gtillotson.weebly.
com
Student Resources
Gerald Tillotson
EDU 225
January 18, 2015
Mr. Jeff Martin
Presentation Technology
Technology is advancing at a staggering pace. One use of technological advances can
hardly get started before a newer and faster version is catching the publics eye. Technology use
in the education process is also advancing and different uses to enhance learning are being
experimented with daily. This paper will look at the good and bad in implementing technology
use as well as discuss the differences in the technological structure of a classroom based on
wired and wireless availability.
The enhancement to education that modern telecommunications offer has exploded is
use. On line learning is a fantastic example of the digital age. Using the internet can eliminate the
need for four walls and a desk. Students can be connected from anywhere in the world through
this use and become engaged in a class that does not require a physical proximity to a classmate.
The same benefit to students can be obtained in a traditional classroom through the use of
blended learning. Students, today, spend a tremendous amount of time engaged in online use.
Formulating and implementing a lesson plan that would use this growing lifestyle would result in
a positive learning experience for the student because in an article by Joy Pemberton, et.al.
(2006), two of the hardest challenges a teacher faces is the ability to continue to peak student
interest along with maintaining their involvement. These authors also pointed out that using
techniques that require active participation by the student resulted in the students levels of
enjoyment, motivation, performance, learning and development (Pemberton, et. al. (2006).
As favorable as technology use looks, there is always another side to be investigated. A
couple of the biggest factors in determining the outcome of blended learning is teacher
competency of modern technology and the right technology tools being used to reach the lesson
objectives. In an article by Stephen Ehrmann (1995), he pointed out a theory that was more
skeptical about teaching methods than technological use. Ehrmann (1995) also offered another
view that technology was relevant, but that the choice of the tool was important because, as he
compared, there are many tools that will turn a screw, but some are designed to perform better at
it than others. Erhmann (1995) continued by pointing out that the best teaching method also had
to be supported by the best technological tool. In another article by Norton, et. al. (200), this
study pointed out that a teachers non-use of technology focused more on a teacher-entered
pedagogy and a belief that traditional teaching methods were sufficient. Norton, et.al. (2000) also
pointed out that charging teacher attitudes will probably be the hardest task because they first
have to believe the use of technology will make their jobs easier and more efficient.
Just as the telegraph gave way to the telephone which in turn led to computers were all
examples of wired technology a wired classroom required that communication lines had to be
extended all the way to the point of a physical connection with a device this forum of technology
is now being replaced with wireless technology. This application in a school platform requires a
hardwire run to a point where a physical connection is made to a device that has the capability to
transmit and receive information through the air. With their advancement mobile usage is
available within the parameters of the device. This allows more freedom of use within a school
compared to wired locations that permitted movement only within the length of the attached line.
In an article by Dennis Adams (2006), he points out that wireless technology is a great
improvement but also comes with a terrible side effect. As he pointed out in his article, having
constant wireless access can become detrimental to class time by students accessing and
exploring the internet at inappropriate times. It seems that having previous wired classrooms
provided more of an ability to monitor and dictate usage time, whereas, wireless classroom do
not provide options which prevent student usage other than a teacher having to constantly be
aware of students using their mobile devices. As Adams (2006) remarked, the use of an on or off
switch would be a good benefit to the teacher and even the student.
Technology has the potential to be a game hanger in student enjoyment, progress and
retention in their education goals. But as life continues to point out, where there is an upside;
there is usually a downside. Student success has to be a major goal. Through competent teachers
who blend technology with traditional methods, a student has extra opportunities to reach their
potential is a favorable environment that challenges and engages their present lifestyle use of
technology, but achievement is still based on responsible student behavior and desire.
References
Ehrmann, S. C. (1995). Asking the right questions. Change, 27(2), 20.
8/login.aspx?direct=true&db=a9h&AN=9505096960&site=eds-live&scope=site
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:204
Norton, S., McRobbie, C. J., & Cooper, T. J. (2000). Exploring Secondary Mathematics
Teachers' Reasons for Not Using Computers in Their Teaching: Five Case Studies.
Journal of Research on
Computing in Education, 33(1), 87.
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/lo
gin.aspx?direct=true&db=a9h&AN=3510907&site=eds-live&scope=site
Pemberton, J. R., Borrego Jr., J., & Cohen, L. M. (2006). Using Interactive Computer
Technology to Enhance Learning. Teaching Of Psychology, 33(2), 145147.doi:10.1207/s15328023top3302_9
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/lo
gin.aspx?direct=true&db=ehh&AN=20650266&site=eds-live&scope=site
Walery, D. (2004). Wireless Technology in K-12 Education. T.H.E. Journal, 31(8), 48.
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/lo
gin.aspx?direct=true&db=eric&AN=EJ701666&site=eds-live&scope=site
Wireless Laptops in the Classroom (and the Sesame Street Syndrome). (2006). Communications
of the ACM, 49(9), 25-27. doi:10.1145/1151030.1151049
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/lo
gin.aspx?direct=true&db=bth&AN=22043627&site=eds-live&scope=site
