c


c
   c
 

Posted: Feb 23, 2010 |Comments: 0 | Views: 338 |
Share
Ads by Google
=

  
 www.YourSingapore.com
Rekreasi Keluarga Sepanjang Hari di Aero Green Technology Singapura
  
 www.dorrancebookstore.com
Enacting school vouchers has been a problematic issue for many parents.

Technology is now advancing at a quicker pace than ever, yielding tools and resources
only ever imagined before. It's now possible for consumers to experience state of the art
technology in all aspects of life, whether it's in the form of a mobile phone, a car, home
appliances, or a computer. Perhaps this advancement is most apparent in the world of education,
where schools and classrooms are granting students access to all types of technology-based
resources. However, as technology has planted its feet in education, many have also launched
debates regarding its impact on students, learning and teaching processes, and the overall
effectiveness of technological teaching tools.

One of the biggest debates has been brought to light by teachers themselves, who often
fear that technological resources ± for example, technology-based games ± can distract students
in the classroom. Games alone can make many students feel as though they're engaging in a
casual, or "let loose" activity, and its pairing with technology is often seen to heighten that
impression. Ultimately, the main issue with this debate is control, with many teachers concerned
that using technology-based games in the classroom can result in loss of student control.

However, using these types of games in the classroom can also prove to be a huge
advantage, as games can increase participation, encourage students to experiment, help them
understand different perspectives, and improve language skills. There are also many games
deigned to help students with learning difficulties. In fact, a recent Harnessing Technology
government agency survey revealed that many types of ICT (information and communication
technologies) equipment supporting new ways of learning are being released. What's more, three
out of five teachers who were surveyed said their students enjoyed lessons more if they were
supplemented with ICT equipment.

So what's one solution to the debate regarding technology in the classroom? Ultimately,
while most teachers would agree that classroom technology is a useful tool for teaching, many
also say it's something that should come with sufficient direction and, in the case of games, rules
or limits. For instance, a lot of teachers recommend that technology-based games be used in
short increments ± for example, 30 minutes ± rather than for an entire class, differentiating
classroom play from play at home, which might be more continuous. Many teachers will also
pace the introduction of innovative resources, coupling modern technology ± such as video
cameras, computers and interactive whiteboards - with conventional games, like role-playing or
board games. With an appropriate approach, technology can prove to be a great advantage for
students of all ages, across the curriculum.

Ê
 
 Ê
Ê  Ê  ÊÊ
ÊÊÊÊÊ 
 ÊÊÊ
ÊÊÊ

Ê
 ÊÊ  Ê

Ê!
" #Ê Ê$ Ê%&#$
 %'
Ê
( 
Ê #  Ê$ "  Ê! 
Ê
Ê$
 # Ê)Ê
Ê!
" #Ê
$ Ê#'Ê% '%'
Ê
*
 # Ê+#'Ê Ê Ê
" 
Ê
#Ê
  Ê
Ê , Ê  # %Ê


Ê   Ê
"#Ê  Ê'  Ê,  Ê
Ê' Ê 
Ê#
, Ê
  
 Ê  -  Ê Ê
#
Ê  , Ê  , Ê  Ê  ,   Ê #
, %Ê $   Ê
# 
Ê 
Ê #
Ê ##Ê

 

Ê   Ê 
Ê 
Ê  
Ê 
# Ê Ê 
# Ê  Ê
#Ê  
Ê #Ê # Ê
Ê

Ê    Ê #
Ê  #Ê 
#%Ê *# 
Ê 
"# Ê

Ê  
 Ê ,  Ê  
Ê #
Ê


 Ê

 Ê - Ê Ê Ê   Ê


 Ê
 Ê ÊÊ
# Ê"
Ê#
Ê
 , Ê ,  Ê  
Ê 
%Ê .
#Ê 
Ê 
Ê  Ê 
 
Ê  
, Ê  
Ê 

 Ê
 , Ê"# Ê
#'# Ê Ê  Ê
 , Ê  Ê
 ÊÊ " Ê Ê
 " Ê Ê
/
+
 Ê## Ê  Ê
Ê "  %ÊÊ

$  Ê  #Ê   Ê  Ê  Ê 

  Ê Ê '  , Ê Ê ##Ê 

Ê ,  Ê 
 Ê  #Ê   Ê
#
Ê , Ê
Ê-Ê

 , Ê

 Ê 
Ê
Ê-Ê  Ê
 
 Ê 
Ê
 Ê
Ê
 %Ê
Ê " Ê  Ê

# Ê , Ê
 Ê
  Ê - Ê
 Ê
 Ê 
Ê 
Ê  #Ê
0
  0Ê
 Ê Ê   Ê Ê
Ê,  Ê
 Ê
 Ê##Ê

   Ê Ê
  %Ê  Ê 
, Ê
  Ê#
Ê Ê  Ê

Ê   ÊÊ Ê , Ê ##Ê,  Ê
  # Ê ,  Ê
 #  Ê
Ê  
Ê 
Ê 
Ê  
Ê  Ê   Ê
 
  Ê

  , ÊÊ
 %ÊÊ

.
#Ê Ê
 #  Ê"

Ê

 Ê
Ê 
Ê Ê"# Ê
 Ê
" 
Ê## Ê,  Ê Ê

Ê

 Ê  Ê

   Ê 

 
Ê
 Ê
 Ê##Ê

Ê

 #Ê

 Ê



Ê
/Ê,  Ê Ê Ê

   Ê

# Ê   %Ê) Ê"# Ê , Ê


 Ê  Ê ##Ê

 #Ê 
 Ê  Ê #
 Ê  " %Ê   Ê # Ê 
/  Ê

Ê #- #Ê

Ê

 Ê
 Ê#+
Ê
 #   Ê  Ê , Ê"
Ê1Ê2
Ê

/

Ê Ê
#
 
3Ê   Ê## Ê'  Ê #Ê##Ê " Ê  Ê


%Ê) Ê
Ê
Ê 
Ê


Ê ##Ê ,  Ê 
#+
Ê
   Ê
 Ê



Ê  "  Ê 
 Ê 
Ê  , Ê "
 Ê
 Ê

  
Ê Ê   Ê1%ÊÊ

4 
Ê  Ê,  Ê  Ê #Ê#
Ê##Ê  Ê
 
Ê
Ê
Ê 5Ê  Ê 
, Ê   Ê
##Ê 
Ê  Ê  Ê #"#Ê   Ê 
Ê  Ê   Ê  Ê ,  Ê  # Ê ##Ê
 " Ê
 , Ê"# Ê,  Ê
   Ê
#Ê   Ê# #Ê,  Ê #Ê   Ê Ê  Ê,  Ê'##Ê Ê 
Ê
 #Ê

 Ê # Ê  #Ê  %Ê*
 , Ê , Ê ##Ê
,   Ê

 Ê 
Ê
Ê

#  Ê'  Ê  ÊÊ-Ê

 , ÊÊ

Ê-Ê Ê# Ê##Ê##Ê Ê

  Ê


Ê  Ê  
Ê 

Ê 
Ê #
Ê ,  Ê
# 
Ê  Ê 
Ê 

# %Ê  , Ê ##Ê "# Ê
 Ê '  Ê    Ê #
Ê  , Ê ,  Ê
+ 
/Ê 
Ê 
 Ê
Ê -Ê 
Ê 
 Ê
+
Ê
#Ê Ê  Ê#
Ê
 
/Ê-Ê Ê

 Ê+
 Ê
Ê

 Ê -


Ê  #Ê   %Ê   Ê   Ê ,  Ê  Ê 
Ê   Ê

#
 Ê
" 
Ê
## Ê Ê
Ê
 Ê 
Ê  Ê#
Ê
Ê#
##
Ê