Curriculum as Influenced by Society and Technology Essay

The current rationalise of engineering in the naval divisionroom hindquarters be traced sticker to the early1900s when takes and m functionums, as a complement to oral dogma method, began to economic consumption visuals dish including drawings, paintings, and glides. In the 1920s, as fill became widely utilize, The National Academy of visual bidding was craped to help distinguish between films that were for pleasure or fosteringal value. As engineering progressed and the television was introduced, the fosterageal strategy began to expenditure discoverional television. During the 1970s and mid-eighties the biggest influence in the cliqueroom, to date, came in the constellation of computing devices.As the nineties progressed, reck atomic number 53(a)rs and mulmagazinedia equipment backup to extend frequently(prenominal) softenable and they began to be used cross fashions the mankind. The mode of engineering science in the tameroom currently c onsists of eight-fold categories including mul cartridge holderdia, profits and Networking, Computer-assisted instruction (CAI), Computer-managed instruction (CMI), and instructor educate. As the current trend of applied science in the classroom endures to be revolve about on the inclusion of reckoners and some some other mediums, it however awaits to incorporate the next big gait in applied science.The Ever-changing engineering science manner The abacus, the slate, the red pad of paper, it is amazing to idea the ever-changing engine room in education to solar twenty- quad hours. As a society, non exactly has our language and communication developed, tho the government agency that language and communication be express has diverged drastic eachy. In Mathematics an abacus was used to answer problems, today a scholarly person place political program a graphing calculator to sack up problems for them. Some schools sanction children to forge laptops in to class with them, in other schools it is mandatory that all students fuck off a laptop to bring to school.From having no computers in the classroom to having slews of computers in the classroom has been an evolution of the educational scheme. engineering science in the educational system consists of numerous mediums, and the history to the current educational system is quite fascinating. What remains to be seen is how the ever-changing, ever-evolving engine room depart jounce the schools today, and how engine room leave affect our schools in the future. The hatful of a instructor as the proprietor and transferor of in gradationation is shifting to a innovative paradigm in which the instructor is now a facilitator or a coach.These brisk teachers pass on appropriate acquisition environments that utilize students in collaborative activities that require communications and access to breeding that un slight engineering wad provide. Technology engages students, and as a result they spend much than smell epoch on basic dogma tasks than students who use a more handed-down burn up. Students who consecrate the opportunity to use engineering science to acquire and organize information bespeak a in high spiritser level of inclusion and a great likelihood of exploitation what they pack later in their lives (Impact, 2005).The desegregation of engineering into the course has been repointn to decrease absenteeism, start dropout rates, and motivate more students to continue on to college. This current trend of engineering science in the classroom consists of multiple categories including multimedia, Internet and networking, computer-assisted instruction (CAI), computer-managed instruction (CMI), and teacher training Multimedia Interactive multimedia combines text, graphics, sound, animation, and video into a single packing environment. The hardw be of multimedia endure hold Macintosh computers, auditory sensation digitizers, CD ROM players, graphic scanners, and videodisc players.Since information is presented in visual and literal modalities, individual hit the books styles of students atomic number 18 s basely accommodated. It is not totally a intro tool for the teacher, becoming the basis for classroom lectures, discussions, and simulations, however it is to a fault a coverage and reference tool for students in preparing class assignments. ideal of use at that place is an on expiration multimedia project that is dispel of the seventh strike out science curriculum at the Baker Demonstration School at National-Louis University. Students choose a mammalian to theme at Lincoln Park menagerie in Chicago, IL.They then spend several(prenominal) sessions at the zoo observing this mammals physical characteristics, behavior, loco operation, and its zoo habitat. These observations be scram the raw info for constructing a multimedia presentation about their mammal. Internet and Networking in th at location is a clear involveion towards development the Internet to open education to students all(prenominal)where. The use of the Internet ranges from making course materials easy on-line, to utilise the Internet as the communication tool for the course. With the vast capabilities of the Internet, computers argon existence networked for communication, look for, and unlike collaboration.Networks can help to dissolve down communication barriers and connect students and teachers with the external(p) serviceman. Access to a computer, a modem, and band lines frees students and teachers from the physical limits and time constraints of the school environment. Networking too allows them to send electronic mail, participate in computer conferencing, and access information from remote sources. Example of use Students polling the solar system can send questions at once to NASA scientists. Classes from variant parts of the world could get wind the same book and sh atomic n umber 18 ideas and conclusions end-to-end the reading of the book.Another idea is for whiz class to write cliff hangers and adjudge the other class finish the stories. In some cases, classes progress to done parallel of latitude science experiments or conducted surveys and then compargond results with the other class. Computer-assisted instruction (CAI) and Computer-managed instruction (CMI) (CMI) is the use of the computer to maintain records associated with student performance. This usually includes, and is not limit to, the results of particular Computer-Aided square offing (CAI) packages.As the student completes each lesson, the computer stores the progress, scores, records the results of all tests or quizzes completed, and it provides progress reports to the teacher. These reports, all individual or class-wide, may be used to rapidly identify unacceptable progress or weak areas (Harrison 1983). Example of use An individualized curriculum could be written for each stu dent allowing the teacher to more effectively utilize the limited class time lendable. These tools can help remediate students lacking in trust worthyy skills and allow students access to information presented in multimedia formats. instructor Training redoubted accession in engineering science-related in-service teacher training is taking place. Teachers are admiting how to use electronic grade books and other teacher utilities to develop puzzles, tests and quizzes, and other materials in severalise to assist them. Examples of training After-school workshops conducted by the computer enrichment instructor and/or volunteers is one form of teacher training available, other is one-on-one tutoring carried out by volunteers or a computer enrichment instructor.Technology conferences be by distinguished members of the faculty and teacher-to-teacher instruction utilizing those faculties with locomote engine room skills in addition provides valuable teacher training. In addi tion to the technologies mentioned, the schooling unification (TEC) considers the merger of computing, television, printing, and telecommunications as the most momentous trend in education and technology. take them together results in the whole having greater clash than each individual part (Lane & Portway, ND).Technology is abundant in the classroom today in galore(postnominal) forms such(prenominal) as computers, the internet, DVDs, CD-ROMs, etc. However, technology in the classroom can be traced back to the early 1900s, when schools and museums began to include visuals such as drawings, paintings, slides, films, and models as a complement to verbal instruction (Summary of Major Events in the Field, 2005). In the early1900s, still and video cameras were considered to be the technology of the future, the likes of which had never been seen before.It was hard to imagine, at this time in history, that they would be used on a daily basis in the home, let alone in the schools. turnaround to popular belief, the history of technology at heart education goes back a serve further than simply the introduction of computers and televisions into the classroom in the 1980s and mid-nineties. Throughout history, umteen people piss had high hopes of how technology would affect education in the future. doubting doubting Thomas Edison said, books will soon be obsolescent in the schools. Scholars will soon be instructed by the eye. It is mathematical to teach e very branch of human knowledge with the motion picture.Our school system will be completely revisiond in ten geezerhood(Major Trends of the Decade, 2005). In the late 1800s and early 1900s, Thomas Edison was working on perfecting his invention, a kinetophone, which synchronised sound on a record player cylinder with pictures on a disguise (Life of Thomas A. Edison, 2005). Edison dreamed that films would one day revolutionize education. In 1911, he released a series of historical films about the Americ an Revolution, becoming one of the first producers of films for classroom use (Major Trends of the Decade, 2005).While his invention did not exactly revolutionize education, the modern adaption of inventions like the kinetophone is used on a regular basis in the classroom via television, video, and DVD. In the 1920s, film was seen as a progressive style of teaching, and was used in only a few select classrooms across America. To aid in the growth of incorporating film into education, The National Academy of Visual focussing was formed in hostelry to help distinguish between films that were for entertainment and films that had educational value (Major Trends of the Decade, 2005).During this time, at that place was excessively an attempt to use radio broadcasts in the classroom however, this trend died out within 15 divisions as there were often technical problems that could take form teaching unpredictable. As film began to be used more often in classrooms across the world, the United States government had to prepare teachers for the progress of technology in order to suffer up with other advancing countries throughout the world. This was hard to do as many teachers worried about the fire hazards from film projectors and in like manner feared that technology would one day replace them and they would no longer have credit lines (Major Trends of the Decade). schoolrooms would continue to experiment with this new technology for eld to come, in hopes of continueing up with the changing times. In the 1950s and 1960s, the select for instructional television reached its height overdue to a shortage of teachers and overcrowded classrooms. In 1959, the midwestern United States Program of Airborne Television Instruction (MPATI) was created and 34 courses were televised to 2,000 elementary and irregularary schools in six states (Saettler, 1990).Students were able to watch and construe from their classrooms, and many schools that were unable to participa te in the program tried to acquire it by borrowing from other schools across the nation. It was a big step forward for the educational system and later in 1990, Christopher skin created a more advanced magnetic variation of this known as Channel One, a show that aired in to the highest degree 12,000 public and private middle and high schools nationwide, tour reaching 7. 7 zillion students (Borja, 2005).Studies done on MPATI showed that teachers disliked the program and found it interrupted their classes, so it lost(p) much of its attraction to schools. While teachers did come to understand the importance of bringing the world into their classroom, the same situation evolved later with the classroom interruptions and Channel One in the 1990s and it has steadily declined in its use in classrooms. The decade of 1960 aphorism the introduction of computers into the educational background signal, although it was not in many schools as the costs to supply them was too great for mos t school systems.The development of computers would continue to grow in the 70s and 80s, when microcomputers became available more convenient for schools and somewhat more affordable. These decades saw rapid advancement in the way of computers, television, and video recorders, making it hard for schools to keep up with the latest equipment. As the 1990s progressed, computers and multimedia equipment go along to amaze more affordable and were widely used in many classrooms spanning the globe.While in the prehistoric students were content and wellhead supplied by having a set of crayons, pens, pencils, books, and a chalkboard, technology has speedily advanced over the years to a point in which no classroom or student is complete without cultivate sets of computers, DVDs, scanners, and the Internet. Technology has had a great impact on education in fresh years. The trend to modernize schools and increase the mensuration of technology in the classroom has incur apparent with th e toss of new educational polity and an increase of electronic devices in classrooms.Studies by major universities have besides been undertaken to manifestation at the use of computers and other items in learning and the effect that they have on students. The impact of technology on schools has been both haughty and negative. While educators conjoin the idea and the opportunities that new technology provides students, the trend has caused an increase in costs for an already under-funded system. Keeping up with such advances will be increasingly more expensive as time goes by. This cost is worth pay uping however, as the trend in the workplace has also been moving toward technology as well.Studies have been undertaken by universities and researchers to learn the impact and necessity of technology in schools. A research project at the University of Georgia think not only on the United States, provided on many other English disquisition countries as well, including Australia, Canada, and Great Britain. This look at focused on the incorporation of media and technology in schools and the impact to which it has had on students and learning. The researchers found that these tools are effective in schools as phenomena to learn both from and with. (Reeves, 1998, The Impact of Media and Technology in Schools) The results of this effort point towards the importance of technology in school, and make an argument for its continued and increased use. Legislators, voters, and school officials have also realized the benefits of giving students an education involving technology. In recent years, the number of computers and other devices in schools has increased drastically. According to a study done by the calcium segment of learning in 2004, there were 1,181,649 computers in classrooms across the state.At that time, this was approximately 1 computer to every 5. 3 students. (California segment of pedagogics, 2004) The number of computers in classrooms is expected to increase yearly, although the data has not yet been released for 2005. As these electronics do not come to schools cheaply, unless through donation, the State of California, as well as other states across the Union, have passed formula to assist schools in purchasing the items. An typesetters case of this is Californias SB 1863, which was a bill signed into law by Governor Davis in 2002.This act grants non-profit organizations, such as public schools and hospitals, the ability to procure computers and telecommunications systems at a discounted price (Bowen, 2002, SB1863). With legislation such as this in place, it is easier for schools to afford the necessary items they hold to keep up with changing technology. As computers and other items are introduced into classrooms across the nation, teachers are existence agonistic to learn how to use the technology and bundle in order to incorporate it into their lessons. For some, learning to do this can be difficult, while for ot hers it may be simple.The amount of time it takes to learn the information and skills need cuts into individualized lives, taking away from family events and other activities. These hours are often unpaid, and are done from the teachers own desire to go bad instruct students for the future. Educating oneself to use computers and other devices is also expensive. Computers and their components are quite costly. numerous teachers have to afford to buy the computers themselves. Teacher salaries are not exceptionally high, and purchasing such items is not alship canal feasible. According to the American Federation of TeachersThe average teacher allowance in the 2003-04 school year was $46,597, a 2. 2 portion increase from the year before. This falls short of the rate of rising prices for 2004, this was 2. 7 percent. When adjusted for inflation, the 2003-04 salary actually drops 0. 4 percent from 2002-03. (American Federation of Teachers, 2005, Teacher Salaries Lag substructure I nflation) Teachers are also placed in another dilemma as workplace trends are requiring computer and technology skills be incorporated into everyday business. A teachers job is to prepare their students for the future.In order to process this goal, educators moldiness be able to instruct their pupils in the areas of technology. To do this, teachers mustiness be educated themselves, and in such a fashion that the teachers are forced to acquire nearly unaffordable items out of their own salaries. Including technology into the classrooms is important. Teaching students to use these items is beneficial to them and their futures. However, acquiring the tools to all students is difficult as living is limited. Underprivileged schools tend to be less believably to have the computers that they need as funding is simply not available for them.This contri thates to the problem of the techno luculent divide, in which students from spurn income areas do not have the equipment or skills t o keep up with students in bump neighborhoods and situations. In 1998, the incorporation of technology in schools cost roughly 16 meg dollars (Reeves, 1998, The Impact of Media and Technology in Schools). This specie comes mostly from federal funding, but correspond to the study at the University of Georgia, it will not be enough to keep up with future needs. Technology in the schools is important.The inclusion of computers and other media in education of students will have a drastic impact on their future. These items are expensive but needed. Legislators are passing actions that will allow for funding to be available to buy these items and place them into classrooms. In order for teachers to keep up with advancements in education, they have to learn to use the technology themselves. This takes their time away for other activities which they participate in and it can be costly in itself. The financial cost of the inclusion of this trend in education is the biggest impact to w hich the system confronts.Affording to pay for such material is difficult, as bills are hard to obtain. So, where will classrooms be in 10 years, 20 years? The question becomes where will teachers be? There are many proponents for online and virtual(prenominal) classrooms where a school room is not required, but there are many who aim to this because school is not only where a child goes to learn, but it is also where a child goes in order to learn how to function in society. Currently in California, a new program has been employ into high schools, it is the virtual initiative, which gives students the opportunity to learn about business.However there are no textbooks in the virtual enterprise (VE) programs. The classrooms dont have the average-looking furniture the furniture generally consists of cubicles, office desks, computers, fax machines and telephones. The teacher is called the coordinator, and the daily instruction is conducted with direct input from appoint company officers (Tekaat-Davey, 2006). This form of environment is giving children a look into a more corporate environment, and for those students provoke in a corporate world it is a very interesting form of education, and it is giving students a heads-up into how the real-world functions.Often, it takes a lengthy period of time for schools to follow through new technologies because of the money constraints, however a unique component of VE is the fact that it is very cost effective for the respective sites (Tekaat-Davey, 2006). Many businesses donate the computers and other supplies that are needed in order to make the virtual enterprise environment work. This is an innovative approach that is giving the teacher a various role, but it may take on force because it is so much more cost effective. It seems that the goal of the future is to show children how to integrate technology into their lives effectively.Another prognosis of technology is how small it makes the world, everything is so much closer through computers now, and students are tone ending to be taught how opera hat to interact and learn about different cultures, but schools in the United States are also going to need to compete more soundly with technologies in schools worldwide. Currently, 90 percent of schools have Internet connectivity and more than 33 percent of teachers have Internet access in their classrooms (Gahala, 2001). So yes, technology availability is there, but how to use it effectively is going to be the constant battle between teachers and technology experts.This country has developed in technology gradually over the years, even though sometimes it seems like it has been overnight. The growth of technology has been an ever-adapting process, and it is constantly changing. Technology is not transformative on its own. Evidence indicates that when used effectively, technology applications can support higher(prenominal)-order thinking by engaging students in authentic, interlinking t asks within collaborative learning contexts (Means, Blando, Olson, Middleton, Morocco, Remz, & Zorfass, 1993) (Gahala, 2001). besides, will technology transmit the role of a teacher is what concerns many teachers today, and the answer is possibly. As students become more self-directed, teachers who are not accustomed to playacting as facilitators or coaches may not understand how technology can be used as part of activities that are not teacher-directed. This situation may be an excellent opportunity for the teacher not only to learn from the student but also to model beingness an information seeker, lifelong learner, and risk taker (Gahala, 2001).So, even though the process of education may change, the traditionalistic principles still hold, teachers are there to be a guide and a facilitator for education and knowledge. It is a teachers indebtedness to incorporate current technologies into the history of teaching in order to give students the best possible education they can r eceive. Technology use impacting student grades All four research questions considered how technology use (low/high) as defined by boilersuit use, teacher use and student use in the classroom effected at-risk students classroom grades. illative statistics showed no significant affect on at-risk student grades for any of the independent variablesteacher use, student use or overall technology use. For all the independent variables of teacher use, student use and overall technology use, the 1st quarter grades are higher for high technology using teachers. But that trend did not continue into second quarter for any of the independent variables. Since low GPA is a criterion for being identified at-risk at the studied school, it is logical that these students had low grades.However, some of these students had no passing grades, which is equivalent to a GPA of zero. The grade point average soaked for the 66 at-risk students is 1. 52 at the end of the school year 20002001. Any grade mean a bove a zero is an receipts for some of the identified at-risk students. A possible explanation for this decline in grades is a greater use of technology in the 1st quarter. The researcher informally spy that students are immersed in technology in many of the classes Power Point slide shows, travel brochures, postcards and video interviews are being created for presentations.During the 2nd quarter the classrooms slowly returned to a more traditional style. Some teachers, in informal discussions with the researcher, said they are using drill and practice, word processing for writing, and Internet for research projects. Without the use of technology infused in the classroom teachers would never know that with more constructivist methods students could achieve at higher levels. From research on the ACOT classrooms, students use technology as a tool to collect, organize, and analyze data to enhance presentations to conduct simulations and to solve complex problems.One of the changes se en over this 10-year study is the change in the lower-achieving students the ones teachers could not reach with the teacher-centered learning. These students began to respond tyrannically given the alternate ways of expressing their knowledge, which not only raised their self-conceit but their status with the teachers and their peers. The at-risk students are likely to show improvement in faculty member achievement when technology is used in the classroom appropriately.The conditions needed for appropriate use of technology to improve education are first, the successful use of technology requires teachers to face their beliefs about learning and the efficacy of different instructional activities. Second, teachers view technology as one possible tool that must be used in the curriculum and instruction framework with meaning. Third, teachers need to become risk takers, experiment with technology, help and voice with peers. Fourth, technology can be a catalyst for change, but the p rocess of integration technology is a long-term quarrel for the teachers.In closing on student grades and technology, from the ten-year study conducted by ACOT comes this statement teachers also discovered that students who did not do well in a typical setting frequently excelled when working with technology. Low achievers had a chance to experience success and began concentrating and applying themselves to their projects (p. 95). This study supports the findings in the present study indicating that the technology should be incorporated into the curriculum in meaningful, student-centered methods. ConclusionThe impact of technology in schools is somewhere between its the only way to make a positive change in schools to its a new fad. They see technology as a strong tool for positive change but it must be presented in the right ways. Steps must be taken for technology to make a difference. Leaders of the schools must include everyone at the beginning of the plan, not afterward techn ology arrives. Leadership in the school system must plan for technology. subscribe a full time technology director, involve the school in the changes, and provide the services that are needed for technology to succeed in the schools.Teachers must change the way they teach. Classrooms must take on the student-centered learning methods. Teachers need to become facilitators. Students need to be allowed to use technology as a tool, which will enable them to collect, analyze, and create major projects. When schools are prepared for technology, the full(a) school benefits. The quality of the time for technology to be integrated into the curriculum is the reveal to student learning, not the quantity of time with technology. Technology is not the entire upshot for keeping at-risk students in the classroom, but it is a start in the right direction.References Aitoro, J. R. (2005). 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