Classroom Teaching & Technology integration in the society Essay

An individual in this urban c all tolder interacts more with machines than the humans. Similarly, a child in this 21st century is natural in an milieu where digital electronics rules and it would be real much heavy of him to realize the fact that a century ago it was difficult to regular(a) call a place nearby.Things were very much mechanical and analytic. The populace was a big place and large enough to consider for each one of the lands as islands of culture with least of interference of early(a) culture. But at once the world has become very small with in mildewation from furthest finish up places argon available with a click of mo usance. Websites are the second place of everything that has got dual presence i.e. both physical as well as virtual. Even though there is the same physical distance unless virtually all are sitting together and is available at the virtual locations.The above mentioned changes and the rate at which these changes are being unified into th e human civilization are going to continue and as a result everything that will see the integration of engineering will accelerate. These bottom be a business group or a lodge or a simple family. The matter of importance is the individuals capability to adopt itself to changing condition not only to boom out but to achieve further success (Chen, 2006).The above mentioned changes have actually called on classroom teachers to follow up with this technology integration. The common nation is that teachers without the experience of basic technology skills are more of an obstacle to all technology integration either in present or in future. But the same person can provide efficient leaders by becoming assured of basic technology skills and some imaginative thought process (Bolman & Deal, 2002). This includes creation of a vision and then sharing and implementing the vision through arrangement of right-hand(a) funding.A teachers acquaintance with these issues and its impact of tec hnological standards actually gives an in depth vista of very basic platform over which administrators cognition stands (Bowman, Newman, & Masterson, 2001). His knowledge and soul of technology is perhaps the most important factor that determines whether the assimilation of didactics and technology will work in the classroom or not (Hughes & Zachariah, 2001). Teachers who are technologically sound are more comfortable with the spring chicken and children of today who are very much tech savvy and common of using hi-tech electronic equipments.They generally work in condition contact with students thereby the exchange of ideas from both side could be achieved and accordingly the possibility of better result from this technology effectuation would be achieved. They would too convince the students in cooperating with the other teachers and other important elements of the complete implementation staff.Being an education professional, he or she is very much aware of facts that the effectiveness of the technology integration is a very much a variable depending on administrators competencies. The exploitation of this specific and well researched competencies helps in providing proper guidelines for establishing steps for the administrator to maintain technology leadership and hence his attention in technology integration in schools will result far reaching outputs in technology literacy and enhanced student information.The educators perceptions of principal technology leadership competencies at the later stage is an important factor rat the successful integration of technology ensuring smooth rather flow of knowledge and information (Chin & Hortin, 1994).Learning in the classroom will generate a new relationship in the midst of the teacher and the student thereby winning and modernizing various methods for assessment as well as study. The wide-cuter relation between the educators and the students will give real time information to the teachers about the feat of the students. Through this they can search for newer methods to help their students. These processes will ensure more compact relationship and the students will learn in a very few period rather than the months (Trends, 2006).The newer technology generally in the form of computer & internet has provided a opposite addition to the meaningful learning of education. One of the first and most vocal proponents of the use of technology to upraise this type of meaningful learning was Seymour Papert (1980, 1994) who believed that computers could provide a powerful pawn for learning.He also noted that schools have frequently ignored the broad capacities of computers for instructional support, isolating them from the learning process rather than integrating them into all areas of the curriculum. Using the techniques of the constructivism effectively, the teacher can teach or educate their students in a better way. Teachers are beginning to use technology as a tool to promote stud ents ability to reason and solve accredited problems.Teachers have now been using technology and also integrating them into semiformal education system with intention to transform classrooms into technology intensive knowledge centers providing purposeful learning with experimental leaning that would intuitively create an environment of authentic action rather than awareness and simple information. The effective use of technology can coalesce higher cognitive skill development and thinking skills such as problem solving, reasoning, decision making, and scientific inquiry.When teachers are thorough and totally integrate technology into class room a very different environment comes into existence. A constructivist learning environment is a place in which learners work together and support each other as they use a variety of tools and information resources in their control pursuit of learning goals and problem-solving activities. Constructivist learning environments frequently enco mpass many different applications of media and technology.Classrooms under this environment are active with the combine of the tools of constructivism with communication and visualisation tools that enable communication and collaboration among learners in a socio cultural context. change magnitude student achievement can result because of the synergy created through propulsive interactions (Sandholtz, Ringstaff, & Dwyer, 1997).In short the teachers must acquire the desired skill take which helps them in gaining the knowledge & the use of computer based technology .The pursue revealed that most students have said that their teachers do not use computers in sophisticated ways. And if the teachers are not provided the useful support needed to integrate computers into the overall framework of the classroom, it is unlikely that their students will use computers in ways that will improve their learning process (Fuller, 2000).ReferencesBolman, L. G., & Deal, T. E. (2002). Leading wit h soul and spirit. The teach Administrator, February, 21-26. computer. New York Basic Books.Sandholtz, J., Ringstaff, C., & Dwyer, D. (1997). Teaching with technology Creating