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Technology-enhanced learning is the future. Although in the 1 us technology in the classroom was a new theory, today technology can be found in Pre-K-College classrooms. Teachers are using computers, ‘Pads, Pods, tablets, and TV to help students learn. As technology-based learning moves towards the future, new trends are emerging. There Is still some fear about technology In the classroom. This leads to teachers are making personal technological decisions In the classroom.
These teacher’s habits have resulted from a change in students’ learning environments. This is a result of a shift in students’ ideal learning environments, and the fact, that students want to see a greater usage of and more collaborative technology in the classroom. Fears about Technology In the 21st century are the same as the fear of technology. “In education, a dichotomous perspective on technology exists: It Is both praised and ignored In schools and In teacher education” (Monaco 2009).
As a direct result of this fear, teachers choose their own technological tools to further content Instruction In their classrooms. In the article, “A Closer Look at E-Learning,” Tony Juliann, a trainer and logger, claims e-learning is good for the environment and supports an organization’s goal by improving training costs, decreasing material costs, increasing productivity, and allowing standardization (Anonymous 2012). With some schools facing a budget crisis, teachers have been developing blobs, bedposts, websites, APS, etc. O improve learning in the classroom. This proves the helpfulness of technology-based learning for impoverished educators and their students by creating low cost, effective, standardized learning. Everywhere you see “teachers are asking their own concerted efforts to include technological competency as a necessary part of their students’ education” (Monaco 2009). Change In Students’ Learning Environment Teacher’s habits of using technology have resulted from a change in students’ learning environments, the setting where learning takes place.
In the article, “Student Expectations of Technology-Enhanced Pedagogy: A Ten-Year Comparison,” in the 2006 college learning environment gained use of handouts, in-class exercises, in-class group activities, student presentations, overhead projectors and transparencies, ideas/DVD’s, computer presentation software (Powering), email, computer projects, in-class computer projects, computer simulation, and internet (access in-class) (Johnson 2011).
However, In the 2006 college learning environment decreased In use of lectures, class discussions, and outside classroom assignments (Johnson). Students have seen an Increase of technological based learning In the classroom. This proves the helpfulness of technology-based learning In order to meet the changes of the students’ learning environments. As a result, students are expecting a learning Change in Students’ Ideal Learning Environment Not only have students’ students’ learning environments have changed, but their ideal learning environments have changed.
In the article, “Student Expectations of Technology-Enhanced Pedagogy: A Ten-Year Comparison,” in the 2006 college students’ ideal learning environments include computer presentation software (Powering), computer simulation, and internet (access in-class) Monsoons 2011). Students have seen an increase of technological based learning in the classroom. As a result, students are expecting a learning environment with technology is the lassoer. This proves the helpfulness of technology-based learning in order to meet the changes of the students’ ideal learning environments. However, although the students’ views of the ideal classroom have significantly changed to include more technology-enhanced pedagogies, the basic picture still includes a strong desire for lecture, handouts, class discussion, group activities in class, and video/DVD material Monsoons 2011). This demonstrates that students’ ideal learning environment includes technology, but they still want traditional teaching. Students’ Need for Collaborative Technology Students’ wish to a see greater usage of and more collaborative technology in the classroom.
In the article, “A Closer Look at E-Learning,” Tony Juliann, a trainer and flogger, claims e-learning claims e-learning supports the learner’s development by providing real-time access, allows a freedom to fail, improves retention, and personalized learning (Anonymous 2012). Students are looking for technology as in in both in their learning environment and their ideal learning environment, but they still want direct contact with an instructor. “Without direct contact with their referrers, students have shown a significant drop in motivation (Eddy, Burnett, Spaulding, and Murphy, 1997).
This finding is supported by online course dropout rates, which range from 30% to 70% (Frankly, 2001; Sobers, 2002; Wang, Focal- Shocks, and Griffin, 2003) Monsoons 2011). ” In the article, “The Impact of IT: Pedagogical Perspectives in University Education Settings”, Pennsylvania State University uses an online course management system called ANGEL, for collaborative learning and of the 120 students interviewed, an average of 67% of their courses used ANGEL Crandall 2010).
An average of 77% of students said they would prefer more technology be used in their classes and an average of 99% of students surveyed believed that Powering presentations and lecture notes should be accessible on ANGEL (Crandall 2010). Students want more collaborative learning, which they can interact and learn with the instructor. This proves the helpfulness of technology- based learning for educators and their students by creating collaborative technology in the classroom.
Conclusion technology-based learning moves towards the future, new trends are emerging. Trends where there is still some fear about technology in the classroom and this leads to teachers are making personal technological decisions in the classroom. These teacher’s habits have resulted from a change in students’ learning environments. This is a result of a shift in students’ ideal learning environments, and the fact, that students want to see a greater usage of and more collaborative technology in the classroom.
These ideas about e-learning prove the helpfulness of technology-based learning, championing the learner’s development and personalized earning in a collaborative learning environment analogous to an organization’s goals and agenda. Technology-enhanced learning is the imminent.