Implementing computer technology in secondary schools

Implementing Computer Technology in Secondary Schools

In 1999 , The International Association for the Evaluation of Educational Achievement (IEA ) conducted a study on pedagogical practices of teachers and students of elementary and secondary schools in 30 nations , and the role of technology the said practices ( The Second Information Technology in Education Study : Module 2 , n .d . It was found out that as of 1999 , 12 of elementary students and 3 of those in intermediate and secondary schools do not have Internet access in their schools ( Computer Technology in Schools , 1999 . Such number would

br considerably be large still , if the period when the benefits of the application of computer technology in education was implied , is taken into account

Computer technology for the use of students in schools started out as computer laboratories (Lynch , 2000 , which until now , is continuously evolving to becoming a tool for learning . That the integration of computer technology in schools is still on process suggests that although its advantages have been persistently advocated there are also powerful sociocultural and developmental forces that oppose its progression . According to Meredyth , et . al (1999 , the status quo in the mode of instruction slows the efforts to integrate computer technology in secondary schools

At first , the people who were against the implementation of computer technology in schools argue that this would result in the replacement human instructors and making them obsolete (Richmond , n .d As it becomes clear that the this would not necessarily become so , that is , there would only be an evolution of role from plain instructor to facilitator , the problem with the implementation now centers on the lack of physical resources (Richmond , n .d ) and the instructors ' lack of training (Lynch , 2000 . This implies that the role of computer technology in the education of secondary students per se is not , today the major consideration in its application and the need for a clear definition of its role is necessary to speed up decisions on whether there is really a necessity for the addition or retention of the number of computer hardware in schools , or should there be in need of compulsory technical training for instructors . According to Richmond (n .d , there are two major problems in the implementation of computer technology in education (1 ) the goals and purposes of implementation are unclear (2 ) the implementors do not fully understand the changes necessary for the implementation of technology in education . These problems must be addressed first if success is wanted . Although both are important aspects of the implementation , this will focus in defining the goal , purposes or role of computer technology in student achievement at the secondary school level . To understand this critical role , it is very important to know first the basics about some theories of learning and its current application to education technology

The theory of Cognitive Constructivism states that learning happens through the learners ' active efforts to assimilation new information imposed either by the instructor or by self-discovey ( Theories of Learning , 2006 . This means that learners must be able to relate what they learn to their experiences or experience the learning itself to be able to fully understand it . One example of this is driving . In to learn to drive a vehicle , one must not only know that vehicles are powered by gasoline , controlled using a steering wheel , has a gas pedal to move forward or backward and a break pedal to make it stop . He or she has to experience driving to know and fully understand the significance of each theory he or she is made to know And this experience is very important if he or she is to make life-or-death decisions once he or she takes the road . Computer technology , when related to learning may be applied in a similar way , by providing a means to simulate reality to give the students a feel of what may or may not happen as a result of their decisions . Such is the function of simulations : to instill in learners goals which are similar to reality and resultant feelings that are similar to what may happen in real life because of the as a result of the decisions imposed by the program . A lot of simulation programs have now been developed for different purposes . Sim City provides the learner-gamer an experience of building a city and a feel of becoming a Mayor . The learner-gamer is subconsciously taught of the importance of planning and how each decision might give a positive effect (here , in the form of increase in the city 's revenue ) or negative (in the form of rallies and decrease in the city 's revenue . Business simulations provide learners with vicarious experience of actually owning and handling investments without the need of using or losing real money . Design programs provide the learner-designer with an idea or view of the possible perspectives or outcome of each design in mind and an opportunity to manipulate or change it according to his or her desires even before actual realization of the design

There are also simulations in many different subjects like biology physics and chemistry , which can provide the learner with the opportunity to visualize the theories and manipulate situations and then see the results as would happen if the theories are applied . Simulations have been used for decades by the aviation and military industry and just until recently , the costs of simulations have prevented smaller institutions to avail its benefits (Boehle , n .d . Although , still not cheap , mass production , added to the said drastic improvement in learning retention rates (Boehle , n .d , simulations provide a very efficient tool for learning . There is a 75-80 boost in learning retention rate for students in simulations (Boehle , n .d

Social Constructivism believes that knowledge is socially constructed that is , retention of information is achieved through group efforts ( Theories of Learning , 2006 ' This is learning with others and through others ' input and ideas conjoined with one 's own . This theory emphasizes the importance of other 's opinion usually for the purpose of the improvement of the said work . Applied to computer technology in its role in secondary education , this allows for interaction among many different people , not limited to those in classroom but also stretches to people in different time zones . This allows for assimilation of new and varied ideas from different people from different places who usually have different ideas about different issues , strengthening ones reasoning and improving one 's knowledge about many different areas and at the same time improving one 's social skill . The most usual form of technology which applies the Social Constructivism theory is forums . A lot of forums can be found in the internet , all areas of knowledge with its own : arts , sciences , mathematics , and philosophy

The Theory of Behaviorism believes that knowledge is a repertoire of behavioral responses to environmental stimuli ( Theories of Learning 2006 ' According to this theory , learning happens through repetition and reinforcement , usually with the instructor speaking and the learner listening . This learning theory is opposite of Cognitive Constructivism in that learners gain knowledge passively . This is the most common type of instructional mode used in schools . Still , this instructional mode can also be applied to computer technology . Tutorials in cd 's are now widely available in the market . These products simulate what and how teachers teach in an actual class , explaining concepts with voice recordings combined with moving pictures for visualization . It also comes with practice exercises much like what teachers would give to their students to evaluate the student 's learning . The only difference is that , these products can be used by the student alone , even at home

It is said that students retain only 5 to 20 percent of what they hear read or see and hear in lectures , s and audiovisual presentations (Boehle , n .d ) and the application of computer technology in education provides a means for the use of the most senses which facilitates more learning . And given this fact and the theories of learning and how it can be applied to educating students , it is quite easy to say that computer technology provides only benefits and must immediately be applied to all education institutions to facilitate the learning of the students . This is supported by some research findings on technology 's impact on education . According to one article ( Raising Student Achievement with Technology , 2006 , technology can help by empowering the students to realize their skills and use their imaginations . Again this is because with technology , students are able to use more of their senses compared to the typical classroom session where they usually , are only made to listen to what their instructor have to say . According to Richmond (n .d , the acceptance of technology as a mode of instruction lies on its ability to facilitate learning in a multifaceted approach with the use of multimedia formats which are faster and are more efficient in terms of information space

Bialo and Sivin-Kachala (1995 , said that there is still no proof that technology actually makes students better achievers but still , also according to them , students who use technology for education have a more positive outlook on education and have better self-esteem . These students who gain access to technology gain improved motivation towards schooling (Pirofski , 2002 . Computer technology when applied to education can boost a student motivation and self-esteem because computers could never imply judgment on one 's ability and can become very patient to a student 's limitations . This is unlike instructors who can sometimes unconsciously intimidate the students and thus limit their motivation and willingness to learn

The previous paragraph showed that technology in education is a positive thing in a way by boosting the students ' self esteem and motivation . But one review ( Raising Student Achievement with Technology , n .d ) stated that there is actually more to this than boosting the students ' ego . According to this review , this boost in the students ' ego makes the students who have access to technology , want to spend more time studying compared to those in traditional resources . At the same time , this willingness to spend more time studying increases the speed in which students learn . This is because together with motivation comes more interest and thus better understanding

Rockman , et . al (1997 ) disagrees with Bialo and Sivin Kachala (1995 ) in that technology actually helps the student become better achievers in school . According to this study , students who used computers at home or in school become better compared to those who do not . Asked why they think they got better results compared to others , the students who used computers attributed their achievement to the ease in transcribing ideas as well as editing when using computers

Each student learns in a different way than the others . Technology provides a means for instructors to shape their curriculum based on the needs of their students . Individualization of curriculum is an effective way if the achievement of each student 's potential is targeted ( The Impact of Technology on Student Achievement , 2002 . Because computers support the individuality of students , it also reduces the pressure brought about by competition in the traditional classroom . As a result students who have access to computer technology in school tend to like their classmates more compared to those who do not have access to computer technology in school (Coley , 1997

Other benefits attributed to computer technology include , reduced dropout rates , increased independence and sense of responsibility among students ( The Impact of Technology on Student Achievement , 2002

However , there is an argument that the improvement attributed by many researches to the introduction of computer technology in education cannot be a result of this introduction alone (Richmond , n .d Coley 1997 . According to this , other factors that were not measured either because it was not considered in the study or it simply cannot be measured might have contributed to the improvement in the students achievement . They were implying the possibility that the quality of the instructional design and not the implementation of computer technology itself may be responsible for the advantages attributed to the improvement in the students ' performance (Coley , 1997

Computer technology , when applied to education is not all about the advantages . After all , there are reasons why the application of computer technology in education has not been realized immediately after its suggestion in the 80 's

According to Richmond (n .d , the optional add-on nature ' of the efforts to make significant improvements in the mode of instruction is in itself , a hindrance to the attainment of these changes . Teachers would not automatically adopt computer technology as an instructional mode because to be able to do that , they must be equipped with the technical skills . The effectiveness of use of computer technology is very much dependent on the teacher 's creativity and his or her ability to manipulate it . Unfortunately , not a lot of teachers are trained to manipulate and assimilate the said technology as one of their instructional modes . Not a lot of them would have ample time for the needed practice to acquire these necessary skills . Another hindrance promoted by advocates against the implementation of computer technology in education is its costs . The costs of technology may be cheaper today compared last decade but considering a per-student ratio , it would still be very high . The question here is if the advantages would remunerate for the costs of technology and if such advantages could really not be met by the traditional mode of instruction (Richmond , n .d

Given the direction all industries are moving , one can say that technology is very important in the evolution of educational policies But clearly , it is not the only solution to whatever obstacle the education institution may be having . It is not the only means for the education institution to evolve . Rather , it and several other factors such as the instructional design , the teacher as well as the students are all parts of the solution to enhance the learning of students and teachers alike

Efforts in improving the standards in education should not stop on the purchase of hardware but also on the improvement of instructional designs and consideration of the present skills of instructors Continuous training of teachers is necessary to allow for the progression of education . And teachers , for a more effective teaching must learn how to match the instructional design to the needs of students to ensure that the students as well as the teachers will profit from each activity (Richmond , n .d .References

Bialo , E . R , Sivin-Kachala , J (1995 . Report on the effectiveness of technology in schools '95- '96 . Washington , D .C : Software Publishers Assn

Boehle , S (n .d ) Simulations : The Next Generation of E-learning Training Mag .com . Retrieved 19 July , 2006 from http /www .trainingmag .com /training /search

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Coley , R (1997 . Technology 's Impact . Electronic School . Retrieved 19 July 2006 from http /www .electronic-school .com /0997f3 .html

Computer Technology in Schools (1999 . The Daily . Retrieved 19 July 2006 from http /www .statcan .ca /Daily /English /991012 /d991012a .htm

Lynch , J (2000 ) Teacher access to computer-based information and communication technology : Resources are not the whole answer (1 Education-line database . Retrieved 19 July , 2006 from http /www .leeds .ac .uk /educol /documents .htm

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(1999 Real time : Computers , change and schooling -- National sample study of the information technology skills of Australian school students Canberra , Australian Capital Territory : Department of Education Training and Youth Affairs

Pirofski , K (2002 . Are All Schools Equally Wired ? An Overview of the Digital Divide in Elementary and Secondary Schools in the United States The Journal of Literacy and Technology . Retrieved 19 July 2006 from http /www .literacyandtechnology .org

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Richmond , R (n .d . Integration of Technology in the Classroom : An Instructional Perspective Retrieved 19 July , 2006 from http /www .ssta .sk .ca /research /technology /97-02 .htm

The Impact of Technology on Student Achievement (April , 2002 Retrieved 19 July , 2006 from http /www .apple .com /education /research /pdf /EduResearchFSv2 .pdf

The Second Information Technology in Education Study : Module 2 . n .d Retrieved19 July 2006 from http /sitesm2 .org

Theories of Learning (n .d ) Graduate Student Instructor Teaching Resource Center . Retrieved 19 July 2006 from http /gsi .berkeley .edu /resources /learning

Raising student achievement with technology (n .d . Retrieved 19 July , 2006 from http /www .apple .com /education /research

Rockman et al (June , 1997 . The Laptop Program Research . Retrieved 19 July , 2006 from http /rockman .com /projects /laptop

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