Role of Computers in Education
Content
Role of Computers in Education Computers have changed the way we work, be it any profession. Therefore, it is only but natural the role of computers in education has been given a lot of prominence in the recent years. Computers play a vital role in every field. They aid industrial processes; they find applications in medicine; they are the heart of the software industry; they play a vital role in education. The uses of computers in education are manifold. Here, we shall discuss the important facets of the role of computers in education. Role of Computers in Education The computer technology has a deep impact on education. Computer education forms a part of the school and college curricula, as it is important for every individual today, to have the basic knowledge of computers. The advantages of computers in education include an efficient storage and rendition of information, quick information processing and very importantly the saving of paper. Know more about the
importance of computer education.
Computer teaching plays a key role in the modern systems of education. Students find it easier to refer to the Internet than searching for information in fat reference books. The process of learning has gone beyond learning from prescribed textbooks. Today, aspirers can satiate their thirst for knowledge by means of the Internet. It is easier to store information on computers than maintaining hand-written notes. To know more on the subject, read about
textbooks versus computer teaching.
Online education has revolutionized the education industry. The computer technology has made the dream of distance learning, a reality. Education is no more limited to classrooms. It has reached far and wide thanks to the computer technology. Physically distant locations have come close to each other only due to computer networking. Computers facilitate an efficient storage and effective presentation of information. Presentation software like PowerPoint and animation software like Flash and others can be of great help to the teachers while delivering information. Computers can turn out being a brilliant aid in teaching. Computers facilitate an audio-visual representation of information, thus making the process of learning interactive and interesting. Computer-aided teaching adds a fun element to education. Internet can play an important role in education. As it is an enormous information base, it can be harnessed for the retrieval of information on a wide variety of subjects. The Internet can be used to refer to information on various subjects to be taught to the students. Moreover, computers facilitate an electronic format for storage of information, thereby saving paper. Homework and test assignments submitted as soft copies save paper. Electronically erasable memory devices can be used repeatedly. They offer a robust storage of data and reliable data retrieval. The computer technology thus eases the process of learning.
A life without computers would seem almost unimaginable for many. The importance of computers is evident today and having the perfect know-how of computers can only propel one’s career in the right direction. Today, computers are a part of almost every industry. They are no more limited to the software industry. They are widely used in networking, information access, data storage and the processing of information. So why not introduce computers early in education? Introducing computers early in education lays the foundation of most of the major competitive careers. Computers play a significant role in one’s personal and professional life. By Manali Oak Published: 11/2/2008 Research on Computers and Education: Past, Present and Future Prepared for the Bill and Melinda Gates Foundation Jeffrey T. Fouts Professor of Education Seattle Pacific University Seattle, WA February, 2000 Executive Summary Computers and related technologies are now in almost every school across the nation. State reform efforts include the integration of technology in curriculum standards and sometimes make technology skills a separate standard for students to achieve. As the focus on technology expands, policy makers and tax payers are asking researchers in educational practice to provide the data for thoughtful decision making on the use of technology for learning. At this time the decision-making is often hampered by the lack of adequate research, although there is considerable work from previous years to guide future study. The evolution of technology use The computer was introduced into education in the 1970s and its first use had teachers and students learning to program. Since that time there has been an evolution of best practices. As software gained in sophistication, the computer became the tutor or surrogate teacher. Students followed the commands on the computer screen receiving rewards for correct answers. They also began to learn through playing games and simple simulations. Teachers of writing discovered the value of using a word processor and soon students were writing more and revising with ease. Other teachers
saw the value of the computer in creating a rich learning environment and had students using databases, spreadsheets, presentation and research tools across all subject areas. Next the Internet impacted technology use. Suddenly there was a volume of knowledge available to students with access and a network of people throughout the world that enhanced communication and the exchange of ideas. Real problem solving in collaborative groups became the norm in some classrooms. Online courses were available and students in rural areas had expanded learning opportunities in a variety of subject areas. Previously abstract concepts could now be illustrated and manipulated because of technology advancements. A whole new learning environment became possible. Does it make a difference? It depends… Research in traditional classrooms has shown that technology can have a positive impact on student achievement if certain factors are present, including extensive teacher training and a clear purpose. In recent years researchers have found that the technology can be an important component for creating exciting new learning environments for students, once again dependent on other factors such as: Lower student to computer ratio; Teacher ownership of the reform efforts; Extensive teacher training and planning time; High levels of technological support. Unfortunately, these factors are often missing in school technology implementation efforts, resulting in inconclusive research findings of the effects of these environments on student learning. Sometimes schools make large purchases of technology for classrooms but ignore the accompanying teacher training. At other times resources are wasted as teachers receive training only to return to a classroom with limited or no access for the students. This leads many observers to question the benefits of technology in the schools. ii The research challenge is to construct viable studies where all the necessary factors are in place. The critical questions for the future As educators and researchers look to the future they are no longer asking the question, “Should technology be used in education?” Instead the focus is “How should technology be used to help students achieve higher levels?” Across the country there are fine examples of technology use in scattered classrooms and a few schools, but the challenge is to bring a technology rich learning environment to every student. In the era of new standards and high performance schools, technology must be linked not only to student learning but also the efficient management of schools and districts. Little research is available in this area. The potential of learning anywhere, any time is just
beginning to be tapped. Online courses and virtual schools, learning communities, apprenticeships and internships will change the concept of school in this century. More research is needed to answer several critical questions as technology is thoughtfully deployed throughout our schools. Ten critical questions for further study are: How can technology increase student learning and assist students in meeting the standards? Do students learn and retain more with the aid of computers? How does the use of computers affect classroom climate and student attitudes? What are the conditions that must be in place for technology to effectively improve student learning and especially the achievement of “at-risk” students? How can technology serve as an extension of human capabilities and cognitive functioning? What specific cognitive skills are enhanced by the use of technology for learning? How can online assessment be used to enhance student learning and accountability? What are the effective deployments for a technology rich learning environment? What constitutes effective and adequate teacher training? How can technology improve productivity in all aspects of district, school, and classroom management? As researchers begin or continue their important work, their conclusions will provide a guide for educators and others to make good decisions about how to use technology for learning both inside and outside our schools. The Bill and Melinda Gates Foundation plan This current research and the questions for the future are consistent with the Gates Education Initiative that seeks to Help All Students Achieve. The foundation will work with leaders in fifty states to assure that principals and superintendents have the knowledge to create rich technology learning environments where all students can achieve at high levels. Our teacher project will create model classrooms and show the possibilities as we encourage and participate in the action to provide every student a quality teacher. Our work will also involve comprehensive support for schools and Next the Internet impacted technology use. Suddenly there was a volume of knowledge available to students with access and a network of people throughout the world that enhanced communication and the exchange of ideas. Real problem solving in collaborative groups became the norm in some classrooms. Online courses were available and students in rural areas had expanded learning opportunities in a variety of subject
areas. Previously abstract concepts could now be illustrated and manipulated because of technology advancements. A whole new learning environment became possible. Does it make a difference? It depends… Research in traditional classrooms has shown that technology can have a positive impact on student achievement if certain factors are present, including extensive teacher training and a clear purpose. In recent years researchers have found that the technology can be an important component for creating exciting new learning environments for students, once again dependent on other factors such as: Lower student to computer ratio; Teacher ownership of the reform efforts; Extensive teacher training and planning time; High levels of technological support. Unfortunately, these factors are often missing in school technology implementation efforts, resulting in inconclusive research findings of the effects of these environments on student learning. Sometimes schools make large purchases of technology for classrooms but ignore the accompanying teacher training. At other times resources are wasted as teachers receive training only to return to a classroom with limited or no access for the students. This leads many observers to question the benefits of technology in the schools. ii The research challenge is to construct viable studies where all the necessary factors are in place. The critical questions for the future As educators and researchers look to the future they are no longer asking the question, “Should technology be used in education?” Instead the focus is “How should technology be used to help students achieve higher levels?” Across the country there are fine examples of technology use in scattered classrooms and a few schools, but the challenge is to bring a technology rich learning environment to every student. In the era of new standards and high performance schools, technology must be linked not only to student learning but also the efficient management of schools and districts. Little research is available in this area. The potential of learning anywhere, any time is just beginning to be tapped. Online courses and virtual schools, learning communities, apprenticeships and internships will change the concept of school in this century. More research is needed to answer several critical questions as technology is thoughtfully deployed throughout our schools. Ten critical questions for further study are: How can technology increase student learning and assist students in meeting the
standards? Do students learn and retain more with the aid of computers? How does the use of computers affect classroom climate and student attitudes? What are the conditions that must be in place for technology to effectively improve student learning and especially the achievement of “at-risk” students? How can technology serve as an extension of human capabilities and cognitive functioning? What specific cognitive skills are enhanced by the use of technology for learning? How can online assessment be used to enhance student learning and accountability? What are the effective deployments for a technology rich learning environment? What constitutes effective and adequate teacher training? How can technology improve productivity in all aspects of district, school, and classroom management? As researchers begin or continue their important work, their conclusions will provide a guide for educators and others to make good decisions about how to use technology for learning both inside and outside our schools. The Bill and Melinda Gates Foundation plan This current research and the questions for the future are consistent with the Gates Education Initiative that seeks to Help All Students Achieve. The foundation will work with leaders in fifty states to assure that principals and superintendents have the knowledge to create rich technology learning environments where all students can achieve at high levels. Our teacher project will create model classrooms and show the possibilities as we encourage and participate in the action to provide every student a quality teacher. Our work will also involve comprehensive support for schools and districts to create quality places where others can visit and learn the elements necessary for success. These will be scalable models that are possible for all schools to achieve. iii Finally we will conduct evaluation and action research to answer the critical questions and also to adjust our programs as we learn together with educators and their communities across the nation. iv Introduction As the new millennium begins schools throughout the country are in the midst of reform efforts—the term “restructuring” often being used to imply a deeper, more fundamental change in the nature of schools and schooling than that implied by “reform.” These efforts often involve a rethinking of the very nature of schools and the educational
experience for children. Resulting changes may be structural in nature, such as a revision of the school day or the school year, or they may be more fundamental in nature, resulting in a very new curriculum that asks students to learn and perform in ways much different than before. A driving force of these restructuring efforts is the belief that a school system built on a Nineteenth Century industrial efficiency model is inadequate to meet the needs of the society of the Twentieth-First Century that has been transformed by technology. Because technology has transformed businesses and many other components of daily life, many are relying on technology to help transform the nature of the school experience. As the new millennium begins that transformation is still incomplete. In October 1999, at the National Education Summit states were asked to fully implement the final stage of their reform efforts by adopting policies that held schools and educators accountable for their successes and for their failures. Results matter, and therefore determining what best produces desirable results is an important part of the accountability efforts. There is evidence that computers and the related technologies1 have made major inroads into the schools. There are now an estimated 10 million computers in the schools with annual school expenditures for technology of about 6 billion dollars. There is one instructional computer for every 5.7 students and more than half of the nation’s classrooms have been connected to the Internet. A 1999 national survey conducted by Education Week in collaboration with the Milken Exchange found that 97% of all teachers surveyed use a computer for educational purposes, either at home or at school, and 53% use software for classroom instruction. Virtually every state reform plan includes technology as an integral component, and student school access to technology is higher than ever before. 1 In educational practice computers have become the predominate “new” technology, but they are often used in concert with other forms of technology, such as the internet and video capabilities, making it difficult, if not impossible, to talk in terms of just computer use. In this paper I use the terms computers and technology interchangeably. 2At the same time, the views surrounding technology in the schools are diverse. Some advocate the expansion of technology use to enhance student technological literacy, while others believe its primary purpose should be as a learning tool. “The romanticized view of technology is that its mere presence in schools will enhance student learning and achievement. In contrast is the view that money spent on technology, and time spent by students using technology, are money and time wasted” (National Research Council, 1999, p. 194). Yet, many proponents of increasing the role of educational technology in the schools admit that our current knowledge about the educational affects of that technology is rudimentary at best. This is due to the fact that much of the evaluation that has taken place has been in classrooms with mixed or partial deployments of technology with varying levels of training and limited content. Full implementation
has been hampered by a lack of capital budgets and insufficient research and development funds necessary to create fully integrated learning environments. There is perhaps no other profession that is so subject to “the new and innovative” as is education. The tendency for educators to tout first one innovation and then another and the failure of these innovations to make any marked improvement in student learning has been well documented. And, rightly or wrongly, there are many today who are skeptical of the educational value of the new technologies, or at least skeptical of the schools’ abilities to use them effectively or to deploy them sufficiently to transform the learning environments. Educational policy-makers are responsible for determining the direction, nature, and scope of educational programs, and for determining how scarce resources are to be allocated. Ideally, educational policy will reflect the “best practices” of the profession.
importance of computer education.
Computer teaching plays a key role in the modern systems of education. Students find it easier to refer to the Internet than searching for information in fat reference books. The process of learning has gone beyond learning from prescribed textbooks. Today, aspirers can satiate their thirst for knowledge by means of the Internet. It is easier to store information on computers than maintaining hand-written notes. To know more on the subject, read about
textbooks versus computer teaching.
Online education has revolutionized the education industry. The computer technology has made the dream of distance learning, a reality. Education is no more limited to classrooms. It has reached far and wide thanks to the computer technology. Physically distant locations have come close to each other only due to computer networking. Computers facilitate an efficient storage and effective presentation of information. Presentation software like PowerPoint and animation software like Flash and others can be of great help to the teachers while delivering information. Computers can turn out being a brilliant aid in teaching. Computers facilitate an audio-visual representation of information, thus making the process of learning interactive and interesting. Computer-aided teaching adds a fun element to education. Internet can play an important role in education. As it is an enormous information base, it can be harnessed for the retrieval of information on a wide variety of subjects. The Internet can be used to refer to information on various subjects to be taught to the students. Moreover, computers facilitate an electronic format for storage of information, thereby saving paper. Homework and test assignments submitted as soft copies save paper. Electronically erasable memory devices can be used repeatedly. They offer a robust storage of data and reliable data retrieval. The computer technology thus eases the process of learning.
A life without computers would seem almost unimaginable for many. The importance of computers is evident today and having the perfect know-how of computers can only propel one’s career in the right direction. Today, computers are a part of almost every industry. They are no more limited to the software industry. They are widely used in networking, information access, data storage and the processing of information. So why not introduce computers early in education? Introducing computers early in education lays the foundation of most of the major competitive careers. Computers play a significant role in one’s personal and professional life. By Manali Oak Published: 11/2/2008 Research on Computers and Education: Past, Present and Future Prepared for the Bill and Melinda Gates Foundation Jeffrey T. Fouts Professor of Education Seattle Pacific University Seattle, WA February, 2000 Executive Summary Computers and related technologies are now in almost every school across the nation. State reform efforts include the integration of technology in curriculum standards and sometimes make technology skills a separate standard for students to achieve. As the focus on technology expands, policy makers and tax payers are asking researchers in educational practice to provide the data for thoughtful decision making on the use of technology for learning. At this time the decision-making is often hampered by the lack of adequate research, although there is considerable work from previous years to guide future study. The evolution of technology use The computer was introduced into education in the 1970s and its first use had teachers and students learning to program. Since that time there has been an evolution of best practices. As software gained in sophistication, the computer became the tutor or surrogate teacher. Students followed the commands on the computer screen receiving rewards for correct answers. They also began to learn through playing games and simple simulations. Teachers of writing discovered the value of using a word processor and soon students were writing more and revising with ease. Other teachers
saw the value of the computer in creating a rich learning environment and had students using databases, spreadsheets, presentation and research tools across all subject areas. Next the Internet impacted technology use. Suddenly there was a volume of knowledge available to students with access and a network of people throughout the world that enhanced communication and the exchange of ideas. Real problem solving in collaborative groups became the norm in some classrooms. Online courses were available and students in rural areas had expanded learning opportunities in a variety of subject areas. Previously abstract concepts could now be illustrated and manipulated because of technology advancements. A whole new learning environment became possible. Does it make a difference? It depends… Research in traditional classrooms has shown that technology can have a positive impact on student achievement if certain factors are present, including extensive teacher training and a clear purpose. In recent years researchers have found that the technology can be an important component for creating exciting new learning environments for students, once again dependent on other factors such as: Lower student to computer ratio; Teacher ownership of the reform efforts; Extensive teacher training and planning time; High levels of technological support. Unfortunately, these factors are often missing in school technology implementation efforts, resulting in inconclusive research findings of the effects of these environments on student learning. Sometimes schools make large purchases of technology for classrooms but ignore the accompanying teacher training. At other times resources are wasted as teachers receive training only to return to a classroom with limited or no access for the students. This leads many observers to question the benefits of technology in the schools. ii The research challenge is to construct viable studies where all the necessary factors are in place. The critical questions for the future As educators and researchers look to the future they are no longer asking the question, “Should technology be used in education?” Instead the focus is “How should technology be used to help students achieve higher levels?” Across the country there are fine examples of technology use in scattered classrooms and a few schools, but the challenge is to bring a technology rich learning environment to every student. In the era of new standards and high performance schools, technology must be linked not only to student learning but also the efficient management of schools and districts. Little research is available in this area. The potential of learning anywhere, any time is just
beginning to be tapped. Online courses and virtual schools, learning communities, apprenticeships and internships will change the concept of school in this century. More research is needed to answer several critical questions as technology is thoughtfully deployed throughout our schools. Ten critical questions for further study are: How can technology increase student learning and assist students in meeting the standards? Do students learn and retain more with the aid of computers? How does the use of computers affect classroom climate and student attitudes? What are the conditions that must be in place for technology to effectively improve student learning and especially the achievement of “at-risk” students? How can technology serve as an extension of human capabilities and cognitive functioning? What specific cognitive skills are enhanced by the use of technology for learning? How can online assessment be used to enhance student learning and accountability? What are the effective deployments for a technology rich learning environment? What constitutes effective and adequate teacher training? How can technology improve productivity in all aspects of district, school, and classroom management? As researchers begin or continue their important work, their conclusions will provide a guide for educators and others to make good decisions about how to use technology for learning both inside and outside our schools. The Bill and Melinda Gates Foundation plan This current research and the questions for the future are consistent with the Gates Education Initiative that seeks to Help All Students Achieve. The foundation will work with leaders in fifty states to assure that principals and superintendents have the knowledge to create rich technology learning environments where all students can achieve at high levels. Our teacher project will create model classrooms and show the possibilities as we encourage and participate in the action to provide every student a quality teacher. Our work will also involve comprehensive support for schools and Next the Internet impacted technology use. Suddenly there was a volume of knowledge available to students with access and a network of people throughout the world that enhanced communication and the exchange of ideas. Real problem solving in collaborative groups became the norm in some classrooms. Online courses were available and students in rural areas had expanded learning opportunities in a variety of subject
areas. Previously abstract concepts could now be illustrated and manipulated because of technology advancements. A whole new learning environment became possible. Does it make a difference? It depends… Research in traditional classrooms has shown that technology can have a positive impact on student achievement if certain factors are present, including extensive teacher training and a clear purpose. In recent years researchers have found that the technology can be an important component for creating exciting new learning environments for students, once again dependent on other factors such as: Lower student to computer ratio; Teacher ownership of the reform efforts; Extensive teacher training and planning time; High levels of technological support. Unfortunately, these factors are often missing in school technology implementation efforts, resulting in inconclusive research findings of the effects of these environments on student learning. Sometimes schools make large purchases of technology for classrooms but ignore the accompanying teacher training. At other times resources are wasted as teachers receive training only to return to a classroom with limited or no access for the students. This leads many observers to question the benefits of technology in the schools. ii The research challenge is to construct viable studies where all the necessary factors are in place. The critical questions for the future As educators and researchers look to the future they are no longer asking the question, “Should technology be used in education?” Instead the focus is “How should technology be used to help students achieve higher levels?” Across the country there are fine examples of technology use in scattered classrooms and a few schools, but the challenge is to bring a technology rich learning environment to every student. In the era of new standards and high performance schools, technology must be linked not only to student learning but also the efficient management of schools and districts. Little research is available in this area. The potential of learning anywhere, any time is just beginning to be tapped. Online courses and virtual schools, learning communities, apprenticeships and internships will change the concept of school in this century. More research is needed to answer several critical questions as technology is thoughtfully deployed throughout our schools. Ten critical questions for further study are: How can technology increase student learning and assist students in meeting the
standards? Do students learn and retain more with the aid of computers? How does the use of computers affect classroom climate and student attitudes? What are the conditions that must be in place for technology to effectively improve student learning and especially the achievement of “at-risk” students? How can technology serve as an extension of human capabilities and cognitive functioning? What specific cognitive skills are enhanced by the use of technology for learning? How can online assessment be used to enhance student learning and accountability? What are the effective deployments for a technology rich learning environment? What constitutes effective and adequate teacher training? How can technology improve productivity in all aspects of district, school, and classroom management? As researchers begin or continue their important work, their conclusions will provide a guide for educators and others to make good decisions about how to use technology for learning both inside and outside our schools. The Bill and Melinda Gates Foundation plan This current research and the questions for the future are consistent with the Gates Education Initiative that seeks to Help All Students Achieve. The foundation will work with leaders in fifty states to assure that principals and superintendents have the knowledge to create rich technology learning environments where all students can achieve at high levels. Our teacher project will create model classrooms and show the possibilities as we encourage and participate in the action to provide every student a quality teacher. Our work will also involve comprehensive support for schools and districts to create quality places where others can visit and learn the elements necessary for success. These will be scalable models that are possible for all schools to achieve. iii Finally we will conduct evaluation and action research to answer the critical questions and also to adjust our programs as we learn together with educators and their communities across the nation. iv Introduction As the new millennium begins schools throughout the country are in the midst of reform efforts—the term “restructuring” often being used to imply a deeper, more fundamental change in the nature of schools and schooling than that implied by “reform.” These efforts often involve a rethinking of the very nature of schools and the educational
experience for children. Resulting changes may be structural in nature, such as a revision of the school day or the school year, or they may be more fundamental in nature, resulting in a very new curriculum that asks students to learn and perform in ways much different than before. A driving force of these restructuring efforts is the belief that a school system built on a Nineteenth Century industrial efficiency model is inadequate to meet the needs of the society of the Twentieth-First Century that has been transformed by technology. Because technology has transformed businesses and many other components of daily life, many are relying on technology to help transform the nature of the school experience. As the new millennium begins that transformation is still incomplete. In October 1999, at the National Education Summit states were asked to fully implement the final stage of their reform efforts by adopting policies that held schools and educators accountable for their successes and for their failures. Results matter, and therefore determining what best produces desirable results is an important part of the accountability efforts. There is evidence that computers and the related technologies1 have made major inroads into the schools. There are now an estimated 10 million computers in the schools with annual school expenditures for technology of about 6 billion dollars. There is one instructional computer for every 5.7 students and more than half of the nation’s classrooms have been connected to the Internet. A 1999 national survey conducted by Education Week in collaboration with the Milken Exchange found that 97% of all teachers surveyed use a computer for educational purposes, either at home or at school, and 53% use software for classroom instruction. Virtually every state reform plan includes technology as an integral component, and student school access to technology is higher than ever before. 1 In educational practice computers have become the predominate “new” technology, but they are often used in concert with other forms of technology, such as the internet and video capabilities, making it difficult, if not impossible, to talk in terms of just computer use. In this paper I use the terms computers and technology interchangeably. 2At the same time, the views surrounding technology in the schools are diverse. Some advocate the expansion of technology use to enhance student technological literacy, while others believe its primary purpose should be as a learning tool. “The romanticized view of technology is that its mere presence in schools will enhance student learning and achievement. In contrast is the view that money spent on technology, and time spent by students using technology, are money and time wasted” (National Research Council, 1999, p. 194). Yet, many proponents of increasing the role of educational technology in the schools admit that our current knowledge about the educational affects of that technology is rudimentary at best. This is due to the fact that much of the evaluation that has taken place has been in classrooms with mixed or partial deployments of technology with varying levels of training and limited content. Full implementation
has been hampered by a lack of capital budgets and insufficient research and development funds necessary to create fully integrated learning environments. There is perhaps no other profession that is so subject to “the new and innovative” as is education. The tendency for educators to tout first one innovation and then another and the failure of these innovations to make any marked improvement in student learning has been well documented. And, rightly or wrongly, there are many today who are skeptical of the educational value of the new technologies, or at least skeptical of the schools’ abilities to use them effectively or to deploy them sufficiently to transform the learning environments. Educational policy-makers are responsible for determining the direction, nature, and scope of educational programs, and for determining how scarce resources are to be allocated. Ideally, educational policy will reflect the “best practices” of the profession.
