In the past few years of research on tutorial technology has resulted in a clearer vision of how technology can impact teaching and learning. Today, virtually every school in the united states of America uses technology in teaching and learning and with each state having its own customized technology program. In most of those schools, teachers use the technology through integrated activities that are a part of their daily school course load. For instance, tutorial technology creates an active environment in which students not only inquire, but also define problems of interest to them. This activity would integrate the subjects of technology, social studies, mathematics, science, and language martial arts disciplines with the chance to create student-centered activity. Most educational technology experts agree, however, that technology should be integrated, significantly less another subject or as a once-in-a-while project, but as a tool to promote and extend student learning on a daily basis.
Today, class room teachers may lack personal experience with technology and present an additional challenge. In order to incorporate technology-based activities and projects into their course load, those teachers first must find the time to learn to use the tools and understand the terms required for involvement in projects or activities. The doctor has to have the ability to employ technology to improve student learning as well as to help expand personal professional development.
Tutorial technology encourages students by improving skills and concepts through multiple representations and enhanced visual images. Its benefits include increased accuracy and speed in data collection and graphing, thong cong nghet
real-time visual images, the ability to collect and analyze large amounts of data and collaboration of data collection and model, and more varied presentation of results. Technology also engages students in higher-order thinking, builds strong problem-solving skills, and develops deep understanding of concepts and procedures when used appropriately.
Technology should play a critical role in educational content standards and their successful execution. Expectations reflecting the appropriate use of technology should be weaved into the standards, standards and grade-level indicators. For example, the standards ought to include expectations for students to figure out fluently using paper and pen, technology-supported and mental methods and to use graphing calculators or computers to graph and analyze exact relationships. These expectations should be designed to support a course load rich in the use of technology rather than limit the use of technology to specific skills or grade levels. Technology makes subjects accessible to everyone students, including people that have special needs. Methods of assisting students to maximize their strengths and progress in a standards-based course load are expanded with the use of technology-based support and interventions. For example, specialized technologies enhance opportunities for students with physical challenges to develop and demonstrate mathematics concepts and skills. Technology influences how you work, how you play and how you live our lives. The influence technology in the class room should have on mathematics and science teachers’ efforts to provide every student with “the opportunity and resources to develop the language skills they need to pursue life’s goals and to participate fully as informed, productive members of society, inch cannot be overestimated.
Technology provides teachers with the tutorial technology tools they need to operate more efficiently and to are more alert to the individual needs of their students. Selecting appropriate technology tools give teachers to be able to build students’ conceptual knowledge and connect their learning how to problem found in the world. The technology tools such as Inspiration® technology, Starry Night, A WebQuest and Portaportal allow students to employ a variety of strategies such as query, problem-solving, creative thinking, visual images, critical thinking, and hands-on activity.
Benefits of the use of these technology tools include increased accuracy and speed in data collection and graphing, real-time visual images, interactive modeling of unseen science processes and structures, the ability to collect and analyze large amounts of data, collaboration for data collection and model, and more varied presentations of results.
Technology integration strategies for content instructions. From kindergarten and extending through grade 12, various technologies can be made a part of everyday teaching and learning, where, for example, the use of meter branches, hand contact lenses, temperature probes and computers becomes a seamless part of what teachers and students are learning and doing. Contents teachers should use technology with techniques that enable students to conduct inquiries and engage in collaborative activities. In traditional or teacher-centered approaches, computer technology is used more for routine, practice and mastery of basic skills.
The tutorial strategies utilized for such classes are teacher centered because of the way they supplement teacher-controlled activities and because the software used to give you the routine and practice is teacher selected and teacher issued. The relevancy of technology in the lives of young individuals and the capacity of technology to enhance teachers’ efficiency are helping to raise students’ achievement in new and exciting ways.
As students move through grade levels, they can engage in increasingly sophisticated hands-on, inquiry-based, personally relevant activities where they investigate, research, measure, round up and analyze information to reach a conclusion, solve problems, make prophecy and/or seek alternatives. They can explain how science often advances with the introduction of new technologies and how resolving technological problems often results in new scientific knowledge. They should describe how new technologies often extend the current numbers of scientific understanding and introduce new areas of research. They should explain why basic concepts and principles of science and technology should be a part of active debate about the economics, policies, nation-wide politics and life values of various science-related and technology-related challenges.
Students need grade-level appropriate class room experiences, enabling them to learn and to be able to do science in an active, inquiry-based fashion where technological tools, resources, methods and processes are readily available and extensively used. As students integrate technology into learning about and doing science, emphasis should be placed on how to consider problems and projects, not just what to think.
Technological tools and resources may range from hand contact lenses and pendulums, to electronic balances and up-to-date online computers (with software), to methods and processes for planning and doing a project. Students can learn by noticing, designing, communicating, establishing, researching, building, testing, assessing risks and benefits, and adjusting structures, devices and processes — while applying their developing familiarity with science and technology.
Most students in the schools, at all age levels, might have some expertise in the use of technology, however K-12 they should observe that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to unravel problems and understand that problems may be sorted in several ways.
Rapid developments in the design and uses of technology, particularly in electronic tools, will vary how students learn. For example, graphing calculators and computer-based tools provide powerful things for communicating, applying, and learning mathematics at work, in everyday tasks, and in school mathematics. Technology, such as calculators and computers, help students learn mathematics and support effective mathematics teaching. Rather than replacing the training of basic concepts and skills, technology can connect skills and procedures to deeper exact understanding. For example, geometry software allows experimentation with groups of geometric objects, and graphing utilities facilitate learning about the characteristics of classes of functions.
Learning and applying mathematics requires students to become adept in using a variety of techniques and tools for processing, measuring, analyzing data and resolving problems. Computers, calculators, physical models, and measuring devices are examples of the wide variety of technologies, or tools, used to teach, learn, and do mathematics. These tools complement, rather than replace, more traditional ways of doing mathematics, such as using symbols and hand-drawn diagrams.
Technology, used appropriately, helps students learn mathematics. Electronic tools, such as spreadsheets and dynamic geometry software, extend the product range of problems and develop understanding of key exact relationships. A strong foundation in number and operation concepts and skills is required to use calculators effectively as a tool for resolving problems involving computations. Appropriate uses of those and other technologies in the mathematics class room enhance learning, support effective instruction, and impact the numbers of emphasis and ways certain mathematics concepts and skills are learned. For instance, graphing calculators allow students to easily and quickly produce multiple charts for some data, determine appropriate ways to display and think of the data, and test conjectures about the impact of changes in the data.