Are you interested in learning about the effects and history of technology in classrooms? I have listed a few articles and books that discuss the influence of classroom media usage.
Interested in How Technology Use Started in Classroom?
In “The Classroom Use of Technology Since 1920,” Larry Cuban explains how and why technology usage began in the classroom. For example, an excerpt reads “the classroom teacher prepares the class for the video lesson and follows up the televisions teacher’s presentation with in-class discussion and assignment.” In mid-1950s, school districts would dedicate one-third of the school day to televised lessons. In addition, one of the events that sparked technological usage in the classroom is when Thomas Edison became interested in films in 1922. he quoted saying that “scholars will soon be instructed through the eye. It is possible to touch every branch of human knowledge with the motion picture.” Read this book to further see how technology emerged in the classroom.
Fascinated in How Effective Technology Is for Students?
In the book, “Teaching Math, Science, and Technology in Schools Today: Guidelines for Engaging Both Eager and Reluctant Learners,” Dennis Adams states that “reluctant learners simply don’t like math and science-and others think they couldn’t be successful in these subjects. Technology is often viewed more positively.” Technology can potentially end negative attitudes towards certain subjects. For example, when students find interest in a particular subject, they tend to want to learn more. Adam also explains how technology presents varieties of tools for different subjects, which assist students in and out of the classroom setting. Technology helps collaborate groups and student activities. If you would like to learn more in depth about the effectiveness of technology in the classroom, read this book.
Should Technology Be Used In Classrooms?
In “Acceptable Use of Technology in Schools: Risks, Policies, and Promises,” Meg Cramer and Gillian R. Hayes informs their readers that “mobile technology can open up new possibilities for on the go and just in time learning.” Technology has been presenting new opportunities. An example of this is social media, which has encouraged peers to learn from each other and builds relationships by having students participate in group activities. Interested in negative and positive effects of technology in schools? Read “Acceptable Use of Technology in Schools: Risks, Policies, and Promises” to explore the reasons for and against technology in the classroom setting.
Are you curious in How Web 2.0 Developed Mathematics Self-efficacy?
In “Classroom Technology Use and Middle School Mathematics Students’ Self-Efficacy,” author Jeriann King explains that “this study will help educators make informed decisions about the use of Web 2.0 sites in support of mathematics instruction.” Classrooms are beginning to use technology excessively with mathematics, and this research describes how effective Web 2.0 is when used for academic purposes. King states that “using confirmatory factor analysis and bivariate correlations, the researchers determined that a student perception of a caring, challenging, and mastery-oriented environment reported significantly higher levels of mathematics self-efficacy.” When students began using Web 2.0 (different tools to help students with math), it showed improvement in students’ self-efficacy and overall performance in classrooms.
Cuban, Larry. Teachers and Machines: The Classroom Use of Technology since 1920. New York: Teachers College, 1986. 4-7. Print.
Adams, Dennis, and Mary Hamm. Teaching Math, Science, and Technology in Schools Today: Guidelines for Engaging Both Eager and Reluctant Learners. Second ed. 2014. 26. Print.
Cramer, Meg, and Gillian Hayes. “Acceptable Use of Technology in Schools: Risks, Policies, and Promises.” JPLL InvestiGator Catalog. Web. 19 Oct. 2015.
King, Jerianne. “Classroom Technology Use and Middle School Mathematics Students’ Self-Efficacy.” (2013): 4-9. Web.