Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
TECHNOLOGY
MINISTRY OF MANPOWER
SULTANATE OF OMAN
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CONTENTS
Introduction............................................................................................................. 1
Technology and Content Area Learning..............................................................1
Technology and Reading Comprehension...........................................................1
Technology and Language Acquisition................................................................2
Technology and Improved Test Scores................................................................3
Technology and Learner Motivation.....................................................................4
Technology Use and Self-Esteem..........................................................................5
Positive Effects of Technology on Education......................................................6
Negative Effects of Technology on Education....................................................6
Conclusion................................................................................................................ 7
References............................................................................................................... 8
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INTRODUCTION
Research literature throughout the past decade has shown that technology can enhance
literacy development, impact language acquisition, provide greater access to information,
support learning, motivate students, and enhance their self-esteem (ACT, 2004; CEO Forum,
2001; Boster et al., 2004; Mann et al., 1999; Tracey & Young, 2006; WestEd, 2002). Indeed,
researchers have affirmed that computer technology provides abundant opportunities for
students to build or modify their personal knowledge through the rich experiences that
technology affords.
Strategy Use
Metacognition
Reading Motivation
Reading Engagement
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Reading Comprehension
They defined digital tools to include a wide range of media forms: images, video and audio
clips, hypertext, hypermedia, and Web pages. The majority of studies they found dealt with
reading comprehension and vocabulary development. Pearson et al. concluded that a wide
range of digital tools enhance reading comprehension and vocabulary development by
providing students access to word pronunciation, word meaning, contextual information, and
comprehension scaffolds to guide an individuals reading. Thus, a strong research base
supports the conclusion that technology can enhance all aspects of literacy development.
Enhancing authenticity using video and the Internet. The Internet provides learners
with access to authentic materials, like news and literature, while video can offer
context-rich linguistic and culturally relevant materials to learners.
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In a study reviewed by the Milken Exchange (Mann et al., 1999), teachers using the West
Virginia Basic Skills/Computer Education (BS/CE) program found that all their fifth graders
test scores rose on standardized tests, with the lower achieving student scores rising the
most. Other findings revealed that BS/CE was more cost effective in improving student
achievement than class size reduction, increasing instructional time, and cross-age tutoring
programs.
Sandoltz et al. (1997) reported positive findings from the Apple Classrooms of Tomorrow
(ACOT) project after nearly eight years of studying the effects of computers on the
classroom. Aside from performing better on achievement tests, they found that ACOT
students were developing a variety of competencies not usually measured. ACOT students
delivered lectures along with their teachers. They became socially aware and more
confident, communicating effectively about complex processes. They became independent
learners and self-starters, worked well collaboratively, and developed a positive orientation
to their future. Children were seen as learners and as expert resources, as they were
challenged by complex and open-ended problems. These are the skills that will enable
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In the article, Nonfiction Inquiry: Using Real Reading and Writing to Explore the World
(2002), Harvey concluded that the vehicle for increasing relevancy and motivation was
through surrounding kids with compelling nonfiction. Researching online or using a CD-ROM
allows students to search for information they are passionate about learning. Students can
make choices when navigating online, which is engaging for learners. When students are
given more choice in their tasks, those tasks are more meaningful and increase the students
intrinsic motivation (Jordan & Hendricks, 2002).
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The research literature also suggests that technology can have a positive impact on the selfesteem of students, especially for at-risk students with low self-esteem and self-confidence
(ODonnell, 2005; Kenny & Gunter, 2004; Taylor, Hasselbring, & Williams, 2001). In 2005, a
study conducted by Romi and Zoabi examined the impact of computer technology on the
self-esteem of dropout youth. The study focused on a control and intervention group, both
consisting of 60 secondary level students. The intervention group was exposed to the MS
Office Suite of tools to use in their learning, while the control group had no access to
technology. Pre- and post-questionnaires were administered to determine attitudes toward
learning, self-esteem, and self-efficacy. The findings showed a significant increase on all
measures.
Globalization
When schools in different parts of the state, country or world connect, students can "meet"
their counterparts through video conferencing without leaving the classroom.
Educational Games
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In younger grades, teachers expose children to computers through educational games. Instead of playing board games that
focus on education, students can learn the basics of spelling, counting and other early educational lessons through computer
games that make learning fun.
Distance Education
In the past, students could take distance or continuing education classes, also called "correspondence courses," at community
colleges and universities.
Web Seminars
Not every school has the resources and budget to send its students on field trips related to the course of study.
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CONCLUSION
Today the rapid advances in technology are reshaping our society, social institutions and
schools. Modern technologies have vastly increased our capacity to know and do things and
to communicate and collaborate with others. They allow us to transmit information quickly
and widely, linking distant places and diverse areas of endeavor in productive new ways.
These advances allow us to form and sustain communities for work, play and learning in
ways unimaginable just a decade ago. The students of today have a wide range of new
technology open and available to them. This information changes the relationship between
people and knowledge.
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REFERENCES
http://www.aect.org/edtech/ed1/06/06-08.html
http://www.slideshare.net/loraevanouski/impact-of-technology-in-education-final-draft5263010
http://smallbusiness.chron.com/five-positive-effects-technology-education-31222.html
http://campustechnology.com/Articles/2014/02/03/The-6-Most-Important-Technologies-ToImpact-Teaching-and-Learning-in-the-Next-5-Years.aspx
http://www.nytimes.com/2012/11/01/education/technology-is-changing-how-students-learnteachers-say.html?_r=0
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