Essay on role of science and technology in education

Learning styles of students are changed with the environment in which they reside.

Scientific Inquiry and Scientific Method

The traditional lecturing style needs to be reviewed in order to establish their suitability to meet the needs of various styles of student learning. There are various other techniques which are used that are problem based learning and peer instruction which provides additional burden on the educators during education session.

The learning methods and practices are evolving and improving from an educational perspective. Traditional learning approaches include starting with the fundamental and moving onto application which may not address all the learning styles. It involves organizing a group of students in order to complete a project or for solving problems.

Educators also provide them with the guidance required in the project.

Importance of technology in education | Essay and speech

There is a digitally division between children, who are growing in the technologically advanced world and older people referred as educators who have not used the current technologies. Prensky defines the term Digital Native who is surrounded by Digital equipments whole of their life which results they are fully clear with the concepts of internet, HTML language and all kinds of multi-media technologies. Educators are known to be Digital immigrants who have not grown up in digital environment and are now working hard to understand it. It is also known as voting system which can be used in the classroom to authorize student to answer questions thrown by lecturer.

Each student comprise of handheld device which is helpful in selecting one specific answer. The independent remote unit operates using wireless signals and there is a possibility of setting classroom response system with the help of mobile phones and additional software.

Capture system tries to collect the activities of the classroom environment which can be later used for reviewing. It can be achieved by using display system that is interactive whiteboards that permits the capturing of the material presented. Audio Recording can complement the captured information but it should make sure that material and audio are coordinated during review. Video recording from single or multiple cameras could be helpful in providing significant quantity of material for review.

This action also needs careful synchronization with the displayed information and audio. This kind of technology provides a beautiful opportunity to improve the learning environment for the students. It provides capability for the users to use technology in order to support various different learning paradigms.

Essay on The Impact of Technology on Education

Educational technology is aimed to improve the education over what it would be without technology. Some of the benefits of use of technology in education field are listed below —. The computer-based instructions can be helpful in giving instant feedback to the students and can also explain correct answer. In addition, computer is considered as patient and non-judgmental device which can motivate students to continue learning.

According to the study of James Kulik, students grab more when education is provided digitally and also develop positive attitude towards computer in computer-based classes. Learning material is very helpful in long distance learning and also accessible to a wider audience. It is also suitable for students to change their written work on word processor which also helps in improving the quality of their writing.

According to various studies, it is known that students are better at editing and critiquing written work which is switched over a computer network. There are various kinds of educational software which are designed to help children to teach specific subjects that are graphics software, pre-school software and computer simulators. The technology in education also provides a means to focus on active student participation and also to present different strategies of questioning.

Clickers, also known as student response systems or classroom response systems, help teachers create interactive classroom environments. In her classroom, Brenna used clickers to get information about student learning. This approach allowed Brenna to see student feedback in real time and address the areas where students had difficulty understanding.

Even though Brenna integrated many of the technology tools that she learned in the program, she felt that she still needed more training with technology. She was not comfortable with using many of the tools. For example, during one of the observed classes, Brenna used a PowerPoint presentation when suddenly the computer screen turned black.

Brenna could not figure out how to solve the problem. Ten minutes later, she sent a student to the administration office to find the technology teacher and asked him for help. While waiting for the technology teacher to come and fix the problem, a student offered Brenna help to figure out the problem. The student found that the computer turned off since Brenna forgot to plug in the power cord.

After the minute long chaos, Brenna fixed the problem and then continued her lesson. Another concern that Brenna had was that she needed more time creating technology-enhanced curriculum units. Brenna thought that collaboration among her colleagues might help her to create technology-rich lesson plans because it was time consuming otherwise.

Brenna implemented a few inquiry activities in her classroom. According to her, she took the ordinary labs that she implemented before and changed parts of them to be more inquiry based. In addition, during the inquiry activities rather than facilitating students Brenna was mostly directing them on what to do and what not to do. Matt was a third-year science teacher in a private middle school. He taught eighth-grade physical science and life science. Prior to participating in the program, Matt had previous knowledge and experience with many technology tools.

As Matt put it,. I taught in a method that used shared CMaps to elicit student understandings about concepts I was teaching about. After engaging students in activities that challenged their understandings we had a class discussion that built a class consensus around the results of the activity. The activities included: examining the variables that affect elastic interaction, how a constant force affects a low friction car, and what affect added mass has to acceleration.


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Matt uploaded many of these maps to his class Web site. Matt valued online discussions since he believed that they encourage students to participate in and more deeply analyze the course materials.


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In addition to concept mapping and online student discussion boards, Matt also implemented probeware several times in his teaching after he participated in the program. Students were involved in a multiday environmental study at a local creek, and they made quick measurements of temperature and pH using probeware.

Another tool that Matt gave priority to in his teaching was simulation.

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Matt was a proponent of inquiry-based teaching. He believed that students learn science best while they are doing it. Thus, he frequently used inquiry activities in his classroom. Although some of these activities were long term science projects such as testing water quality in the creek, others were one-class-period-long inquiry activities. At the beginning of the spring semester, Matt taught students about organisms, and students conducted various directed inquiry activities about cabbage white butterflies, Wisconsin fast plants, and wow bugs. Matt provided the research question on all these activities, and students made observations to answer his questions.

For example, students did a long-term project to investigate how cabbage white butterflies hatch. Cassie was a second-year teacher in an urban charter school that served only immigrant students.

The contrasting roles of science and technology in environmental challenges

She taught 9th-, 10th-, 11th-, and 12th- grade Earth science, physical science, and life science. Before she participated in the program she had basic computer skills e. In her teaching, Cassie did not use many of the tools such as probeware and simulations that she learned in the teacher education program, since she did not feel comfortable using them in her classroom. Cassie was the only teacher who expressed that the summer course was less helpful for her than she expected. During a classroom observation in fall , Cassie expressed that she had already forgotten how to use CMap tools that she learned two months prior in the summer course.

She did not feel comfortable using them with her minority students who had limited English skills. Cassie did not incorporate any of the technology tools that she learned in the program into her teaching. In an interview, she expressed that she had limited access to these tools, and she taught in a school environment that did not give her many choices but lecturing. Most of her students came to the U. In addition to limited language skills, her students had a conception of science different than Western science. For example, in an observed class, Cassie taught students about cell organelles in an animal cell.

Since she did not even have an overhead projector in her classroom, Cassie gave her students photocopied papers that showed the organelles of an animal cell.