Interactive Cable Archives and Videoconferencing :: Technology Education Curriculum Essays

Interactive Cable Archives and Videoconferencing The integrating of technology into political platform and statemental practices in P-12 education has been gaining momentum in classroom reform across the nation (Mowre-Popiel, Pollard, & Pollard, 1994). Interactive and digital technologies atomic number 18 now recognized as tools by which educators can bring queer resources into the classroom (Schutte, 1998 Wise, 2002) and engage students in dynamic, self-constructed learning (Branzburg, 2001). The use of technology as a tool that supports dictation and learning is transforming the traditional way of teaching both digital and geographically located resources now offer an enriched content that was not available to preliminary generations (Branzburg, 2001). As a result, many authors and researchers believe that the use of technology indoors educational settings will serve to motivate students to learn more(prenominal), both with and without instructor assistance, effectively promoting increased cognitive development (Gernstein, 2000 Wise, 2002). While there are many projects involving the utilization of interactive and digital technologies in classroom instruction (Buckle, 1995 Gernstein, 2000 Warner, 1999 Petersen, 1998), there is limited scientific evidence of its effectiveness in up(a) teaching and learning when compared to traditional instruction. In addition, there exists almost no literature that illustrates the impact of the unite effect of both digital and television system resources. Purpose of the paperThe purpose of this paper is to describe the developmental do by used to create technology-infused curriculum and the methodology used to document the combined impact of the enriched curriculum and instruction on students affective and cognitive domains. In addition, preliminary findings of pilot studies, conducted during the summer and fall of 2003 will be presented. The curriculum unit under study consisted of a civics education unit on the Power of the Presidency prepared for use in grades 7-12 (AP). Technological resources include interactive cable archives and point-to-point videoconferencing. Review of LiteratureThe late 1980s ushered in a period of change in the American educational context, with a major focus on integrating technology in P-12 classrooms (Dwyer, Ringstaff, & Sandholtz, 1990). Several authors credit this continued use to the belief that technology integration supports philosophies of instruction that perceive each student as a unique learner, thereby aiding in the transformation of teacher-centered classrooms into student-centered settings (Mowre-Popiel, Pollard, & Pollard, 1994 Bork, 1997). Research has provided at least overtone support for this belief. Multiple studies have shown that instructional technology enhances learning (e.g. Clouse, 1991-1992 Phillips & Soule, 1992). An proto(prenominal) study of technology-supported instruction, conducted by the Educational Testing Service, found tha t students learned more quickly in a web-based environment, compared to traditional classroom settings (Ragosta, 1982).