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Statement of the Problem
The use of technology of any kind from the simplest to the most complicated has had an effective change in the way we learn and teach. Technologies have offered new ways of providing students with direct experience in the curriculum in the classroom. This paper aims at examining the way technology can create effective teaching in the classroom. Technology has positive impacts when used by students as it helps them in being creative and it also develops a good learning environment. Many teachers have adapted using technology in teaching in a classroom which has resulted to positive results. The main focus will be studying how technology can impact teaching in a classroom. Students enjoy when they technology is integrated in their education system. Therefore, the paper will concentrate on how technology can be used so that to create a more effective teaching in a classroom. The paper will focus on the impact that technology has on students where students will be involved on describing how they think technology has been effective in their learning.
The research question is how technology can create effective teaching in the classroom?
The nature of the use of technology in schools has helped as schools are able to transform into modern, responsive, and effective institutions which the society need. When planning on creating a more effective teaching in a classroom, applying technology in the classroom is considered as an effective tool because it makes the learner become more interested about the subject of study as it provides the opportunity of learning in a nontraditional way and it also decreases the learning time. Therefore, technology is an effective method of transforming the way of teaching students because through transforming the process it tends to also transform the outcome. Technology has been claimed to being an effective method for providing students with teaching in the classroom.
Technology can be considered as a reciprocal of relationship with teaching. Teachers have found new ways of incorporating technology in their classroom, which has helped in achieving strong lessons. Technology is considered as an effective tool for teaching students, which help teachers in presenting materials, which is being learned (Muir-Herzig, 2004). The high tech educational tools, which include interactive softwares and computers, offer a lot of advantages in lesson planning, lesson presentation, record keeping, assessment, and classroom management. According to Muir-Herzig (2004), state that technology is a good tool for supplementing classroom teaching, and it helps students to learn a lot.
Teachers are usually driven to using technology as a tool for teaching in the classroom so that to help the students in learning more. Muir-Herzig (2004), state that technology is an effective tool for making students stay motivated, and it makes the students be engaged in learning more deeply. According to Muir-Herzig (2004), he said that instructional technologies usually provoke interest, and it stimulate learning which tend to encourage students to study helping the students to connect the information that has been gained with the old knowledge. This is also a tool that helps the students to associate the lesson subjects with the real life experiences of students allowing students to reach and evaluate the information which is necessary. Doing this, will make it possible to meet society’s expectations, which tend to help the students to describe the world in a manner that they deserve. Students are also assisted to summarize the information so that to facilitate comprehension and increase individual learning.
In a study conducted by Judson, (2006) about the impact of instructional activities in classroom found out that instructional activities usually remind the students about the school and mostly that class environment. Therefore using instructional technologies in the classroom is essential. He also states that the dynamics of the classroom need to take into consideration the use of the technologies. The multimedia applications in the classroom based on technology include student-student, student-teacher, student-environment, and student-content interaction in the process of learning. In the framework of this interaction, it helps in increasing the student-content interaction; thus, the in depth and meaningful learning potential.
The use of multimedia and theatrical presentation techniques help in increasing the student-teacher interaction. According to a study by Watson (2006), found out that, in order to have an effective technology integration in the classroom, teachers are requires to change their teaching strategies and move to from the teacher centered activities to the activities that are centered on the learner. Teachers are supposed to become collaborators and facilitators and instructions is supposed to move from memorization to problem solving. In order for technology to create an effective teaching classroom, the teacher is supposed to drop the expert role and be able to become a facilitator to the students by setting an appropriate environment and designing the curriculum activities which reinforce the key concepts on and off the computer.
On a study conducted by Bill & Melinda Gates Foundation on the role that technology play in supporting a high teaching quality in the US found out that technology help the teachers in improving their instruction and also found out that teachers are usually open in using technology more often. The study found out that for the teaching to be effective and used to improving and innovate the classroom experience, the technology tools need to respond to the reality of student-teacher experience instead of demanding that teachers and students to adapt to the requirements of a certain technology. According to the findings of this research, it indicates that the school leadership and usually a supportive and visionary principal can have a positive impact on how technology will be used by teachers, individuals, and the entire school.
When performing the study, it was determined that teaching is the most essential school based factor to the success of the student. Therefore, teachers require more support in getting better response on how the students are performing and personalizing the learning of the student. Technology is considered as one tool that plays an essential role in helping the teachers on both fronts. The study by Bill & Melinda Gates Foundation found out that technology has revolutionalized the way people live, the means of conducting business, communicating, and also the education system.
A study by Dindar, Eristi, & Kurt, (2012) on the teacher’s views about effective impact of technology impact of technology on student engagement indicated that the use of technology in the classrooms has provided learning opportunities, which can enhance the student learning and engagement. The study focused on the use of SMART Board in engaging students and found out that it enhance the student engagement in lessons that already engaging. The results of the study found out that students did demonstrate above average levels in the overall engagement, in science and maths lessons. Technology has been able to make teaching more effective and convenient. In subjects like language, CDs have made teaching be easier and convenient than using cassette tapes.
Teaching has been made more effective because the teachers have no need to worry about rewinding and cueing up a tape; therefore, they can concentrate on the actual teaching instead. Technology has also been able to make classes reflect the world around us. Dindar, Eristi, & Kurt, (2012) conducted a study on how technology has benefited the students and found out that, in the modern society, technology has been an integral part in everyday life, and the students are the ones who have benefited from it a lot. People have been able to use the internet in searching for sources rather than going to the library. Teachers and students should be able to learn on using the search engine effectively and quickly.
Through using softwares such as Google Docs to collaborate on projects tend to reflect the way more people are working and interacting, which also helps in putting abstracts academic concepts in a context of real life. Technology is a tool that is there to stay and in order for students to benefit from it, teachers should invest more time in learning how to use it creatively and harness it to help students.
According to a research report by Cox, et al (2006), indicates that a connection do exist between teachers with constructivists instruction styles and their use of technology in classrooms. The study suggests that constructivist teachers are likely to use technology in classrooms and integrate technology in the lessons than the teachers who follow other learning philosophies. Therefore, the relationship between constructivists teaching strategies and technology use suggest that teachers who are constructivist minded advocate the use of technology as a worthwhile learning tool in a student centered classrooms.
According to this research, it suggests that, in order to have an effective teaching classroom, it is necessary to combine constructivist learning theory and using technology so that to produce the best applications of technology tools in facilitating the course design. When technology is used with constructivist learning theory, technology changes every aspect of instruction from a course design to the method of delivery and evaluation (Cox, et al (2006). Teachers who are constructivists usually advocate for students to using technology in building their own understanding of information through incorporating experiences in the learning situations that are project based.
The conclusion of this study indicated that when the teachers blend technology in situations of constructivist learning, it tend to impact the achievement of the students in a positive manner. Therefore, it is suggested that in order for technology use in a classroom to be effective, teachers are supposed to implement it in conjunction with the necessary teaching theory. Through integrating technology in the constructivist approach, the teachers easily involve the students in learning activities. It is possible for teachers to create instructions which accommodate different learning styles and levels. Teachers should be able to use technology as it is helping them in designing their instructions in a manner that supports their theoretical approach.
When studying about the way technology can be used in creating effective teaching in a classroom, it is necessary to understand its impact through using a sample of the people who it impacts. Therefore, the sample that will be used in collecting data will include the students in different classes. The action research will include ten students and four teachers. This is a sample that balances the gender of the participants as there will be five male students and five female students and also two male teachers and two female teachers who will be irresponsible of conducting the study. During the study, random sampling is the methods that will be used, and this will include both whites and African Americans.
These are the students who will be interviewed about their attitude towards the use of technology in a classroom and how it has motivated them to learn more. In order to gain access to other classes that I have not taught, I have to seek assent of other teachers. The teachers who will participate in the study must have implemented the use of technology in the class in order to interview them on how they consider technology use in the classroom as having created effective teaching. The day that this study will be performed will be on Friday evening at the end of the classes so that not to inconvenience other students as every student will be done with their lessons.
Data Collection Methods
Before starting the study, I will have to first receive consent for participation from all the students who will be interviewed. There will be an interview that will be conducted on the ten participants and in depth data will be collected through face to face interview in a classroom environment where the students will reveal how they think technology has motivated their learning. Before the interview is conducted, the participants will be requested for permission for their interviews to be recorded. During the interview, suggestions will be provided on what the students think of how technology creates effective teaching in a classroom. The survey that will be used will also include hardcopies where the students will be provided with questionnaires by their teachers which they will answer questions that are indicated in the papers.
This will be an open ended interview where students are not restricted on how to answer the question. This is an activity that is estimated to take only take half an hour and face to face interview will only take one hour. The questions in the questionnaires will be used in evaluating the perception of the students in using technology in classrooms. The video recording and the questionnaires will be collected after the interviews have been finished so that to have an in depth analysis and be able to find out how technology has been used by teachers in creating an effective teaching in the classrooms and how the students find technology as an effective learning tool.
Technology can be used in creating more effective teaching in a classroom. For effective teaching, the teachers are supposed to ensure that the technology use should be integral to the curriculum and pedagogy. It is necessary for teachers to consider all the education decisions. They should develop assessment which incorporates technology as a significant component of the process of learning. Once the results of the study are out, I will be able to adjust class scheduling whenever I find necessary so that the students can follow the necessary schedule and be able to see more positive impacts of using technology in teaching. In doing this study, I will have to consider the learning environment so that to determine what should be adjusted which might include the distribution of computers or any other type of technology around the classroom.
In order to understand how effective technology is, it is essential for me as a teacher to develop and implement steps that will measure the effectiveness of the integration of technology. I will ensure that I identify measurable indicators of success. This means identifying whether integrating technology is improving the performance of the students. Some of the indicators may include the test scores, the student engagement, and student motivation. After identifying the indicators, I will develop a baseline in which I will measure the changes through documenting the indicators before the technology is integrated in learning and teaching. Doing this, will make it possible for me to determine the way technology is positively impacting teaching and how it can be changed so that to improve its impact.
It is also my intention to develop a good understanding and skill in the use of technology effectively in aiding the student learning and also supporting my professional role. Each element of my action plan will be implemented. I also intend to make use of the educational videos so that to reinforce the learning of certain topics, which students have stated in the study to be difficult. Using videos will help and also target the students who in most times find it difficult for them to contemplate in the classroom. I also plan on using the school computer suites so that the students can be able to perform group research based projects. This is an act that will enable students to discover some of the different uses of the subjects in the real world and also assist in stimulating their interest in a particular subject.
This is a plan that will afford students the chance of working with others and developing real life thinking and skills for solving problems. Another strategy for ensuring effective use of technology in teaching is by recording the reports and results using Microsoft office in order for important people data to be accessed with accuracy and greater speed and so that to share the information easily with the parents and also colleagues. The data that are stored in Microsoft Office can be displayed as graphs so that to highlight the key trends and aid with teacher-parent consultation and writing. I also intend to ensure that all students are provided with training so that they understand how to use the computer and the search engines and also the different software so that all students can gain from using the technology in the classroom. This will assist as I will be posting valuable, information in the website as a way of communicating and every student can quickly and easily access the information online.
Fields, S. Cox, E & Rakes, C, (2006). The influence of teachers’ technology use on instructional practices Journal of Research on Technology in Education, (38)4, 409-424.
Judson, E. (2006). How teachers integrate technology and their beliefs about learning Journal of Technology & Teacher Education, (14)3, 581-597.
Watson, G. (2006). Technology professional development: Long-Term effects on teacher self-efficacy. Journal of Technology & Teacher Education, (14)1, 151-165.
Muir-Herzig, R (2004). Technology and its impact in the classroom Computers & Education 42 111-131
Eristi, S Kurt, A & Dindar, M (2012). Teachers’ views about effective use of technology in classrooms Turkish online journal of Qualitative inquiry 3(2)
Common Core State Standards for Mathematics
Mathematic lesson plan
Topic: Object graphs
Grade: 1st Grade
Standard: students will identify, investigate and describe the different forms of data collection around them. This includes daily temperature recording, favorite ice scream, attendance and lunch count. Data recording will be through picture graphs, use of tables and object graphs.
Common core state standards for mathematics require students to make sense of problem solving and be patient in solving them. The students will explain the correspondence between verbal descriptions, equations, search for trends and regularities, draw diagrams, graphs and tables, give verbal descriptions, search regularity and trend and search for graph data. The grade one students will rely on concrete pictures and objects to help them conceptualize on the abstract ideas and solve problems (Common core state initiative 2007).
Objective: students will utilize a manipulative that the teacher has proven so as to place three among the four t-shirts that are colored accurately on a graph by using data from the smart board.
Equipment and /Materials
Sticker graph bag, beans filled manipulative bag, colored pipe cleaners, Lorren Leedy Great Graph Contest, Smart Board, color t-shirts, dry noodles, gummy Bear Graph bag, t-shirts graphs, cutout t-shirt, stars, skittles and sticker Graph Bag.
Leedy L (2005) the Great Graph Contest. First Edition U.S Holiday House
Loreen Leedy; the great graphing contest
Pre lesson assessment: I will have pictures of various types of graphs on the board. I will then ask students if they can identify the graphs and access what they have in common on their knowledge concerning the graphs. Set: students will have a pipe cleaner as they walk into the classroom. These pipe cleaners are of different colors such as red, blue, pink, yellow, purple, brown, black, grey, and orange. The students desks in the classroom will be arrange in clusters of four groups. The four groups will be given a bucket that will be shared equally among the group members. The container will have all the necessary materials and equipments for this math lesson. This will also help to trigger the student’s interest and boosts their imagination, therefore, enhancing their attention in the whole week instruction.
Modeling /Teacher instruction
The lesson begins with the instruction portion that consist of the reading Loreen Leedy‘s The Great Graph Contest. I will read this book aloud and give students an opportunity to think aloud. The guidelines form the book will help to model their thinking as we go along in making a graph. The book begins with making of the graph by Gonk in which friend can dislike or like mud. The answers provided are taken down by use of mud to mark as either no or yes. After I have read this part of the book, I will inform students that the graph is for the purpose of discovering new things that around their world. I will inform students that by asking different questions, students will be able to collect data and graph the data to help us in understanding the answers from the questions that we ask. The books continuous to narrate the story of Beezy and Gonk competing to determine who of them will create the best graph. As we continue to read the book, one gets to know how these two characters managed to sort and graph by use of differencing things such as animal feet, rocks and their friends who live in nature. The book on this first lesson will prepare the class by showing them graphs are for representing any data that they have collected and have sported them.
Lesson 2: Formative assessment and guided student practice
On this second day, the lesson is more of a guided practice that will involve a wide range of manipulative because the best way for understanding graphs and graphing is by practically working with the graphs. Therefore, students on this second level will be expected to undertake a wide range of activities involving graphs. My expectation at the end of the practice is that the students will have created at least five types of graphs. They will get all the resources and materials for making graphs in the bucket placed on their groups. Laminated graphs will be provided for each graphing activity and students will exchange the laminated graphs among them so that each group will have managed to make all the expected types of graphs.
Due to the fact that there are five types of graphing manipulative, there will be five desks placed in each group in which every student will complete the graphing manipulative and pass it to another student after finishing. Students are expected to gain access to most of this manipulative s or even all the five of them. Students will first be expected to work as a group before going to work on their own with the graphing manipulative. This will help the whole class know and have an idea on the activities. Also, students will be required to pull out their pipe cleaner placed on their desks that they entered with in the classroom. I will call out the different colors of these pipe cleaners, in which students with the called color will raise their hands.
Data on those who have raised their hands will be written on classroom board for all students to see. Students will then use the collected data to make graphs. The title of these graphs will be “Pipe Cleaner colors” and will be made very simple. On the vertical side of the graphs, they will have the label, Pipe Cleaners amount while the horizontal section will have the label, “Pipe Cleaner Color”. I will explain to students more concerning the information entered on the graph and give a reason as to why each and every amount of data are placed in that region and why this information is placed in this place. That is the points on the Horizontal and vertical axis. I will then give students fifteen minutes to ask questions on the lessons activity (Utah lesson plan 2007).
Students will work in groups as they deal with the five manipulative. Each manipulative is placed on the bucket. Students will work in the five manipulative discussed below. Meanwhile, my work will be walking around from one group to another as I answer the different questions that students have concerned the exercise. Students will be allowed to discuss among themselves, but talk in a low tone and call m whenever they need assistance concerning the task at hand.
For this graphing manipulative exercise, students will use a bag filled with colored stars. The bag continues a wide range of colored starts with a circle graph. Students are expected to color a circle graph based on the stars colors in their bag. 12 slices are in the circle graph with each slice having a star. Students will sort the stars, then color the star found on the circle graph to act as a representation of each star as per their similar color.
Students in the graphing manipulative will make use colored noodles provided in a bag. These noodles are colored red, yellow and green. Students will note down the colors they have and record them. Based on this information, they are expected to graph it on to a laminated graph that is given with the bag filled with colored noodles.
Gummy Bear Graph
For this manipulative, students are expected to guess the number of gummy bear colors in the bag. Students will graph gummy bears to help them find an answer to their guess that they had earlier made. This will enable students have an example on how graphs can be used to tell us or answer something about the world that we are not aware of them.
Skittles will be provided to students that have five different colors and placed in a bag. Students will sort these skittles according to their colors and record data based on the number of skittles having the same colors. The data will be used to graph based on the total number of skittles in the bag. The graph is drawn as a five column graph.
Sticker graph and Die
This last manipulative graphing is made these young aged students who are kinetic learners. Students will be required to role a die sevens each. The number shown when the die lands on a given sticker is recorded. Each of these stickers has a label marked, basketball, snake, dog, ladybug, line, car and smile. The sticker’s sheets are also labeled in the same way. On the correct sheet, students will pick stickers similar to those of the sheets and place them on the provided graph. when a student’s finishes rolling the die seven times, the group will evaluate to find out which sticker had the highest number of rolling and circle the name of the stickers (Leedy 2005).
Lesson 4 Formative assessment / Independent Practice
I will write on the board data that will be used by students to graph their graphs individually. I will also provide students with a scenario by reading to them aloud. Students will be required to graph the number of colored t-shirts that the color for these t-shirts. The scenario is as follows; Mary went for a shopping spree and bought 20 new t-shirts. You are asked to help Mary sort these twenty t-shirts that she bought so that she knows the number of t-shirts with the same colors is available. Use the drawn picture as your data graph to sort the t-shirts according to their colors. This means that students will record in tally form the number of each color of these bought t-shirts before they proceed to graphing.
Color of T-shirts
Based on the above information, I will inform students on the importance of graphing and ensure that they understand the reason why graphing helps to sort and organize answers of every question asked. I will allow some students to share their graphs among them based on data from the colors of t-shirts bought that they have done individually. We will discuss their graphs and ensure that every student understands how to make graphs by using data and properly representing the data on graphs (Steedy, Dragoo, Arefeh, & Luke 2008).
Throughout these lessons for the week, I will carry out the evaluations to access their understanding. When students undertake their guided practices, I will be evaluating them and also during their independent classroom practices. During the independent class activity, I will ensure that I observe the performance of every student understood the content for this graphing lesson. The students who will be competent in this mathematics lessons will manage to correctly graph three from the four t-shirt colors (LD online 2012).
Diversity in classroom
Multiple intelligences / Modalities among other learning styles: those students who learn best through visual will greatly benefit from this mathematics lesson. They will also be supported through reading the book aloud. The visual learners will learn by seeing the way different types of graphs look like and will learn from the lessons and demonstration given on the book on how to make graphs representing different types of data. In every five graphing manipulative, there will be a task card that informs students on the next step of the activity that they should do and the coherence for order of how each of these steps have to be done.
Auditory learners There are other students who learn through auditory means as their best way of learning. This group of students will also benefit from this class because I will read aloud the literature book for this lesson’s instruction. I will encourage students to generate fun stories among themselves concerning what they have learned because, through these stories, they will easily the way of making graphs and also the importance of these graphs. The instructions on the activities to be done for every lesson will be provided verbally by talking to them concerning how every step has to be done. The same instructions will also be written on paper so that students will always refer to these instructions to ensure that they are always on the required task.
For Kinetic learners, they will to benefit from the story I read to them such as scenarios on graphing. Their participation in the classroom task such as the pipe cleaner activity will also give these students the best opportunity to learn. The five manipulative will be beneficial tools for all the kinetic learners since they are expected to move around in the class and work in practical activities using their hands in drawing the graphs as they learn. For the gifted children, I will consider their needs to ensure that they too excel in the graphing lesson like other mathematical lessons. They have many ways to be challenged to use and make a graph involving high order thinking. For those who have multiple gifts, I will have to form the sixth group so that I give these students a chance to generate their own questions and answer them through making graphs.
LD, ED, ADD ; the lessons activities are mainly hands on and enable students to move from place to another as they learn in an adequate space of their own. The resources are available tfor these students with learning disabilities.
LEP: The manipulative lessons make use of pictures and fewer words are used. A student learning English as a second language will manage to undertake the activity just like other students who have understood and are fluent in English language. The book for this graphing lesson is also full of pictures and has minimal words. The pictures will help me to explain to theses students whom English is their second language and enable them to understand easily. Multicultural connections ; the lesson is made to be closely tied to multicultural issues by ensuring that it does not matter where a student is in. He or she can graph because graphing is a topic that can be understood by every person.
As a teacher, I should have processional/ general knowledge, content knowledge, resources and technology, understand the curriculum through extensive research, acknowledge diversity and provide assessment based on students unique needs.
Utah lesson plan (2007) Graph it. Retrieved from
On May 6, 2013
Leedy L (2005) the Great Graph Contest. First Edition U.S Holiday House.
Common core state initiative (2007) Common Core state standards for Mathematics pdf
LD online (2012) teaching children with attention deficit. Retrieved from
On May 6, 2013
Steedy K, Dragoo K Arefeh S and Luke S (2008) Effective Mathematics Instruction. Evidence for education , VOL, Issue I