How Technology Has Damaged Teaching

The unknown is full of dread. Technology can be a scary thing. Teaching can be considered a mind-blowing thing. If the first is, the combination of most three is something that is merely seen in colleges today. Coaching with technology is a paralyzing fear that all teachers face on some level. With just a few hours available outside of the class, training is unavailable to all instructors. Such concern with the unknown and unavailable training, cause many instructors to reject technology on a broad scale.

There has been technology the dawn of your time. Technology 200 years back meant nothing in connection with electricity. Maybe it's simply as a lever and pulley system for computerized door beginning at Monticello, home of Thomas Jefferson. Technology has always worried people as it is something new and unfamiliar to them. What folks see as expensive technology today will only be a thing that another generation is utilized to and feels is old.

When the printing press was initially developed by Johann Guttenberg the aristocracy was afraid of what the new machine would mean for the disseminating of information amidst the people. In the end they discovered how to make use of it and took benefit of its talents themselves. Adaptations have been made and new technology has come to exist since, however the principle continues to be the same. Copy machines, fax machines, and scanners all use the same idea behind the device. In the event that you ask a student today to employ a typewriter to write their paper and then type another copy for themselves they would look at you like your crazy. They might either write it on a computer and print another copy or set you back a copier.

When it involves finding the information that they use in their documents, students before decade have turned to the internet in increasing figures. Students in school feel that libraries are a spot to gain access to the internet and a tranquil place to examine, not to research information in the books that are on the shelves. The Dewey Decimal system in cataloging catalogs has gone to just how side and only online version of text messages that students can access.

In its first stages, the internet was more or less just a accumulate of text centered documents without the capability to screen images or video data. Just as with any technology, the internet is constantly on the progress. With websites such as YouTube, Facebook, and Twitter teachers have a multitude of places to research information and supplements with their lessons. However some sites have been criticized for the information they contain. Wikipedia is one site that when it first started out was a location to allow visitors to post information about any subject that folks could then research all in one place. But along with new topics, people were changing the information that had been on the site with inappropriate information. It had been not until the death of professional Heath Ledger that the designers of the often cited source started to change how information was kept up to date. As the site still allows most information to revise without review, information about folks of high interest and information about authorities policies and laws must be approved before they can be published online.

The most professors do not think about technology they use on a regular basis. From their automobiles to get to university or their smart telephones to access their email from parents, educators use technology and the internet to make themselves a better educator.

Problem Statement

There is not much research open to the way the internet has affected researching in coaching. While there is a plethora of information on teacher perspectives of technology and an abundance of articles coping with the internet in classes, very little information is available to how instructors have evolved their coaching style in working with any kind of research their students conduct. There's a varying level to which professors approach the internet now. From subject to subject, students are faced with different styles. If there was guide for everyone classes, students can go to each category and learn how to carry out research in an effective manner that all their educators would admit.

Research Statement

In this phenomenological research, I am going to interview for North Virginia high school teachers on how the research process changes for the coffee lover with the progress and availability of the internet.

Significance of the Study

With increasingly more school systems pushing for teachers to make use of technology, some instructors are weary in how it impacts their students. The No Child LEFT OUT Law has forced teachers to handle how they bring in material with their students. As the internet has been used by students to execute research, it now the teachers that have become the students so that they can understand what their students want up and exactly how they can put it to use in their class. But how gets the internet transformed how teachers addresses research? This review is seeking to determine to what extent a number of teachers have done so that they can address their university student quest for an education.

Chapter 2

Review of Literature

The unknown is packed with dread. Technology can be a scary thing. Coaching can be considered a mind-blowing thing. If an example may be, the combination of most three is something that is only seen in universities today. Coaching with technology is a paralyzing dread that all professors face on some level. With just a few hours available beyond the class room, training is unavailable to all educators. Such concern with the unfamiliar and unavailable training, cause many professors to reject technology on a wide scale.

Technology in the Classroom

Honey, Culp, and Craig (1999) offered a point of view in a newspaper they shown at a national meeting, on where technology and educational research are going. Predicated on their research, they found three main factors that made them think differently. The first dealt with the nature of scientific elements. The next was the kinds of things which were being asked in research. The 3rd one they described was the way the research itself was being done. The main concentration of their research was Union City, NJ. In 1989, the institution was failing the vast majority of the criteria that the state uses to guage schools on the performance. Actually they only exceeded eight of the 52 that are explained. To face these, they went through an enormous overhaul including stretching class intervals and increasing the in-services required for its educators. Amongst these improvements, computers were put into each classroom to assist in learning. All of these as well as those in the local city office building, libraries, while others were joined up with by computer. Over time of studying this institution system, they decided that the technology that was brought in had the largest impact on the students. It bolstered several successes including people that have creativity and the complete language methodology.

While new teachers are aware of this information, Ertmer, Addison, Street, Ross, and Woods (1999) take a look at what teachers imagine the role of technology should be in the class. This study concentrated more on the elementary school level. Despite having increased technology including smart planks and one if not more computers available in each room it is still hard for teachers to feel safe working with the new "fancy" equipment. While some noticed that they did not want to teach with technology, some just felt that things were fine and little or nothing new needed to be done. They found that the instructors they interviewed, discovered, and surveyed stated on some level that technology backed what these were doing in the classroom. Some made sources to the utilization of technology in regards to how it enhances their current curriculum, but any use beyond that is not being used. There were minimal references to any rising technologies. One instructor detailed that she found that students were much more likely to work in pairs and communities on assignments. Once the eight teachers were asked what were their reasons were for using technology, scholar benefits were close to or at the top of all the lists. While there have been lots of other benefits, a few of the teachers stated that several metaphorical obstacles were present. They found that time was a huge factor in how much technology they use. While once programs and other equipment is operating, it makes several things run faster and smoother, the time it takes to be sure it works properly can out-weigh the huge benefits. While the professors faced the obstacles, they found several ways to work around them through local school and community support. Among these ways is within parental support for instructing children about technology before.

Bergen (1999) interviewed an 8th grader about how she views technology in the school room. Kristen, the student, was raised on computer that were manly used for game titles that were made to be educational only. While she was in elementary school, a fresh computer laboratory was built and allowed her usage of more programs. However, it was not until middle college that she could use pcs more to improve reports and discover icons to place in reports. In addition they discovered that many educators were beginning to increase use of technology as more and more attention was induced individualism and the diverse programs available encouraging students to work harder.

It is up to the individual teacher to foster creativity and help their pupils become better students. In a very U. S. Department of Education research (2005), educators were asked on the perspectives on technology available to them. Technology that can reach beyond the class ranked near the top of a set of technologies teachers believed were the most useful for them. Computers that had access to the internet were 68% the most essential amongst all teachers. Based on their 2000-01 survey, only 57% sensed that the technology that they had was sufficient. That is just within the institution. Only four percent said the same thing when it came to technology in the individual school room. While this number has increased over the past five years, it continues to be lower than what most principals and institution district wish they could do.

A new wave of technical scare is the cellular phone as Burns and Lohenry (2010) discuss when it comes to their utilization in the classroom. With several universities now having insurance policy against mobile phones, more and more students are in fact having them and secretly using them in the classroom. While it is essential to keep and maintain order in the class, student which were surveyed said that they would be more into the lesson if indeed they were going to be able to use their cellular phone. Several professors at the college level have began to allow students to use their mobile phones for texting while in course so long as keep these things on silent or vibrate. Calls and texting throughout a test continues to be off limitations.

Mason, Berson, Diem, Hicks, Lee, and Dralle (2000) undertake the role of speaking about how technology can be used to help prepare cultural studies instructors. They discuss how professors are trained in university how to use technology to help expand their learning, they are often more competent or willing to learn newer techniques. In a recent National Centre for Education Information analysis, 95% of institutions and 63% of classrooms are linked to the internet. These academic institutions have used the digital archives that lots of academic institutions are creating to help with sociable studies research amidst students. Among the issues Mason et al (2000) talk about is the convenience of inappropriate information. That is taken care of by a number of technological programs that prevent certain sites from being seen. Some of these include peer to peer sites that allow the trading of music illegally. This is to help students stay on task while also keeping the school safe from legal action. Several programs are talked about that are accessible through online resources that students and instructors use as well to help within the school room. While technology is important to use, it's just as important as training to put it to use properly.

Social Studies of course is not the sole subject that is trained. Mathematics is one of almost all schools core topics as it is employed generally in most other classes. The Wang et al. (2008) article talks about about how precisely effective technology can maintain early learning conditions. Their analysis was one of the first on early on learning. Many studies offer with middle institution and higher levels, while this analysis handled pre-school. As the lessons and the printed materials remain for a young era, kids were seen using digital camera models, digital microscopes, and digital training video recorders. They focus on the holds and what technology can mean to kids. In the age when electronic gadgets are the strong majority of the market, kids are presented to gadgets at an extremely early age. They recommend kids be introduced to the proper use of technology at a young age and that all children get an equal and fair access.

Li and Ma (2010) have a different procedure from the mathematics school point-of-view. They claim that since computer technology got become more popular that is undeniable that its role as an important tool for learning. They discuss some of the encouraging information including their review in how mathematic scores have increased when teachers use technology. They actually argue that more research is needed to be achieved from a mathematics point of view.

Uses of Internet in the Classroom

While the internet is a kind of technology, it requires it to a whole new level. The information open to students and educators is astronomical plus some of that unknown is scary to them.

Scheuerell (2010) discusses a few of the worries of allowing students to make an online search. Some fear that it'll make more students work by itself. Video gaming and other electronic devices have obligated more students to seclusion. While this is true, they provide evidence that while the scholar might be at the computer for game unit alone, they are often using the internet to experiment with with others via voice-enabled marketing communications. The web is also used for video chatting which can permit students in several locations to collaborate on assignments. Scheuerell talks about that students do better on projects, even online ones, when they are tasked with interpreting what they have discovered, more than just finding out about information. They feel that they are area of the work and that it is merely not some kind of "busy work. " Cooperative learning can be done even on an area network rather than the entire internet. Many universites and colleges have local sites that allow students to use multiple pcs to work on a task and then send to one another. The students that were observed and reviewed in this article were tasked with making a web site about local record in Missouri.

Fear can even be used to welcome in the internet. Bonk (2010) clarifies that it could take a catastrophe to get how people look at schools in regards to the internet. He continues on to say that Katrina allowed many high school and college or university students to consider classes online from other states and other colleges. Indiana University High School is an example of the way the internet can be utilized as a electronic senior high school. Students who go to this 21st century high school range from rural students to pregnant teens. The coursework that is done is the same that would be done at a local school, but also for those that are unable to attend on a regular basis for a number of reasons this increases the chance that the university student will not get frustrated. Bonk developed 10 methods that exist today. These include e-learning and combined understanding how to real-time flexibility and portability. Digital catalogs, as is discussed, are another part of using new technology in the classroom. With the iPad and Kindle, students have the ability to access their books all at once, instead of transporting them around in a backpack or in their locker. The unit, especially the iPad, have other uses including display programs and coaching programs that connect to the students and tend to be more than simply words in a textbook. With these, instructors can offer an assignment designed to each individual students needs without having to write or print several guidelines or discuss specific directions aloud in front of the entire course.

How can all these doubts be relieved? Frye, Trathen, and Koppenhaver (2010) discuss different needs that are met by using internet workshops and blog entries. Internet workshops are when instructors create a study based mostly activity that students use to produce a report on a topic. One of the top sites they mention teachers send students to is Great tasting. com. Teachers are able to help guide students by creating public bookmarks that other students may use to help them, which cultivates the cooperative learning skill. They go into detail how the internet workshops are built and created by teachers to use it for more than simply the one class, but available for multiple classes the scholar may have. The other subject they touch on is how the internet is employed to keep up-to-date information available. Web-logs or "blogs" for brief, are being used along with internet workshops. Instructors can use sites as journal entries for academics reasons and keep an accurate, comprehensive record of the actual learner(s) have been doing.

It is not only teachers that require to learn how to properly get around these new technology. Hardacre (2010) surveyed lots of students on various ways of communicating on the internet. In the first part of the 2000's a strong majority of learner said they used MySpace in comparison to Facebook. Now the amounts have reversed. Increasingly more teachers have started using Facebook and other internet services to connect with the students. Libraries are increasing the number of computers and other solutions students can use to gain access to the internet. Laptop computers will be the top choice both amidst students and libraries to buy if indeed they experienced money.

But in case you relieve the fear of the use, the ability to utilize it could be difficult to come by. Inside the Technology Counts (2010) article, the subject areas of the problems in using and creating cellular networks are reviewed. Connection issues have plagued cordless systems. From people not witnessing a sign to slow rates of speed, wireless has its issues. This article states that if it is difficult for students to connect to a wireless network, they become frustrated; some even way more than what they would have been with paper texts. Networks are also expensive to build. With the quantity of people who would be accessing them, a good, professional level network is required to allow for the bandwidth. These can cost up to $125, 000. That is just for the initial costs. A server administrator is needed to maintain and fix conditions that arise. While a present employee can serve this post, this is a full-time job that will require constant maintenance. In addition they discuss the huge benefits such as using smart phones to help relieve some of the problems that the sites have. Once the internet is utilized to such a big extent, that students need the internet to do their research and just function in school.

Shiveley and VanFossen (2009) provide an explanation to how much the internet is really found in the classroom. This literature review provides many sources as referrals, but states that there just is very little research out there for actual utilization in the classroom. A lot of the material expresses what it will do and exactly how it should help, but it generally does not provide detailed information on what educators are specifically doing in course using the internet. They go on to discuss how in the cultural studies class room, the frame of mind toward the internet is really as a source of information only. Many instructors even limit the total amount that a pupil can use as much false sources are on the internet. The full probable of the internet is not often realized by instructors who fear so much false information. Numerous different programs and class room materials available including WebQuests1 communal studies teachers need to learn how much their curriculum can benefit from the internet.

Mossbarger (2008) discusses the why the internet has actually become an addiction to some and really should be included in textbooks. In his meta-analysis, Mossbarger mentions that more and more children are relying on the internet for interpersonal interaction and neglect to see or understand the consequences. His data concludes that there are a few books that deal with students which addiction. A lot more attention, Mossbarger argues, that is taken to this, a lot more resources that will become available to treat it.

Ratzan (1994) discusses the way the problems faced in the last stages of the internet remain relevant today. "One benefit of dealing with the internet environment is the fact things change quickly. One drawback of working win the internet environment is the fact that things change quickly" (p. 62). He talks about some of different sources that exist including email and many types of books. These would all be available for students to do research on as a number of free sites are mentioned. There are a variety of these that are geared most important toward a particular subject.

Gayton (2008) explains the uses of coaching business with regards to the internet. All three of the educators seen and interviewed, in a interpretive anaylsis found several imperfections within uses of the internet. Most showed and stated that the time it takes to make a lesson utilising the web is too frustrating for their planned purposes. While being observed, each tutor was engaged in a number of poor teaching patterns in regard to undirected consumption. Gayton recommends that teachers, not only business ones get sufficient trained in use of technology and internet talents and integrate them to their curriculum as its proven to have a confident impact on their students accomplishment. Most of the research on the market comes from the general public college sector. But with a growing quantity of students going to private schools, thanks a lot partly to school vouchers and institution accountability, the internet has become a hub of information that these parochial institutions have begun to incorporate.

Gibbs, Dosen, & Guerrero (2008) provide illustrations about how technology is used at the private institution level, beyond your money and limitations of the public school systems. Their surveys figured while a few professors use technology in different ways, for the most part Catholic school instructors used it very little. There is absolutely no chapel doctrine restricting what technology can be used, just on what information can/should be reached. An overwhelming volume of professors, who used technology, use it to contact parents, presentations, and develop electric portfolios of students' work. They figured instructors used it as a preparatory device, however, not "as a teaching tool" (p. 189).

But after all is said and done, what's the existing hot issue? Online colleges have sprung up but as Doyle (2009) talks about online high classes and colleges that were supposed to be used almost specifically never took off like the industry hoped for. Despite colleges like University of Phoenix, founded in 1976, which needed classes on the web to a fresh level, it has not been until modern times that a greater push for folks to consider classes while not on a school campus.

Singh, Mangalaraj, and Taneja (2010) discuss not only online universities but online classes generally. "Research demonstrates online classes is often as effective as traditional classroom-based courses when appropriate technology are being used and sufficient interactivity exists" (p. 299). They discuss the benefits associated with different programs that exist to students and professors in these online programs. Remarks about each, if they are good or bad are included in each of their research dining tables. This perspective allows instructors to see what programs are being used, how to locate them, and how they can be applied to their classrooms.

Conclusion

Many educators' fear of technology and the internet stems from either a lack of training or fear of the undiscovered. The articles talked about are a blend of the positives and negatives. Some mention the huge benefits that teachers have learned from and used in their individual classrooms while others talk about the problems and lack of training teachers have received to learn the probable of the internet. Even though teachers might have a mind set against the internet, some students use their cell phones to access not only the internet but to text others. Some even use the technology to a unsafe degree of habit to such materials.

Technology is ever before changing and if we expect our students to change, then instructors to learn and understand it. The degree to which instructors use the technology is something only they can determine. Technology is all around us.

Subjectivity

I will always be surrounded by technology. My father is your computer system engineer since before I was created. We always possessed a computer. It could not have been the latest but we're able to always understand how to work with technology. Once I started out doing research in school, I went to our computer at home. However when I had been in college, I still were required to use physical books. Most teachers I had developed didn't have email or use the internet by any means. So the majority of my research started out on our computer but finished in books. Given that I am in university I have seen how teachers change how they allow students to do their research. Writing a literature review today is made a lot easier as articles are being publicized online or copies of them made available. Using laptop computers, desktops, and my ipod touch to gain access to my email messages and library resources have allowed for the literature review to be compiled.

Chapter 3

Introduction

The reason for this analysis is to ascertain to what magnitude the internet has improved teacher's perspectives on students carry out research in their classrooms. This chapter lists the procedures for the study while discussing the sampling strategies used to solicit volunteers. In addition, it includes the look, way of measuring and instrumentation, data collection, limits, and data analysis.

Research Questions

These questions were ever changing. Inside the preliminary stages, articles were numerous and research questions were being modified on a regular basis. After concluding the literature review, the next questions were finalized through careful scrutiny.

How has research evolved with the internet? What exactly are the problems that students face while doing research? Also to what level is the internet found in all aspects of the class?

Procedures

The focus of this phenomenological study is on educators in the North Virginia area. Interviews will be conducted to analyze the significance the internet has already established how these teachers view it in regards to how their students perform research.

Sample

The sample for this review will be four educators in North Virginia. The professors should come from various subject areas with a numerous amount of instructing experience. Permission as been granted from Liberty High School, Bealeton, VA (Appendix B) and Kettle Run High School, Nokesville, VA (Appendix C). Professors will never be solicited based after gender. A variety of general population and private institutions will be used.

Design

The research design is a collection of answers based after replies to interview questions. The questions will be grouped together and discussed in regards to the answer of all subjects at exactly the same time.

Data Collection

The data will be collected by specific interviews, registered on an electronic words recorder, with each subject matter. See Appendix A for all of the the interview questions. Interviews will be conducted both at the school of each subject matter, per acceptance from the main (Appendix B & C) and also other locations as needed to help in the needs of each subject. Each participant will have authorized a backup of the Informed Consent Form (Appendix D). Each interview will be transcribed into a record. Some data may also be collected by follow-up interviews, email, and calls. The excess data will be transcribed as well. Copies of any extra information subjects are willing to provide will be attached as an appendix.

Data Analysis

The data will be analyzed for answers to specific questions and a summary of each answer will be included. Topics will asked to improve any information accumulated after being provided a duplicate of the transcript. After all the data is compiled, each subject matter will be provided with a copy of most interpretations and asked to provide feedback. That is to be utilized a look for validity.

Ethical Issues

See Appendix E for Institutional Review Mother board forms.

Monitoring Subjectivity

To help keep tabs on any possible subjectivity in my research, I am writing a journal accessibility, in short document for daily that I work on my research. I am going to include a duplicate of my journal entries as Appendix E after my research is complete.

Validity

Measuring validity can be considered a tricky subject. Relating to Maxwell (2005) the two main risks to validity are research "bias" and reactivity. Researcher "bias" can be resolved in a number of ways including keeping a journal of activities throughout the research process (appendix F). In reactivity, I am going to execute my research in the most comfortable location for my content. Doing the interviews away from a school setting is one method of reducing the influence the interviewer has. My main ways of checking validity is to give each subject matter a copy of these interview transcript and give each participant a backup of the final paper to check for inaccuracies of both.

Implications/Value/Contributions

Implications in this research are that instructors have altered their ideas on research. If no changes are present with the changing technology, the implication that there is could be offensive to come teachers. Significance is that research can show technology and the internet has altered the way educators allow students to carry out research. contribution is that a compilation of thoughts and changes that contain been made, if any, could be important to educators and administrators as the this research covers teachers of all years of educating experience as well as across all subjects

Limitations

This review was a located in a single area of the United States and thus had a certain range of limitations. The studies of the analysis were limited to four professors in North Virginia. The educators were professionally asked to participate in the analysis. Another limitation would be the amount of years the educator has been teaching. While it is part of the design this can be a limitation predicated on the discussion of materials found in the class in recent ages. While open public and private institution instructors participated, home school teachers weren't interviewed. This prevents from getting a possible perspective on a section of professors that rely on technology and the internet in their classrooms greatly.

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