Technology and Classroom Instruction

The classroom will eventually become codependent on technology, due to the processes that create accurate and fast results. The teacher could focus on delivering valid information and processing speedy feedback, while students can concentrate on studying, and adjusting the technology to their learning styles (p. 3). Technology allows students to acquire more knowledge, due to the clarity of informative structures, which allow for quick comprehension, like an audio-video file (p. 5). Through the use of technology, a teacher will be able to use instructional strategies that apply to the different genres of classroom software. The instructional strategies will be able to handle upgrades and the invention of new technology. Also, understanding the functions of different classroom technologies will help the designed lessons endure through time. Software functions are as follows: “word processing applications, organizing and brainstorming software, multimedia, data collection tools, spreadsheet software, communication software, and Web resources” (Pitler et al., 2007, p. 11). The use of instructional strategies that apply to a variety of software will help keep lessons organized, capsulated in time, create a consistent work environment, and advance learning, while insulating the classroom from small advancements in technology. 

Advanced PowerPoint Effects #1:

References

Pitler, H. et al. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Sutanto, S. (2009, October 06). Advanced PowerPoint effects #1 [Video file]. Retrieved from https://www.youtube.com/watch?v=NxLkEfP3syg

Interactive Software and Instructional Strategies

Accordingly, and to Jacob (2010), beyond the control of institutions is the unstructured relationships of social networking; there are knowledge artifacts in social networks that are not bound together by literary specialists, “literate-grounded experiences of linearity,” or systematic structures of theories (p. 81). On the internet, there is a countermovement against the laymen culture involving collective information from a collaboration of experts to create “rich information about people, places, and culture” through systems like Google Earth, which provide satellite imagery, videos, three-dimensional models, geophysical records, and easily accessible information about geography (Jacob, 2010, p. 83). The object of using technology in the classroom is to “use [the] software productively, as quickly as possible,” to increase the flow of information, or complete work assignments (Wiggins & McTighe, 2005, pp. 292-293). Online learning uses the collaboration of software tools and management systems to organize information, and immerse the student into a technologically advanced learning environment. The teacher uses instructional strategies that motivate the students into investigative inquiry through problem solving (Hung & Jeng, 2013, p. 255). Investigative learning starts through the use of essential questions that help learning; subsequently, the questions need to span concepts and disciplines, they are the theoretical framework for exploration.

How To Use Google Earth For Beginners: 

          

References

Castellini, R. (2013, Feburary 12). How to use Google Earth for beginners [Video file]. Retrieved from https://www.youtube.com/watch?v=bgjMSBXsFZQ

Hung, W. & Jeng, I. (2013). Factors influencing future educational technologists’ intentions to participate in online teaching. British Journal of Educational Technology, 44 (2), 255-272.

Jacobs, H. (2010). Curriculum 21: Essential education for a changing world. Alexandria, VA: ASCD.

Wiggins, G. & McTighe, J. (2005). Understanding by design (2^nd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

INTRODUCTION

     The experience that has been gathered from using educational technology does not involve the following: Glogster, Animoto, Pixton, Xtranormal, Zunal, and Prezi. Although, the programs listed are going to be exciting to learn throughout the educational course. The types of media, software, and search engines that have been utilized are as follows: bloggers, website builders, YouTube, Facebook, EBSCO, Microsoft Word, PowerPoint, Photoshop, video editors, and audio editors. Exemplified in Duffy & McDonald (2011), the library has become more of an impractical facility in the past 20 years due to the online databases that contain customizable search engines and the latest research. The students have access to millions of media files that are formatted into audio files, video files, pictures files, and text files on the internet (pp. 5, 16-17).

EBSCO:

EBSCO Search Engine

According to Knezek (2000), the future of instructional strategy involves incorporating technology. The students should be studying digital media by using readily available technological devices, like computers, laptops, iPads, and cell phones. Furthermore, the students should use technology in collaboration with peer learning, so group projects, collaborative ideas, and scaffold creative input are possible. The creative thinking from study groups will make problem solving more effective, due to the knowledge and talents that are integrated into an academic product (p. 7).

References

Duffy, J. & McDonald, J. (2011). Teaching and learning with technology (3rd ed.). Boston, MA: Pearson Education, Inc. 

Flagler College. (n.d.). How to use EBSCO databases [Picture file]. Retrieved from www.flagler.edu/library/guides/ebscohost2.html

Knezek, D. (2000). Nets for teachers (2nd ed.). Arlington, VA: ISTE.