15 November 2012
In our present society, social media and technology are transforming the world we live in today. It is no secret that our generation revolves completely around devices such as mobile phones, television, laptops, mp3 players, and the list goes on. In time, technology has evolved exceedingly and progressed in every aspect. Not only has it entertainingly made an impact on society, but it has also opened specific gateways towards a more instructive perspective. Technology in education has transformed the way teachers educate, students learn, and the way teachers and students communicate. In the basic four levels of education: Elementary, Middle School, High School, and College- a variety of technologies are being introduced and used in order to increase the learning and knowledge pertaining to a students’ education. Starting with the first, most familiar beginning level of education: Elementary. Even at a very young age, kids are nonetheless still exposed to technology. Studies in elementary, have shown that technology is being used at the beginning level of education in order to teach basic fundamental skills to young students. One particular experiment uses the Internet and email to teach preschool and kindergarten students’ basic geometric concepts, early communication skills, development in writing skills, and cultivated imagination skills (Fesakis et al.). This study researched by Fesakis, Sofroniou, and Mavroudi is referred to as the “Monster Exchange” project. The project required a formation of two groups: the first group held the duty of students’ imagining a monster, writing a description of their monster, and then sending their description to the second group, while the second group’s duty was to design a monster fully based on the first group’s description. Last, the original monster created by the first group is then compared to the monster created by the second group. In Using the Internet for Communicative Learning Activities, researchers write, “Using the ‘monster exchanges’, students practice their writing and reading comprehension skills while at the same time they become familiar with various information and communication technology applications”. The results of the “Monster Exchange” proved that children interacted better with other students, improved on learning their geometric shapes with a reduction in error, encouraged collaboration, and increased interest from student participation while using Internet and email technology. Another successful study is Technology And Early Literacy: The Impact Of An Integrated Learning System On High-Risk Kindergartners' achievement, focusing on kindergarten students who are at-risk in literacy development. These children participated in the Waterford Early Reading Program, “a software program designed to facilitate early literacy development” says article writers Tracey and Young. The Waterford classrooms were given “technology software, hardware, and print materials” (Tracey and Young) in order to teach literacy, while the nonintervention classrooms only used the “Scholastic Literary Place core program” (Tracey and young), a traditional literary teaching system not involving technology. A test was then administered to the students in each group in order to compare the literacy development progress due to technology. “When the scores of students in the experimental classrooms were compared with the scores of students in the nonintervention classrooms, significant differences favoring the students in the experimental classrooms were found” (Tracey and Young) stating that this technological experiment deemed successful. The second level of basic education, following Elementary, is referred to as Middle School (also known as the Junior High level). At this level of education, students are becoming somewhat acquainted with basic technology such as cell phones, mp3 players, and the...
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