Educational Technology II

GERALDE
One of the most effective ways to implement the
research-based instructional strategies from Classroom Instruction
That Works is to use them with educational technologies, such as
word processing and spreadsheet applications, multimedia, data
collection tools, communication software, and the Internet. This
book shows you how and gives you hundreds of lesson-planning
ideas and strategies for every grade level and subject. Discover
new educational tools that support research-based instruction,
and learn ways to use technologies you already know to Create
and use advance organizers and nonlinguistic representations
Help

students

take

notes,

summarize

content,

and

make

comparisons Engage students in cooperative learning Help

students generate and test hypotheses Support students in
practicing new skills and doing homework Reinforce students?
efforts through formative assessment and feedback Getting this
guide ensures you always know when to use educational
technologies, which ones are best for a learning task, and how
they help students use new learning strategies.
In Quick Hits for Teaching with Technology, awardwinning instructors representing a wide range of academic
disciplines describe their strategies for employing technology to
achieve learning objectives. They include tips on using just-intime teaching, wikis, clickers, YouTube, blogging, and GIS, to
name just a few. An accompanying interactive website enhances
the value of this innovative tool.

The main purpose of this study was to investigate

factors that either hinder or contribute to teachers' technology
use in the elementary schools of Turkey. The data was collected
through interviews, observations, document analyses and a
survey. The results identified six major barriers to teachers using
technology based on the teachers' responses. They are (a)
limitations of physical settings, (b) availability of materials, (c)
conditions of equipment and maintenance, (d) lack of training and
interest, (e) low socio-economic status and (f) crowded
classrooms.
Under right conditions, where teachers are comfortable
and skilled in applying educational technology, where enough
resources are available, and where time and work load allows
teachers and students to use it, technology is "clearly becoming a
valuable and well-functioning instructional tool" (p. 29). Likewise,
studies showed that teachers believe that technology offers
unique benefits in education (Guha, 2003; Ertmer, 2005).
However, studies also found that technology integration has not
been achieved, meaning that the teachers employ technology for
limited tasks.
We believe, rather, that there are vital educational purposes and standards
that must not be sacrificed to the technological dance or to the escalating
corporatisation of education with which new technologies are so closely
associated. If and where teachers and schools decide that they will integrate new
communication and information technologies into curriculum and pedagogy, it is
crucial that they keep these educational purposes and standards clearly in focus.
Right now, teachers are under enormous pressure to technologise learning.
Similarly, individuals, families, businesses and institutions are made to feel that
they are not keeping up if they have not wired their world to the web and linked
their labours to a Local Area Network (LAN). While it is true that anyone who

avoids, or is denied access to, acquiring facility with new technologies may be
marginalised in the world beyond schools, nothing hard and fast follows as far as
computers in classrooms are concerned.