Some Issues on Technology Use in the classroom Pertemuan 25-26 Matakuliah

: G0454/ Class Management and Education Media
: 2006
Some Issues on Technology Use in the
Pertemuan 25-26
Questions to be answered in deciding whether to use and how to use
Certain uses of technology can be quite expensive. The gulf
between schools that can afford more sophisticated equipment
and supplies and those that cannot creates an effect which is
called “technology gap”. What will unequal access to technology
do to the already existing gap in quality of schooling between
those schools in poorer areas and those in wealthier ones ?
2. Security
Schools must develop policies and procedures to ensure that only
those with legitimate needs for information have access to student
files, especially confidential testing and evaluation information.
Should students have ready and virtually unlimited access to all
databases and information available on the networks, or should
there be some way to limit access to educationally relevant and ageappropriate materials ?
Educators must develop policies on access and use of information,
and establish procedures to limit access, if that is what they decide
is necessary.
One of the biggest roadblocks to innovative uses of technology in the
classroom is discomfort with the new role the teacher often must
Teachers may have difficulty adjusting to not being the ones in charge and
not making all the decisions in the classroom.
Some teachers may feel a bit uncomfortable when first using technology,
and will need time to adjust to this different role.
Teachers could greatly benefit from a supportive network of other teachers
who are integrating technology into their teaching. Setting up or joining
groups of other teachers both within the school and in other schools is quite
helpful in providing technical and moral support as well as providing ideas
for dealing with instructional or management issues.
4. Selection of Hardware and Software
How to select appropriate hardware and software for your school ?
A variety of educator-oriented journals and magazines are available
that provide reviews of new products, and several organizations
exist that have the sole purpose of providing up-to-date and easily
understandable reviews of new hardware and software.
Teachers can also make use of these resources by attending
classes on educational technology at local colleges and universities
and by inviting faculty knowledgeable about educational technology
to present in-service workshops.
4.b. Selection of software
(1). General Criteria :
Is the subject matter covered accurately ?
Is the material written at an appropriate reading level ?
Are the activities of appropriate length ?
Are clear, concise instructions given for students ?
Are the activities sequenced logically ?
Is the lay out of the material appealing ?
Is correct grammar used in the materials ?
Are the activities motivating for students ?
Are the materials socially acceptable ?
Are the support materials complete ?
Is the cost reasonable ?
(2). Criteria specifically related to computers and computing :
Is the program easy to operate ?
Is the program versatile to use ?
Is the program attractive and motivating ?
Is the package well documented ?
Is the interactive capability of the computers used to advantage ?
Are special capabilities, such as the ability to produce random events, used to
advantage ?
Does the use of features such as graphics animation, and sound enhance
instruction rather than distracting students;
Does the software allow appropriate control over the activity by providing options
for movement through the materials ?
Does the computer handle input from the students effectively, so that excessive
typing is avoided and unexpected responses do not disrupt the activity.
Is feedback for correct and incorrect responses and performance provided
effectively and appropriately.
Does the program produce realistic and valid results ?
Do the materials allow for appropriate Teacher - students and student – student
5. Classroom set up for Technology
a. Where to put the machines, directly in individual classrooms or separate
on computer labs ?
Regardless of whether machines are set up in a computer lab or in
classrooms, experts recommend that they be networked so that software,
databases, and so forth can be easily accessed from any location.
b. Whether students will use the machines individually or cooperatively ?
If technology is used cooperatively, it is important to remember that the work
must be truly cooperative – i.e, the students must understand how to offer
constructive criticism to help one another.
6. Effect of Computers on Social Interactions
When computers were first being implemented in classrooms, many
educators worried that students’ social development would suffer, and that
classroom interactions would be affected.
A recent review of computer usage in young children indicated that students
working on the computer often showed a higher amount of social interaction
than students working on noncomputer activities
7. Consideration of Individual Differences
Teachers must think about whether the forms of technology they are
considering for their classrooms meet the individual needs of their students.
Most existing technology has not really taken other types of individual
differences into account.
It is probably best to provide students with a variety of different learning
activities and media, including several different forms of technological as
well as non technological methods of an instruction.
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