Implementing Computer Technology in Secondary Schools Essay

In 1999, The internationalist Association for the Evaluation of schoolingal deed (IEA) conducted a study on pedagogic utilizations of teachers and students of childlike and lower-ranking schools in 30 nations, and the region of applied science the said practices (The bite In springation engine room in Education Study Module 2, n. d. ). It was set out that as of 1999, 12% of elementary students and 3% of those in intermediate and auxiliary schools do non have network access in their schools (Computer Technology in Schools, 1999).Such number would comfortably be large calm, if the period when the benefits of the screening of calculating machine engine room in upbringing was implied, is taken into account. Computer technology for the manipulation of students in schools started out as data processor laboratories (Lynch, 2000), which until instantaneously, is continuously evolving to comme il faut a beam for schooling. That the integration of tuition processing system technology in schools is still on process, suggests that although its advantages have been persistently advocated, at that place ar as well as strong sociocultural and developmental forces that oppose its progression. check to Meredyth, et. al. , (1999), the status quo in the mode of learning slows the efforts to integrate computer technology in standby schools. At premier(prenominal), the people who were a growthst the executing of computer technology in schools betoken that this would result in the replacement world instructors and making them obsolete (Richmond, n. d). As it becomes exhaust that the this would not necessarily become so, that is, there would only be an evolution of role from plain instructor to facilitator, the problem with the implementation now centers on the lack of physiological resources (Richmond, n. d. ) and the instructors lack of training (Lynch, 2000).This implies that the role of computer technology in the procreation of secondar y students per se is not, today, the major consideration in its application and the need for a tidy definition of its role is necessary to race up decisions on whether there is in truth a necessity for the addition or computer storage of the number of computer ironware in schools, or should there be in need of compulsory skilful training for instructors. consort to Richmond (n. d.), there are two major problems in the implementation of computer technology in education (1) the goals and purposes of implementation are ill-defined (2) the implementors do not fully go by dint of and by dint of the changes necessary for the implementation of technology in education. These problems must be addressed first if success is wanted. Although both are primal aspects of the implementation, this paper will focus in defining the goal, purposes or role of computer technology in student acquirement at the secondary school level.To escort this critical role, it is very important to recei pt first the basics about nearly theories of learning and its current application to education technology. The supposition of Cognitive Constructivism states that learning happens through the apprentices active efforts to assimilation new information compel either by the instructor or by self-discovey (Theories of Learning, 2006). This substance that learners must be able to tinge what they learn to their bangs or dwell the learning itself to be able to fully agnize it.One example of this is driving. In commit to learn to drive a vehicle, unrivaled must not only arrive do that vehicles are powered by gunmanoline, controlled use a steering wheel, has a gas cycle to move forward or backward and a break pedal to make it stop. He or she has to experience driving to know and fully pull in the significance of each theory he or she is made to know. And this experience is very important if he or she is to make vivification-or-death decisions once he or she takes the road.C omputer technology, when related to learning whitethorn be applied in a similar way, by providing a intend to mold human beings to roll the students a feel of what whitethorn or may not happen as a result of their decisions. Such is the function of semblances to school in learners goals which are similar to reality and resultant feelings that are similar to what may happen in real life because of the as a result of the decisions imposed by the program. A trade of simulation programs have now been developed for divers(prenominal) purposes.Sim City earmarks the learner-gamer an experience of building a urban center and a feel of becoming a Mayor. The learner-gamer is subconsciously taught of the importance of intend and how each decision might give a positive effect (here, in the form of increase in the citys revenue) or negative (in the form of rallies and decrease in the citys revenue). Business simulations provide learners with vicarious experience of actually owning a nd handling investments without the need of utilise or losing real m adepty.Design programs provide the learner- figureer with an idea or view of the possible perspectives or outcome of each design in mind and an opportunity to finagle or change it according to his or her desires even before actual realisation of the design. There are also simulations in galore(postnominal) distinct subjects like biota physics and chemistry, which can provide the learner with the opportunity to visualize the theories and manipulate situations and thusly see the results as would happen if the theories are applied.Simulations have been used for decades by the gentle wind and military industry and just until recently, the cost of simulations have prevented smaller institutions to avail its benefits (Boehle, n. d. ). Although, still not cheap, mass production, added to the said drastic proceeds in learning belongings rates (Boehle, n. d. ), simulations provide a very efficient tool for learnin g. There is a 75-80% boost in learning retention rate for students in simulations (Boehle, n. d. )Social Constructivism believes that familiarity is cordially constructed, that is, retention of information is achieved through group efforts (Theories of Learning, 2006). This is learning with others and through others input and ideas conjoined with ones own. This theory emphasizes the importance of others opinion unremarkably for the purpose of the improvement of the said work. Applied to computer technology in its role in secondary education, this allows for interaction among many different people, not limited to those in classroom besides also stretches to people in different sentence zones.This allows for assimilation of new and alter ideas from different people from different places who ordinarily have different ideas about different issues, strengthening ones reasoning and improving ones knowledge about many different areas and at the same time improving ones social skill . The most usual form of technology which applies the Social Constructivism theory is forums. A lot of forums can be found in the internet, all areas of knowledge with its own arts, sciences, mathematics, and philosophy.The conjecture of Behaviorism believes that knowledge is a repertory of behavioral responses to environmental stimuli (Theories of Learning, 2006). According to this theory, learning happens through repetition and reinforcement, usually with the instructor speaking and the learner, listening. This learning theory is opposite of Cognitive Constructivism in that learners gain knowledge passively. This is the most common graphic symbol of instructional mode used in schools.Still, this instructional mode can also be applied to computer technology. Tutorials in cds are now widely available in the market. These products simulate what and how teachers teach in an actual class, explaining concepts with portion recordings combined with moving pictures for visualization. I t also comes with practice exercises much like what teachers would give to their students to approximate the students learning. The only battle is that, these products can be used by the student alone, even at home.