Main Assignments:
1. Title Page
2. Introduction
4. Reflections
6. Sommary
7.
References
Summary
In the first section, we examined various methods of computer-assisted
instruction, such as tutorials, simulations and multimedia immersion.
We found that students that used technology achieved higher scores on
standardized tests when a teacher was guiding them in instruction, answering
questions and providing support, even in self-paced tutorials.
In the second section, we examined how professional development plays a key role in preparing teachers for instruction using technology. There are standards in professional development using technology to develop a more complex knowledge of computer use in the classroom. There is also a web-based professional development system that allows teachers to go at their own pace, and personalizes their own professional growth hours.
Connections and Conclusion
The connections between the two topics are natural and logically follow
one another. Studies have shown students don’t do as well with self-paced
computer programs by themselves as with computer programs, tutorial or
simulations, which are directed by a teacher. (Chang 2002) Students always
ask questions and, without knowledgeable teachers to guide them, don’t
do as well as they could. Therefore, teachers need to be trained and supported
by professionals and co-workers to keep up to par with the current state
technology and science standards.
Using technology as an instructional tool has always been a goal of mine to impress upon other education professionals. A computer in the classroom of a teacher who doesn’t know how to use them means the computer doesn’t get used. Students need to be actively engaged in technology to create awareness for business world of tomorrow. (Rudman, 1999) So teachers need to know how to use the technology we have at hand and prepare for the technology of the near future, so they can be ready to prepare their students for their world to come. Isn’t that our job anyway?