Technology in Education: Integrating Contemporary Technology into Classroom Pedagogy as Foundation to a Practical Distance Learning

Technology in Education: Integrating Contemporary Technology into Classroom Pedagogy as Foundation to a Practical Distance Learning

Hyacinth Eze Anomneze (Texas Southern University, USA)
DOI: 10.4018/978-1-61520-672-8.ch003
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Abstract

As the global economy moves into a complete dependence on information and technology, the United States has to revisit how information technology is used in schools. Schools no longer imply the actual building with administrative halls and student centers, but also distance learning possibilities. Distance learning is still encountering skepticism from some educators, both in the secondary and post secondary stages of learning. This untamed skepticism is the product of the remains from traditional educators who are yet to answer the what, where, when, who, why and how of modern technology in the classroom. Traditional education wants to teach technology as a core curriculum, to be assessed as such. The universal reality, on the other hand, is that technology is a global culture and language. American students, to some extent, determine how this culture and language is used and spoken, but the fear is that they are doing this outside of the classroom. The goal of technology education must be to make technology so comfortable that its transition to distance learning will be smooth. This is done by recognizing and using technology to motivate learners to want to learn and succeed.
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Background: The Why Of Technology In Education

Technology in educational is no longer an option; the No Child Left Behind Act of 2001 makes technology in education an objective. The law (NCLB Act) states that, “every student should be technologically literate by the eighth grade, regardless of student background or family socioeconomic status.” McAnear (2006) describes technology in education as “magic.” She concludes that it is magic because it makes complex things simple or makes the impossible possible. A sound technology in pedagogy should motivate students, close their learning gap, and help them master complex concepts.

As education moves away from the melting pot theory, that is characterized by one approach to teaching should fit all learners, to a better appreciation of every learner as unique in both learning style and socio-cultural identity, education becomes a highly engaging environment. Considering more diverse approaches to teaching, Law (2006) suggests that educational research into teaching methods should, “target those students who learn through other modalities than the customary linear-sequential approaches of schools.” Law also observes that more research in technology in education will find that learning with technology will “benefit” all students, and will lead to a “significant improvement and engagement in learning from students classified as ‘at risk.’” Put simply educational technology must be a tool that increases every student’s learning opportunities (Dreier, 2006). A United States Department of Education report agrees that, “students using technology have a distinct advantage over similar students who are not using technology” (Murray, 2001). Technology in education is not an optional tool in learning, but a fundamental necessity that every student must have and use in order to be more competitive.

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