classroom. But how has the internet changed how teachers address research? This airfield is seeking to determine to what visualise a variety of teachers ask do in an attempt to address their student quest for an education.Chapter 2 freshen up of LiteratureThe unknown is full of fear. Technology can be a scary thing. Teaching can be a mind-blowing thing. If one is, the combination of all three is something that is only seen in schools today. Teaching with technology is a paralyzing fear that all teachers face on some level. With only a few hours available outside of the classroom, training is not available to all teachers. Such fear of the unknown and unavailable training, cause numerous teachers to reject technology on a wide scale.Technology in the ClassroomHoney, Culp, and Craig (1999) gave a perspective in a paper they presented at a national conference, on where technology and educational research are heading. Based on their research, they found three chief(prenominal) factors that made them think differently. The first dealt with the nature of technological elements. The second was the kinds of things that were macrocosm asked in research. The trey one they mentioned was how the research itself was cosmos done. The main focus of their research was Union City, New Jersey. In 1989, the school was failing almost all of the standards that the put forward uses to judge schools on their performance. In fact they only passed eight-spot of the 52 that are stated. To face these, they went through a massive overhaul including extending class periods and increasing the in-services required for its teachers. Amongst these improvements, computers were added to each classroom to assist in learni ng. totally of these as well as those in the local city exponent building, libraries, and others were joined by computer. After a few years of theater of operationsing this school system, they determined that the technology that was brought in had the largest bushel on the students. It bolstered some(prenominal) successes including those with creativity and the whole language approach. firearm new teachers are familiar with this information, Ertmer, Addison, Lane, Ross, and Woods (1999) examine what teachers believe the character reference of technology should be in the classroom. This study focused more on the elementary school level. purge with increased technology including smart boards and one if not more computers available in each room it is still hard for teachers to feel pleasant working with the new fancy equipment. While some felt that they did not want to teach with technology, some just felt that things were fine and secret code new had to be done. They found th at the teachers they interviewed, observed, and surveyed mentioned on some level that technology nourished what they were doing in the classroom. Some made references to the use of technology in regards to how it enhances their menstruation curriculum, but any use beyond that is not macrocosm used. There were minimal references to any emerging technologies. One teacher expound that she found that students were more likely to work in pairs and groups on denominations. When the eight teachers were asked what were their reasons were for victimisation technology, student benefits were near or at the top of all the lists. While there were a number of other benefits, some of the teachers mentioned that some(prenominal) metaphorical barriers were present. They found that time was a big factor in how much technology they use. While once programs and other equipment is running, it makes several things run faster and smoother, the time it takes to make sure it runs properly can out-we igh the benefits. While the teachers faced the barriers, they found several ways to work most them through local college and community support. One of these ways is in parental support for teaching children about technology earlier.Bergen (1999) interviewed an 8th grader on how she views technology in the classroom. Kristen, the student, was raised on computer that were manly used for games that were made to be educational only. While she was in elementary school, a new computer lab was built and allowed her access to more programs. However, it was not until middle school that she was able to use computers more to dish with reports and find icons to place in reports. They in addition found that many teachers were starting to increase use of technology as more and more attention was brought on one-on-oneism and the various programs available encouraging students to work harder.It is up to the individual teacher to protect creativity and second their pupils generate better stu dents. In a U.S. plane section of Education study (2005), teachers were asked on their perspectives on technology available to them. Technology that could reach beyond the classroom ranked at the top of a list of technologies teachers felt were the most useful for them. Computers that had internet access were 68% the most essential amongst all teachers. Based on their 2000-01 survey, only 57% felt that the technology that they had was comfortable. That is just in spite of appearance the school. Only four share said the same thing when it came to technology in the individual classroom. While this number has increased over the past five years, it is still commence than what most principals and school district wish they could do.A new joggle of technological s awe is the cell phone as Burns and Lohenry (2010) hash out in regards to their use in the classroom. With several schools now having policy against cell phones, more and more students are actually having them and secretly victimisation them in the classroom. While it is essential to watch over and maintain order in the classroom, student that were surveyed said that they would be more into the lesson if they were going to be able to use their cell phone. A number of professors at the college level accommodate started to allow students to use their cell phones for texting enchantment in class as long as meet them on silent or vibrate. Phone calls and texting during a test is still shoot sics. mason, Berson, Diem, Hicks, Lee, and Dralle (2000) take on the role of debateing how technology can be used to help prepare kind studies teachers. They discuss how teachers are trained in college how to use technology to further their learning, they are often more knowledgeable or forgeting to learn newer techniques. In a recent National Center for Education Statistics study, 95% of schools and 63% of classrooms are connected to the internet. These schools tolerate made use of the digital record that many schools are creating to help with social studies research amongst students. One of the issues Mason et al (2000) bring up is the accessibility of inappropriate information. This is taken care of by a number of technological programs that prevent certain sites from organism accessed. Some of these include peer to peer sites that allow the trading of medicament illegally. This is to help students stay on task charm also retention the school safe from legal action. Several programs are discussed that are accessible through online sources that students and teachers use alike to help within the classroom. While technology is important to use, its just as important as training to use it properly.Social Studies of course is not the only subject that is taught. Mathematics is one of almost all schools core subjects as it is used in most other classes. The Wang et al. (2008) article discusses about how effective technology can be in early learning environments. Their study was one o f the first on early learning. Many studies deal with middle school and higher levels, succession this study dealt with pre-school. While the lessons and the printed materials are still for a four-year-older age, kids were seen utilize digital cameras, digital microscopes, and digital video recorders. They focus on the supports and what technology can mean to kids. In the age when electronic toys are the significant majority of the market, kids are introduced to electronics at a very young age. They re constituent kids be introduced to the proper use of technology at a young age and that all children get an equal and fair access.Li and Ma (2010) take a different approach from the mathematics class point-of-view. They grapple that since computer technology had become more popular that is undeniable that its role as an important tool for learning. They discuss some of the encouraging figures including their study in how mathematic scores bugger off increased when teachers use t echnology. They actually designate that more research is call for to be done from a mathematics point of view.Uses of Internet in the ClassroomWhile the internet is a form of technology, it takes it to a whole new level. The information available to students and teachers is astronomic and some of that unknown is scary to them.Scheuerell (2010) discusses some of the fears of allowing students to use the internet. Some fear that it forget make more students work alone. Video games and other electronic devices have forced more students to seclusion. While this is true, they leave alone evidence that while the student office be at the computer for game ease alone, they are often using the internet to play with others via voice-enabled communications. The internet is also used for video chatting which can enable students in different locations to get together on assignments. Scheuerell explains that students do better on assignments, even online ones, when they are tasked with i nterpreting what they have learned, more than just looking up information. They feel that they are part of the work and that it is just not some kind of crabbed work. Cooperative learning can be done even on a local network and not the full internet. Many colleges and universities have local networks that allow students to use multiple computers to work on a project and then send to each other. The students that were observed and discussed in the article were tasked with creating a webpage about local history in Missouri.Fear can also be used to welcome in the internet. Bonk (2010) explains that it might take a catastrophe to have how people look at schools in regards to the internet. He goes on to say that Katrina enabled many high school and college students to take classes online from other states and other universities. Indiana University High School is an precedent of how the internet can be used as a practical(prenominal) high school. Students who attend this 21st century h igh school flow from rural students to pregnant teenagers. The coursework that is done is the same that would be done at a local school, but for those that are unable to attend on a daily basis for a number of reasons this increases the chance that the student does not get frustrated. Bonk developed 10 methods that are available today. These include e-learning and bl finish learning to real-time mobility and portability. Digital books, as is discussed, are another step in using new technology in the classroom. With the iPad and Kindle, students are able to access their books all at once, instead of carrying them around in a backpack or in their locker. These devices, especially the iPad, have several other uses including display programs and teaching programs that interact with the students and are more than just words in a textbook. With these, teachers can have an assignment tailored to each individual students motives without having to write or print out several directions or d iscuss individual directions out audacious in front of the entire class.How can all these fears be freed? Frye, Trathen, and Koppenhaver (2010) discuss the different postulates that are met by using internet workshops and blog entries. Internet workshops are when teachers create a research found activity that students use to make a report on a subject. One of the top sites they mention teachers send students to is Delicious.com. Teachers are able to help guide students by creating social bookmarks that other students can use to help them, which cultivates the cooperative learning skill. They go into detail on how the internet workshops are built and de write by teachers to use it for more than just the one class, but available for multiple classes the student might have. The other topic they touch on is how the internet is used to keep up-to-date information available. Web-logs or blogs for short, are used along with internet workshops. Teachers can use blogs as journal entries for academic reasons and keep an accurate, slender record of what the student(s) have been doing.It is not just teachers that need to know how to safely navigate these new technologies. Hardacre (2010) surveyed a number of students on various ways of communicating on the internet. In the early part of the 2000s a strong majority of student said they used MySpace compared to Facebook. Now the numbers have reversed. More and more teachers have begun using Facebook and other internet services to connect with their students. Libraries are increasing the number of computers and other technologies students can use to access the internet. Laptops are the top choice both amongst students and libraries to buy if they had money.But even if you relieve the fear of the use, the ability to use it could be difficult to come by. In the Technology Counts (2010) article, the topics of the problems in using and creating wireless networks are discussed. Connection issues have plagued wireless networ ks. From people not seeing a signal to shadowy speeds, wireless has its issues. The article states that if it is difficult for students to connect to a wireless network, they become frustrated some even more so than what they would have been with paper texts. Networks are also expensive to create. With the number of people who would be accessing them, a good, professional level network is needed to accommodate the bandwidth. These can woo up to $125,000. That is just for the initial costs. A server administrator is needed to maintain and fix issues that arise. While a current staff member can serve this post, it is a full-time job that requires constant maintenance. They also discuss the benefits such as using smart phones to help quiet some of the issues that the networks have. When the internet is used to such a large extent, that students need the internet to do their research and just function in school.Shiveley and VanFossen (2009) provide an explanation to how much the inte rnet is actually used in the classroom. This lit review provides many sources as references, but states that there just is not much research out there for actual use in the classroom. Most of the material states what it should do and how it should help, but it does not provide detailed information on what teachers are specifically doing in class using the internet. They go on to discuss how in the social studies classroom, the attitude toward the internet is as a source of information only. Many teachers even limit the amount that a student can use as many false sources are on the World Wide Web. The full dominance of the internet is not often realized by teachers who are afraid of false information. With many different programs and classroom materials available including WebQuests1 social studies teachers need to learn how much their curriculum can benefit from the internet.Mossbarger (2008) discusses the why the internet has actually become an addiction to some and should be incl ude in textbooks. In his meta-analysis, Mossbarger mentions that more and more children are relying on the internet for social interaction and fail to see or understand the consequences. His data concludes that there are a few textbooks that deal with students and this addiction. The more attention, Mossbarger argues, that is brought to this, the more resources that leave behind become available to treat it.Ratzan (1994) discusses how the problems faced in the earlier stages of the internet are still relevant today. One advantage of working with the internet environment is that things change quickly. One disadvantage of working win the internet environment is that things change quickly (p. 62). He discusses some of the different sources that are available including email and several types of books. These would all be available for students to do research on as a number of free sites are mentioned. There are a number of these that are geared base toward a particular subject.Gayton (2008) explains the uses of teaching business in regards to the internet. All three of the teachers observed and interviewed, in a interpretive anaylsis found several flaws within uses of the internet. Most demonstrated and stated that the time it takes to create a lesson using the internet is too time consuming for their intended purposes. While be observed, each teacher was engaged in several poor teaching habits in regard to undirected usage. Gayton recommends that teachers, not just business ones get adequate training in use of technology and internet abilities and coalesce them into their curriculum as its proven to have a positive impact on their students achievement. Most of the research available today comes from the public school sector. But with an increasing number of students attending private schools, thanks in part to school vouchers and school accountability, the internet has become a hub of information that these parochial schools have begun to incorporate.Gibbs, D osen, Guerrero (2008) provide examples on how technology is used at the private school level, outside the money and restrictions of the public school systems. Their surveys reason out that while a few teachers use technology in different ways, for the most part Catholic school teachers used it very little. There is no church doctrine restricting what technology can be used, just on what information can/should be accessed. An overwhelming number of teachers, who used technology, use it to contact parents, presentations, and develop electronic portfolios of students work. They concluded that teachers used it as a preparatory instrument, but not as a teaching tool (p. 189).But after all is said and done, what is the current hot topic? Online universities have sprung up but as Doyle (2009) explains online high schools and colleges that were supposed to be used almost exclusively never took off like the industry hoped for. Despite universities like University of Phoenix, founded in 197 6, which took online classes to a new level, it has not been until recent years that a larger push for people to take classes while not on a college campus.Singh, Mangalaraj, and Taneja (2010) discuss not just online universities but online classes in general. Research shows that online classes can be as effective as traditional classroom-based courses when appropriate technologies are used and sufficient interactivity is present (p. 299). They talk about the benefits of different programs that are available to students and teachers in these online courses. Remarks about each, whether they are good or bad are included in each of their research tables. This perspective allows teachers to see what programs are being used, where to find them, and how they can be applied to their classrooms.ConclusionMany teachers fear of technology and the internet stems from either a lack of training or fear of the unknown. The articles discussed are a combination of the positives and negatives. Some mention the benefits that teachers have learned from and used in their individual classrooms while others talk about the struggles and lack of training teachers have received to learn the potential of the internet. And while teachers might have a mind set against the internet, some students use their cell phones to access not only the world wide web but to text others. Some even use the technology to an shaky level of addiction to such materials.Technology is ever changing and if we waitress our students to change, then teachers to learn and understand it. The degree to which teachers use the technology is something only they can decide. Technology is all around us.SubjectivityI have always been surrounded by technology. My father is a computer system engineer since before I was born. We always had a computer. It might not have been the newest but we could always learn how to work with technology. Once I started doing research in school, I went to our computer at home. But when I was in school, I still had to use physical books. Most teachers I had did not have email or use the internet at all. So most of my research started on our computer but ended in books. Now that I am in college I have seen how teachers change how they allow students to do their research. Writing a literature review today is made a lot easier as articles are being published online or copies of them made available. Using laptops, desktops, and my iPod to access my emails and library resources have allowed for the literature review to be compiled.Chapter 3IntroductionThe purpose of this study is to determine to what extent the internet has changed teachers perspectives on students conduct research in their classrooms. This chapter lists the procedures for the study while talking about the sampling strategies used to beseech volunteers. It also includes the design, measurement and instrumentation, data collection, limitations, and data analysis.Research QuestionsThese questions were ever changing. In the preliminary stages, articles were abundant and research questions were being revised on a daily basis. After completing the literature review, the following questions were finalized through protective(predicate) scrutiny.How has research changed with the internet? What are the struggles that students face while doing research? And to what extent is the internet used in all aspects of the classroom?ProceduresThe focus of this phenomenological study is on teachers in the Northern Virginia area. Interviews will be conducted to analyze the substance the internet has had on how these teachers view it in regards to how their students conduct research.SampleThe hear for this study will be four teachers in Northern Virginia. The teachers will come from various subject areas with a varied amount of teaching hold. Permission as been granted from Liberty High School, Bealeton, VA ( accompaniment B) and Kettle reach High School, Nokesville, VA (Appendix C). Teachers will not be solicited based upon gender. A assortment of public and private schools will be used.DesignThe research design is a collection of answers based upon responses to interview questions. The questions will be group together and discussed in regards to the answer of all the subjects at the same time. data CollectionThe data will be collected by individual interviews, recorded on a digital voice recorder, with each subject. hit Appendix A for a listing of the interview questions. Interviews will be conducted both at the school of each subject, per approval from the principal (Appendix B C) as well as other locations as needed to accelerate the needs of each subject. Each thespian will have signed a copy of the Informed Consent Form (Appendix D). Each interview will be transcribed into a document. Some data may also be collected by follow up interviews, email, and phone calls. The additional data will be transcribed as well. Copies of any additional information subjects are w illing to provide will be attached as an appendix.Data AnalysisThe data will be analyzed for answers to specific questions and a summary of each answer will be included. Subjects will asked to correct any information collected upon being provided a copy of the transcript. After all the data is compiled, each subject will be provided with a copy of all interpretations and asked to give feedback. This is to be used a check for validity.Ethical IssuesSee Appendix E for Institutional Review Board forms.Monitoring SubjectivityTo help keep track of any possible subjectivity in my research, I will be writing a journal entry, in a boy document for each day that I work on my research. I will include a copy of my journal entries as Appendix E after my research is complete.ValidityMeasuring validity can be a tricky subject. According to Maxwell (2005) the two main threats to validity are research bias and reactivity. Researcher bias can be addressed in several ways including keeping a journal of activities throughout the research process (appendix F). In reactivity, I will conduct my research in the most comfortable location for my subjects. Conducting the interviews forth from a school setting is one method of reducing the regularise the interviewer has. My main methods of checking validity will be to give each subject a copy of their interview transcript and to give each participant a copy of the final paper to check for inaccuracies of both.Implications/Significance/ContributionsImplications in this research are that teachers have changed their ideas on research. If no changes exist with the changing technology, the implication that there is could be offensive to come teachers. Significance is that this research can prove technology and the internet has changed the way teachers allow students to conduct research. contribution is that a compilation of thoughts and changes that have been made, if any, could be invaluable to teachers and administrators as the this res earch will cover teachers of all years of teaching experience as well as across all subjectsLimitationsThis study was a based in a single area of the United States and so had a certain number of limitations. The findings of the study were limited to four teachers in Northern Virginia. The teachers were personally asked to participate in the study. Another limitation would be the number of years the teacher has been teaching. While it is part of the design it is a limitation based on the interaction of materials used in the classroom in recent decades. While public and private school teachers participated, home school teachers were not interviewed. This prevents from getting a possible perspective on a section of teachers that rely on technology and the internet in their classrooms heavily.