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Technology in Education

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Technology in Education
Introduction

Software Support Tools According to Rogers (2008), “the landscape of the classroom is being transformed, with technology becoming a driving force” (p. 92). In today’s classroom there are numerous software support tools available to enhance learning and cater to the needs of all learners. Roblyer and Doering (2010) presented six categories of software support tools. They listed these as: material generators, data collection and analysis, graphics, planning and organizing, research and reference, and tools for the content areas. Material generators are software tools that are used for making instructional materials such as posters, brochures, quizzes, tests, rubrics, puzzles, worksheets, games, awards, and IEPs for special education students. Many teachers regard these tools as essential to the day-to-day operation of the classroom. Wellert (2008) stated that the use of games allow teachers to directly cater to the learning style needs of the visual and tactile learners, and that games can expedite the learning process when constructed with the different learning styles in mind. Data collection and analysis software tools allow teachers to collect information about their students and closely monitor their performance and progress throughout the year. According to Roblyer and Doering (2010), the electronic grade book is preferred by many teachers because of its special feature to analyse data from tests and print reports based on the information given. Student information systems (SIS) help teachers keep account of students’ data such as attendance and test scores. Roblyer and Doering also referred to computerized testing systems which offer benefits such as immediate feedback of results. Additionally, it

2 allows students to take tests on screens or scanned sheets. According to the authors, these simplify test scheduling because everyone does not take the test at the same time. Graphic tools consist of draw/paint programs, image editing tools,



References: Ash, K. (2007). Digital training. Education Week Digital Directions, 22-23. Day, W. (2010). Using the tools. American Schools & University, 83(2), 49. Franklin, C. (2008). Factors determining elementary teachers’ use of computers. Principal, 87(3), 54-55. Gorder, L. (2008). A Study on teacher perceptions of instructional technology integration in the classroom. The Delta Pi Epsilon Journal, L(2), 63-67. Gosmire, D. & Grady, M. (2007). A bumpy road: Principal as technology leader. Principal Leadership, 7(6), 17-21. Pitler, H. (2006). Viewing technology through three lenses. Principal, 85(5), 38-42. Roblyer, M. D., & Doering, A. (2010). Integrating educational technology into teaching (5th ed). Boston: Allyn and Bacon.,pp. 170-183 Rogers, R., E., Jr. (2008). Catch the technology wave. ASEE Prism, 18(1), 92. Schacter, J. & Fagnano, C. (1996). Does computer technology improve student learning and achievement? How, when, and under what conditions? Journal of Educational Computing Research, 20(4), 329-343. Wellert, P. (2008). Breaking the technology barrier: Using technology in education. The Agricultural Education Magazine, 81(3), 23-25.

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