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COMPUTER IN EDUCATION PRESENTATION

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Bella Macrae

I was inspired to write about the topic as someone who is interested in teaching. I notice both the benefits and disadvantages of using technology in the classroom for students and teachers. The benefits include a more diverse learning approach and more time for the teachers to help students. The limitations include teachers who feel that technology is taking over their teaching role and students who become distracted by the frequent use of technology.

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Computer use is a necessary skill for students to master if they wish to pursue their educations, compete for employment in the modern workplace, and thrive in an increasingly computerized society. However, effectively bringing computers into classrooms can be a new and challenging experience for teachers who have limited experience in doing so. This paper will summarize some of the benefits of Internet-equipped computers in education, outline the challenges of integrating this technology into classrooms and make general recommendations for planning and implementing computers in classrooms.

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Abstract Will computers repeat the failure that older technologies (eg, film, radio, and television) experienced concerning educational applications of technology? A simple question seems to be helpful for us to gain more insight on this issue:“Why do teachers need to use technology in their classrooms?” To answer this question, first of all, the general expectations that people have for computers in education are examined.

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Information and communication technology (ICT) in education

Information and communications technology (ict) can impact student learning when teachers are digitally literate and understand how to integrate it into curriculum..

Schools use a diverse set of ICT tools to communicate, create, disseminate, store, and manage information.(6) In some contexts, ICT has also become integral to the teaching-learning interaction, through such approaches as replacing chalkboards with interactive digital whiteboards, using students’ own smartphones or other devices for learning during class time, and the “flipped classroom” model where students watch lectures at home on the computer and use classroom time for more interactive exercises.

When teachers are digitally literate and trained to use ICT, these approaches can lead to higher order thinking skills, provide creative and individualized options for students to express their understandings, and leave students better prepared to deal with ongoing technological change in society and the workplace.(18)

ICT issues planners must consider include: considering the total cost-benefit equation, supplying and maintaining the requisite infrastructure, and ensuring investments are matched with teacher support and other policies aimed at effective ICT use.(16)

Issues and Discussion

Digital culture and digital literacy: Computer technologies and other aspects of digital culture have changed the ways people live, work, play, and learn, impacting the construction and distribution of knowledge and power around the world.(14) Graduates who are less familiar with digital culture are increasingly at a disadvantage in the national and global economy. Digital literacy—the skills of searching for, discerning, and producing information, as well as the critical use of new media for full participation in society—has thus become an important consideration for curriculum frameworks.(8)

In many countries, digital literacy is being built through the incorporation of information and communication technology (ICT) into schools. Some common educational applications of ICT include:

• One laptop per child: Less expensive laptops have been designed for use in school on a 1:1 basis with features like lower power consumption, a low cost operating system, and special re-programming and mesh network functions.(42) Despite efforts to reduce costs, however, providing one laptop per child may be too costly for some developing countries.(41)
• Tablets: Tablets are small personal computers with a touch screen, allowing input without a keyboard or mouse. Inexpensive learning software (“apps”) can be downloaded onto tablets, making them a versatile tool for learning.(7)(25) The most effective apps develop higher order thinking skills and provide creative and individualized options for students to express their understandings.(18)
• Interactive White Boards or Smart Boards : Interactive white boards allow projected computer images to be displayed, manipulated, dragged, clicked, or copied.(3) Simultaneously, handwritten notes can be taken on the board and saved for later use. Interactive white boards are associated with whole-class instruction rather than student-centred activities.(38) Student engagement is generally higher when ICT is available for student use throughout the classroom.(4)
• E-readers : E-readers are electronic devices that can hold hundreds of books in digital form, and they are increasingly utilized in the delivery of reading material.(19) Students—both skilled readers and reluctant readers—have had positive responses to the use of e-readers for independent reading.(22) Features of e-readers that can contribute to positive use include their portability and long battery life, response to text, and the ability to define unknown words.(22) Additionally, many classic book titles are available for free in e-book form.
• Flipped Classrooms: The flipped classroom model, involving lecture and practice at home via computer-guided instruction and interactive learning activities in class, can allow for an expanded curriculum. There is little investigation on the student learning outcomes of flipped classrooms.(5) Student perceptions about flipped classrooms are mixed, but generally positive, as they prefer the cooperative learning activities in class over lecture.(5)(35)

ICT and Teacher Professional Development: Teachers need specific professional development opportunities in order to increase their ability to use ICT for formative learning assessments, individualized instruction, accessing online resources, and for fostering student interaction and collaboration.(15) Such training in ICT should positively impact teachers’ general attitudes towards ICT in the classroom, but it should also provide specific guidance on ICT teaching and learning within each discipline. Without this support, teachers tend to use ICT for skill-based applications, limiting student academic thinking.(32) To sup­port teachers as they change their teaching, it is also essential for education managers, supervisors, teacher educators, and decision makers to be trained in ICT use.(11)

Ensuring benefits of ICT investments: To ensure the investments made in ICT benefit students, additional conditions must be met. School policies need to provide schools with the minimum acceptable infrastructure for ICT, including stable and affordable internet connectivity and security measures such as filters and site blockers. Teacher policies need to target basic ICT literacy skills, ICT use in pedagogical settings, and discipline-specific uses. (21) Successful imple­mentation of ICT requires integration of ICT in the curriculum. Finally, digital content needs to be developed in local languages and reflect local culture. (40) Ongoing technical, human, and organizational supports on all of these issues are needed to ensure access and effective use of ICT. (21)

Resource Constrained Contexts: The total cost of ICT ownership is considerable: training of teachers and administrators, connectivity, technical support, and software, amongst others. (42) When bringing ICT into classrooms, policies should use an incremental pathway, establishing infrastructure and bringing in sustainable and easily upgradable ICT. (16) Schools in some countries have begun allowing students to bring their own mobile technology (such as laptop, tablet, or smartphone) into class rather than providing such tools to all students—an approach called Bring Your Own Device. (1)(27)(34) However, not all families can afford devices or service plans for their children. (30) Schools must ensure all students have equitable access to ICT devices for learning.

Inclusiveness Considerations

Digital Divide: The digital divide refers to disparities of digital media and internet access both within and across countries, as well as the gap between people with and without the digital literacy and skills to utilize media and internet.(23)(26)(31) The digital divide both creates and reinforces socio-economic inequalities of the world’s poorest people. Policies need to intentionally bridge this divide to bring media, internet, and digital literacy to all students, not just those who are easiest to reach.

Minority language groups: Students whose mother tongue is different from the official language of instruction are less likely to have computers and internet connections at home than students from the majority. There is also less material available to them online in their own language, putting them at a disadvantage in comparison to their majority peers who gather information, prepare talks and papers, and communicate more using ICT. (39) Yet ICT tools can also help improve the skills of minority language students—especially in learning the official language of instruction—through features such as automatic speech recognition, the availability of authentic audio-visual materials, and chat functions. (2)(17)

Students with different styles of learning: ICT can provide diverse options for taking in and processing information, making sense of ideas, and expressing learning. Over 87% of students learn best through visual and tactile modalities, and ICT can help these students ‘experience’ the information instead of just reading and hearing it. (20)(37) Mobile devices can also offer programmes (“apps”) that provide extra support to students with special needs, with features such as simplified screens and instructions, consistent placement of menus and control features, graphics combined with text, audio feedback, ability to set pace and level of difficulty, appropriate and unambiguous feedback, and easy error correction. (24)(29)

Plans and policies

• India [ PDF ]
• Detroit, USA [ PDF ]
• Finland [ PDF ]
• Alberta Education. 2012. Bring your own device: A guide for schools . Retrieved from http://education.alberta.ca/admin/technology/research.aspx
• Alsied, S.M. and Pathan, M.M. 2015. ‘The use of computer technology in EFL classroom: Advantages and implications.’ International Journal of English Language and Translation Studies . 1 (1).
• BBC. N.D. ‘What is an interactive whiteboard?’ Retrieved from http://www.bbcactive.com/BBCActiveIdeasandResources/Whatisaninteractivewhiteboard.aspx
• Beilefeldt, T. 2012. ‘Guidance for technology decisions from classroom observation.’ Journal of Research on Technology in Education . 44 (3).
• Bishop, J.L. and Verleger, M.A. 2013. ‘The flipped classroom: A survey of the research.’ Presented at the 120th ASEE Annual Conference and Exposition. Atlanta, Georgia.
• Blurton, C. 2000. New Directions of ICT-Use in Education . United National Education Science and Culture Organization (UNESCO).
• Bryant, B.R., Ok, M., Kang, E.Y., Kim, M.K., Lang, R., Bryant, D.P. and Pfannestiel, K. 2015. ‘Performance of fourth-grade students with learning disabilities on multiplication facts comparing teacher-mediated and technology-mediated interventions: A preliminary investigation. Journal of Behavioral Education. 24.
• Buckingham, D. 2005. Educación en medios. Alfabetización, aprendizaje y cultura contemporánea, Barcelona, Paidós.
• Buckingham, D., Sefton-Green, J., and Scanlon, M. 2001. 'Selling the Digital Dream: Marketing Education Technologies to Teachers and Parents.'  ICT, Pedagogy, and the Curriculum: Subject to Change . London: Routledge.
• "Burk, R. 2001. 'E-book devices and the marketplace: In search of customers.' Library Hi Tech 19 (4)."
• Chapman, D., and Mählck, L. (Eds). 2004. Adapting technology for school improvement: a global perspective. Paris: International Institute for Educational Planning.
• Cheung, A.C.K and Slavin, R.E. 2012. ‘How features of educational technology applications affect student reading outcomes: A meta-analysis.’ Educational Research Review . 7.
• Cheung, A.C.K and Slavin, R.E. 2013. ‘The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis.’ Educational Research Review . 9.
• Deuze, M. 2006. 'Participation Remediation Bricolage - Considering Principal Components of a Digital Culture.' The Information Society . 22 .
• Dunleavy, M., Dextert, S. and Heinecke, W.F. 2007. ‘What added value does a 1:1 student to laptop ratio bring to technology-supported teaching and learning?’ Journal of Computer Assisted Learning . 23.
• Enyedy, N. 2014. Personalized Instruction: New Interest, Old Rhetoric, Limited Results, and the Need for a New Direction for Computer-Mediated Learning . Boulder, CO: National Education Policy Center.
• Golonka, E.M., Bowles, A.R., Frank, V.M., Richardson, D.L. and Freynik, S. 2014. ‘Technologies for foreign language learning: A review of technology types and their effectiveness.’ Computer Assisted Language Learning . 27 (1).
• Goodwin, K. 2012. Use of Tablet Technology in the Classroom . Strathfield, New South Wales: NSW Curriculum and Learning Innovation Centre.
• Jung, J., Chan-Olmsted, S., Park, B., and Kim, Y. 2011. 'Factors affecting e-book reader awareness, interest, and intention to use.' New Media & Society . 14 (2)
• Kenney, L. 2011. ‘Elementary education, there’s an app for that. Communication technology in the elementary school classroom.’ The Elon Journal of Undergraduate Research in Communications . 2 (1).
• Kopcha, T.J. 2012. ‘Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development.’ Computers and Education . 59.
• Miranda, T., Williams-Rossi, D., Johnson, K., and McKenzie, N. 2011. "Reluctant readers in middle school: Successful engagement with text using the e-reader.' International journal of applied science and technology . 1 (6).
• Moyo, L. 2009. 'The digital divide: scarcity, inequality and conflict.' Digital Cultures . New York: Open University Press.
• Newton, D.A. and Dell, A.G. 2011. ‘Mobile devices and students with disabilities: What do best practices tell us?’ Journal of Special Education Technology . 26 (3).
• Nirvi, S. (2011). ‘Special education pupils find learning tool in iPad applications.’ Education Week . 30 .
• Norris, P. 2001. Digital Divide: Civic Engagement, Information Poverty, and the Internet Worldwide . Cambridge, USA: Cambridge University Press.
• Project Tomorrow. 2012. Learning in the 21st century: Mobile devices + social media = personalized learning . Washington, D.C.: Blackboard K-12.
• Riasati, M.J., Allahyar, N. and Tan, K.E. 2012. ‘Technology in language education: Benefits and barriers.’ Journal of Education and Practice . 3 (5).
• Rodriquez, C.D., Strnadova, I. and Cumming, T. 2013. ‘Using iPads with students with disabilities: Lessons learned from students, teachers, and parents.’ Intervention in School and Clinic . 49 (4).
• Sangani, K. 2013. 'BYOD to the classroom.' Engineering & Technology . 3 (8).
• Servon, L. 2002. Redefining the Digital Divide: Technology, Community and Public Policy . Malden, MA: Blackwell Publishers.
• Smeets, E. 2005. ‘Does ICT contribute to powerful learning environments in primary education?’ Computers and Education. 44 .
• Smith, G.E. and Thorne, S. 2007. Differentiating Instruction with Technology in K-5 Classrooms . Eugene, OR: International Society for Technology in Education.
• Song, Y. 2014. '"Bring your own device (BYOD)" for seamless science inquiry in a primary school.' Computers & Education. 74 .
• Strayer, J.F. 2012. ‘How learning in an inverted classroom influences cooperation, innovation and task orientation.’ Learning Environment Research. 15.
• Tamim, R.M., Bernard, R.M., Borokhovski, E., Abrami, P.C. and Schmid, R.F. 2011. ‘What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research. 81 (1).
• Tileston, D.W. 2003. What Every Teacher Should Know about Media and Technology. Thousand Oaks, CA: Corwin Press.
• Turel, Y.K. and Johnson, T.E. 2012. ‘Teachers’ belief and use of interactive whiteboards for teaching and learning.’ Educational Technology and Society . 15(1).
• Volman, M., van Eck, E., Heemskerk, I. and Kuiper, E. 2005. ‘New technologies, new differences. Gender and ethnic differences in pupils’ use of ICT in primary and secondary education.’ Computers and Education. 45 .
• Voogt, J., Knezek, G., Cox, M., Knezek, D. and ten Brummelhuis, A. 2013. ‘Under which conditions does ICT have a positive effect on teaching and learning? A call to action.’ Journal of Computer Assisted Learning. 29 (1).
• Warschauer, M. and Ames, M. 2010. ‘Can one laptop per child save the world’s poor?’ Journal of International Affairs. 64 (1).
• Zuker, A.A. and Light, D. 2009. ‘Laptop programs for students.’ Science. 323 (5910).

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Computers in Education

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Presentation on theme: "Computers in Education"— Presentation transcript:

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• Using Computers in Education
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Computers in Education

Computers in education are used to provide Audio-Visual learning, research, online learning, maintain records, make documents, and learn new evolving technologies.

10 Uses of Computer in Education

1. new era of classroom teaching .

Audio-Visual teaching on Computer

Computers have evolved and enhanced Teacher-student interaction. Now teachers can teach and demonstrate the practical aspects of theories to the students with the help of various tools in Computers. Students are now able to easily understand various difficult topics in an interesting way.

2. Easy to access information

Internet on Computer

In the contemporary educational system, computer education is crucial. Internet research is more convenient for students than looking for information in large books. Information is considerably more easily accessible and available on the internet. Computers make it simpler to store information than to keep handwritten notes when it comes to retrieval.

3. Online Learning

Online learning on Computer

The educational environment has been transformed by online learning . Distance learning is now a possibility because of computer technology. Education is not just about classrooms anymore. Thanks to computers, it has spread widely. Therefore, even if they are not in the same location, students and teachers may still interact effectively. They can study in the convenience of their own homes and change their schedule as needed.

4. Student Research

Student research on Computer

With the aid of the internet, we are able to do an advanced study on computers. This form of research simply entails utilising a computer to access the world wide web libraries and a variety of websites that are all connected to the internet.

5. Learn New Technologies

Learning new technology on Computer

As the technologies are constantly evolving, the use of Computers in education enables the students to learn new tools and knowledge that will prepare them for the potential technological changes in the coming time.

6. Simplify Record Keeping

Student records on Computer

A computer can be used as a tool for managing data on schools, enrollment, courses, exams, results, infrastructure, finances, library records, etc.

7. Easy to Create Any Documents

Documents on Computer

Students do not need a paper copy of any documents because they may quickly make them on a computer. One of the greatest programs for students to use to produce various types of documents, including resumes, notes, and presentations, is Microsoft Office.

8. Online Library

Library on Computer

In the era of Computers, you do not have to visit the library. There are a lot of online libraries available these days; you can effortlessly read books from the online library with the help of the Computer.

9. Track the performance of students

Monitoring progress on Computer

The computation of the marks that are formulated with the aid of a Computer is uploaded on the school's website. The parent and teacher can very easily check the performance of students.

10. Computer-Based Training (CBT) 

Training on Computer

With the aid of knowledgeable educators and audio-visual media, numerous projects and educational programs are created or set up for CBT (Computer Based Training). These instructional programs are often delivered on CDs in the form of lectures on a particular subject or topic. Students are free to study whenever they choose at home.

Solved Questions

1. What are the advantages of using Computers in Education?

Ans: The main advantages of using Computers in education are:

Storage of information about student records.

Quick data processing of tests and Exams.

Audio-visual help in teaching.

Better management of information.

Use of the Internet.

Rapid communication among students, teachers, and parents.

2. Give five applications of Computers in education?

Ans: The five main applications of Computers in education are:

Easy to maintain records of the attendance, marks, and performance of the students.

Effortlessly look for any topic-related information in minutes with the help of the Computer.

The computer enables Distance teaching.

Computer-based online training, it’s a low-cost solution for educating people.

Modern technology is used in the education method so that students can without difficulty understand any topic. 

3. How is a Computer used in making PPT ?

Ans:  

Step 1: Launch PowerPoint from the start menu. 

Step 2: Choose New from the left pane. 

Step 3: Choose an option: Select Blank Presentation to start from scratch when making a presentation. 

Step 4: Choose one of the templates if you want to utilize a ready-made design. 

Step 5: Choose Take a Tour, then choose to Create to get some PowerPoint pointers.

Learning by Doing

Choose the correct answer:.

1. Which of the statements is correct?

a. A computer is ineffective as an instructor.

b. The computer is used to store student information.

c. Exam papers are checked on computers as well.

b and c

a and c

All of these 

None of these 

2. In schools, what are computers used for?

Sending money

Keeping records

Watching movies

Write True or False:

1. In schools computers are used to access the internet. (T/F)

2. Online learning is not possible on Computers. (T/F)

3. Computers help in research. (T/F)

4. Computers do not help in Audio-visual learning. (T/F)

The computer may be used as a teacher or tutor. Through educational CDs, a computer can instruct nearly any topic in an easier and more engaging way. It's fun to learn with the aid of a multimedia computer. On computers, we can create scientific diagrams and resolve mathematical sums.

Computers may be used to store significant historical and scientific information. Computers may be used to create and print question papers, mark lists, letters, posters, and banners as well as to keep track of things like student fees and attendance information. Computers are also employed in the field of education to develop syllabi and timetables, verify test papers, and create results.

FAQs on Using Computers in Education

1. How are students using computers now?

Computers are one of the most important educational resources, they can be used for so many beneficial purposes. Students now have access to a lot of knowledge thanks to computers and the internet, which may help them improve their research and communication abilities while preparing them for future employment in a workforce that depends more and more on computer technology.

2. How are computers used in education?

3. How have computers helped in online education?

The educational environment has been transformed by online learning. Distance learning is now a possibility because of computer technology. Education is not just about classrooms anymore. Thanks to computers, it has spread widely. Therefore, even if they are not in the same location, students and teachers may still interact effectively. They can study in the convenience of their own homes and change their schedule as needed.

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Computers in Education

Jul 19, 2014

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Computers in Education. Social Implications of Computers. Pop Quiz!. What’s the most important effect computers have had on education so far?. Multiple Choice Tests. The intent of computer grading of tests was to eliminate a bit of drudgery for teachers

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• encourage universities
• unintended consequences
• primitive word
• effect computers
• microworlds

Presentation Transcript

Computers in Education Social Implications of Computers

Pop Quiz! What’s the most important effect computers have had on education so far?

Multiple Choice Tests • The intent of computer grading of tests was • to eliminate a bit of drudgery for teachers • to enable large-scale standardized testing • Unintended consequences of computer grading of tests have included • profoundly changing the epistemology (what is knowledge?) of schools to emphasize factual knowledge over ability to analyze texts, creativity, etc. • fueling a change in national education policy so that test scores are the sole or primary means of evaluating schools and teachers as well as students. • ... thereby giving rise to widespread cheating by teachers!

Very early days: Plato, 1960 "[I]t established key on-line concepts: forums, message boards, online testing, e-mail, chat rooms, picture languages, instant messaging, remote screen sharing, and multi-player games." (Wikipedia) "[Donald] Bitzer, regarded as the Father of PLATO, succeeded because of his rejection of modern educational thinking, and returning to a basic drill-based educational system; his team improved existing systems by allowing students to bypass lessons already learned." (Wikipedia) "[T]he PLATO system was re-designed, between 1963 and 1969; PLATO III allowed 'anyone' to design new lesson modules using their TUTOR programming language, conceived in 1967 by biology graduate student Paul Tenczar." (Wikipedia)

Early days: BASIC on 8-bit micros • Very little educational software • Primitive word processing • Nothing packaged with the computer except BASIC interpreter, so kids were taught programming by default. • 1990s-2010: “All the software is already written, so why teach programming?” Instead, “computer literacy” classes teaching Word and Google. • 2010-now: NSF-driven effort to attract more students, especially women and minorities, to computer science. • BJCis part of that effort • 2013: code.org brings teaching programming to the mainstream

Judah Schwartz’s Continuum TOOLS MICROWORLDS TUTORS Word processor Interactive geometry Drill Browser Physics simulation CAI Programming Database (e.g., atlas) CMI language

Okay, a word about MOOCs • Pro: • Way better than nothing for people stuck in Podunk. • Learn from the best lecturers. • Encourage learning for its own sake (vs. credentialling). • Con: • Overemphasis on lectures (and maybe homework) over discussion and a community of learners. • Encourage universities to think of courses as cash cows. • Not so good at credentialling.

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