The book Educational Technology in Context states that technology is used in a mass amount in most teachers’ classrooms. Technology is starting to be very important in society; the manner in which individuals communicate, work, exercise, and living daily. Some research indicates that the development of technology is effective in teachers’ classrooms, and technology impacts education and society as a whole.
According to Roblyer and Doering (2007), educational technology can be effective in teachers’ classrooms from four perspectives: media and audiovisual communications, instructional design, vocational training, and computer system instructional computing. Media and audiovisual communications are used in classrooms with the use of slides and film (Roblyer & Doering, 2007). Many teachers’ enjoy using slides and film because they are easy to use and most children know how to use the software. The text stated that in the 1930s, teachers preferred to use media and film because they felt like the students would understand them and appreciate it better (Roblyer & Doering, 2007). My internship is with children that are disabled and I use many prompts such as children’s software, music, and many more to facilitate instruction to them. Most of the students were trained to use touch screen desk top computers, so they sometimes understand the software programs better than me.
According to Perry (n.d)., http://teacher.scholastic.com/professional/bruceperry/using_technology.htm Modern technologies are very powerful because they rely on one of the most powerful genetic biases we do have” (p.1).Instructional systems and instructional design are effective ways that technology is used to facilitate learning. This system came after World War II; many teachers were worried about not having enough time to develop curricula for their students so they decided to take this approach (Roblyer & Doering, 2007). This system uses more planned, orderly approaches for developing successful training for students. The text stated that “both human (teachers) and non-human (media) resources could be part of an efficient system for addressing any instructional needs” (Roblyer & Doering, 2007, p.7). This statement is true because educators impact children’s lives by teaching them life skills and many more valuable assets that will aid them in their futures; with the aid of technology all of these fundamental tools can be obtained.
Vocational training prepares students for the world of work with the use of technology (Roblyer & Doering, 2007). Some of the ways vocational training is used are teaching students mathematics, science, and grooming techniques. (Roblyer & Doering, 2007). When students are in their work stations they work on three worksheets, and go to the computer to do math software. The children enjoy this software because it has songs that go with the numbers and they dance to the songs. Children with exceptionalities learn best with music or hands on materials, so these tools are put in everyday interactions with the children. Science experiments with the children involve making ice cream. The children are prompted by a digital book about ice cream so they can be aware of what they are about to do. According to Jonaseen and Howland “the role of technology is to deliver lessons to students. Nanci Mcfarland states that technology motivates students, enhances student engagement and allows special needs for students to progress. Furthermore, technology is used with the white board to draw a comb, brush, and toothpaste to teach the children life skills. The children of the twentieth century have a lot of knowledge about technology in several of ways and that makes teachers get on board and take part of the transforming movement.
Computer instructional systems serve teachers and administrators because they advance them and allow them to learn more to accelerate children at a higher rate (Roblyer & Doering, 2007). Technology is impacting society as a whole and educators use technology in many areas of teaching and having fun with students. One concern some individuals have is that technology replace humans knowledge and skills. According to Roblyer and Doering (2007), “whenever technology is being introduced into society, there must be a counterbalancing human response” (p. 12).
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