First of all, you need to find good algebra assignment help website that can help you with your algebra problem.  Make sure that you’ll receive guidance from people that is an expert in algebra nad have method that is easy to understand.  If you feel like you need guidance from the basic, then search for a website that can give you service for pre algebra lesson.

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The automaker began the idea for this new in-car system after deciding that car drivers most likely get very excited when they step into the drivers seat of a Ferrari. While this may sound like a no-brainer, Ferrari believes that the heightened state of exhilaration may actually lead them to drive more dangerously. But instead of attempting to change the drivers reaction, they are looking to this new technology to change the cars reaction.

This system will monitor many things about the driver, including heartbeat, blood pressure, brain activity, and facial reactions. Sensors inside the car will detect the heartbeat, blood pressure, and brain activity, while in-cabin cameras will record the facial reactions. The cars performance will then be adjusted through stability control systems based on what the sensors detect. Ferrari believes this technology will increase the safety of their vehicles, since it will monitor and adjust for things that can alter a drivers state or cause them to drive dangerously, such as excitement, fatigue, road rage, or being distracted. Ferrari also believes the system will help observe and research drivers reactions, from first-time drivers excitement to the moments right before a high-speed crash.

Some of the technology Ferrari is looking to add is already available on the market. Volvo currently uses heartbeat sensors in their vehicles, but for a different safety reason. Their sensors are in place to detect intruders in the back that the driver would be unaware of. There are also currently systems available in some vehicles that override drivers reactions that are deemed to be unsafe. Additionally, GM and Ford have announced plans to use technology that automatically adjust a cars performance when poor road or traffic conditions are detected.

Although the main reason behind this technology is to make Ferraris vehicles safer, they are already facing some opposition. While there is no doubt that safety should always be a concern, some people question whether this system would be better suited on a large truck, driven by a long distance truck driver. Many consumers feel that Ferraris are meant to be fun to drive, and technology that lessens the performance based on the drivers excitement would take away from the enjoyment factor. Additionally, there are questions of legal implications if a vehicle whose performance has been electronically changed is involved in an accident.

2011 already appears to be the year of vehicle safety, and Ferrari may be leading the pack. Whether they follow through with this system remains to be seen, but this certainly gives us a little glimpse into what we can expect in the future.

Our writing company provides unique essay writing services to its customers. Technology paper writing is not simple because it requires some critical analysis of current information. Doing research work costs students a lot of their limited time and that is why most of them prefer using online writing companies. Purchasing your technology paper from us is the best simply because we are an international writing company which for many years has provided original academic papers. Some of technology papers which our writing company does offer include thesis papers, cases, speeches and even research papers on technology. We are in a different world where technology is changing at any given minute.  Our essay writing services will provide you with papers which are written to suit your tutors’ assignment expectations. All our essay writers are professionals and that is why we always deliver quality technology papers without any delay.

Writing is not easy simply because one must be original and produce a paper which is free from plagiarism. Our essay writing company hires professionals who have qualified in their academics. This is to ensure that all our customers’ assignments are written accordingly and delivered on time. Our essay writers are trained and that is why all our technology papers and other academic papers are always standard. Does writing cost us any thing? Our essay writing company is available throughout simply because we have full time essay writers who will write your technology paper any time. Students fail when they want fast services because instead of evaluating what the company provides, they only consider the prices. Our writing site has different prices which suits your urgency and the level of your education.

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Most students are unable to meet their tutor’s specks due to different reason. Some students are bright such that they do writing their own assignments. The problem with their papers is that although they are quality they contain other issues such as poor citation, grammar and spelling just to mention few. If you want your technology paper to be of high quality uses our writers who will proofread and edit it accordingly.  Technology paper writing is part of our services which has made us the best writing site. Other services which our writers will provide you are editing, formatting of essays and they will proofread your technology paper. All online essay writing companies do promise original academic writing services but out of 100 only 10 are the genuine. Our company provides you with a test to see how our services are original. If you feel we are not worth your success, we feel free to let you get services from other companies.

Research on the best online essay writing companies have shown that our company is the best in providing quality services. We adhere to our client’s requests and that is why we have managed to deliver quality services at all times. When you get services from us feel free because we ensure that your information is safe. We offer revision services to those who want and incase of refund we just require prove why you are not satisfied. Our services are quality and that is why we have students from all levels of education buying from us.

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Writing quality academic papers such as technology papers can only be written by professionals who have experience in writing essays. The initial point of writing any academic paper is by choosing the topic. A good technology paper topic creates the basis of writing a good work. Our essay writing company is one of companies which have for years provided quality academic essay services. Students from all over the world use our custom writing services simply because our papers are original and also have met their specifications. Writing of academic technology essays has become somehow difficult to students simply because requirements of writing are not met. Writers from our essay writing company will provide you with custom writing services which will assist you have custom academic papers. Below are some of steps which one should use when writing technology papers or any other academic work.

The first step is the selection of the topic. When writing your assignment ensure that your have chosen the right topic simply because getting quality information is not easy. Our essay writers will help you in selecting the best topic of your technology paper if your assignment is an open one. Our company will then provide you with tips on how to write your technology paper. Doing research or collecting information is the second part of writing any quality paper. If you want the best essay work ensure that you have organized your information accordingly. This helps you in writing all major points thus making your technology paper quality and to the standard. Writers from our writing company have been trained and provided with all technology essay writing materials. All out technology papers are free from plagiarism simply because we use writing software to ensure that data used is original and where information is borrowed we shall cite the work accordingly.

Purchasing your technology paper from our essay writing company is the best simply because we provide custom essay services only. Writing technology papers or any other academic work has been made easier by our writers simply because they are available throughout the day. We provide the best technology papers in order to cater for our customers needs such as providing them with fast essay writing services. Some of our technology papers that our writers will provide you with include term papers, speeches, case studies, and technology dissertation papers. We provide college, university and high school essay services and that is why thousands of students prefer using our custom writing services.

Why should you buy technology papers from our custom writing services? Most students ask why we are the best but after using our services they have realized why we are regarded as the best online custom services. If you order your technology paper assignment from our services we ensure that all papers are delivered on time to prevent late submission of assignment which can cost you your education. Our academic papers are written by standard writers and that is why we have premium services at an affordable price. Most companies which offer online services do not guarantee quality services and they do not refund your money. We guarantee 100% money refund. Our company will provide you with revision services whenever you feel that your paper is not original.

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If you live in Chicago and are considering a career change or getting into a new career field, a degree in information technology could be a great career choice for you. The continued expansion in the business workplace of the use of computer technology in all areas is continually increasing the demand for the need of employees with computer knowledge and skills. There are many positions available in the Chicago area in the information technology field.

A Challenging and Rewarding Career in Information Technology

Working in information technology is a challenging and rewarding career. People who enjoy solving problems thrive in this career field. Someone who has a position in the information technology area works in computer positions related to software development, computer support for businesses, software installation, computer systems and information management. You will need to be knowledgeable in computer technology, databases and have a strong desire for continuous learning in computer technology. There are also management positions available in the information technology field. You can prepare to work in information technology by completing an IT training program and earning one of the Chicago information technology certificates.

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Information Technology Training in Chicago

Completing a program in IT to earn a Chicago information technology diploma will give you the computer skills and knowledge to help you advance in your current job and help you become employed in a position in the Chicago area. An employee who has earned a Chicago information technology diploma is a valuable employee in a business.

Someone who has completed a Chicago information technology diploma or has earned one of the Chicago information technology certificates has completed training and courses in areas of computer information such as, database management, spreadsheets, computer systems, computer networks, computer software and many other areas.

Most of the jobs in information technology do require completion of a certificate or degree, regardless of how knowledgeable a person might be. When employers review resumes of applicants for an information technology position, they compare the applicant’s educational backgrounds. Once you complete a training program and earned an information technology diploma, you will be able to list it on your resume.

The positions are out there and it is possible for you to complete the IT training and become prepared for the job market in less time than you might think. If you are tired of being held back from promotions in your current position and enjoy working with computers and solving problems, completing a training program in information technology will allow you to advance and increase your career potential.

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Over the past decade Massachusetts has developed academic technology-engineering standards and implemented related programs. The Massachusetts experience has become a reference point for a number of other states and countries looking to support engineering education. This paper outlines the process Massachusetts has undertaken and some of the successes and challenges related to the implementation of engineering concepts in K-12 education. The development of state technology-engineering standards was initially made possible through the Massachusetts 1993 Education Reform Law but was only carried out through the advocacy of technology education educators and engineers with an interest in education.

Massachusetts treats technology engineering as a science discipline, equivalent to physical science, life science, and earth and space science. A number of state policies support the implementation of school and district technology-engineering programs aligned with the technology-engineering standards, such as licensure and assessment expectations. A number of challenges remain, however, before technology-engineering can be considered to have developed to a point equivalent to traditional science disciplines. The development of technology-engineering standards in Massachusetts started with the inclusion of language in the 1993 Massachusetts Education Reform Law: The board shall develop academic standards for the core subjects of mathematics, science and technology, history and social science, English, foreign languages and the arts. The board may also include in the standards a fundamental knowledge of technology education and computer science and keyboarding skills.

The inclusion of”science and technology” in this legislation was the impetus for the development of the first state M4 Science and Technology Framework(MA ESE, 1996). The inclusion of the word “technology” in this label sparked a state-wide discussion of what that should include. For the science education community, it was indicative ofa science, technology, and society (STS) perspective reflective of Science for All Americans (AAAS, 1989) and the National Science Education Standards (NRC, 1996). For the technology education community, it suggested a technological literacy perspective reflective of Technology for All Americans (ITEA, 1996). There was some discussion as to whether it meant computers-instructional technology but the later inclusion of the label “technology education” in the statement about what the board “may also include” was interpreted as a reference to computers.

The result of this state-wide discussion was an initial state framework that defined “science and technology” as an academic subject that integrated the STS and technology education perspectives. Later, in the 2001 framework revision, the STS perspective was reduced and replaced with more specific engineering principles, leading to the modified framework title “science and technology-engineering.” Learning things is not limited to the scentific area. Instead it also has relations with some other things like speaking a language or using software, including Rosetta Stone English and Rosetta Stone French. If you have a creative mind, you will make all your own differences in the end!

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The incorporation of technology-engineering standards into the core academic framework, initially led by the state technology education organization, was a first step toward incorporating these concepts into the educational system. In the early to mid 1990s, industrial arts made a shift to technology education. The technology education programs at the time (many of which still exist) are generally characterized as elective, supplementary programs that focus primarily on the development of student skills and products, but not on trade skills or tool use as industrial arts had emphasized.

The new discussion about becoming a core academic discipline pushed technology education to consider the implications of yet another shift: moving away from a supplemental, technical-oriented technology education program toward an academic, knowledge-oriented technology-engineering program. This change was even further removed from the long and productive history of skills development and tool use. Although individual teachers made progress in making this transition, and created an initial set of technology-engineering courses in the process, many technology education staff did not want to make another shift. Thus the implications of the second shift continue to pose a significant challenge to the systematic implementation of technology-engineering standards in Massachusetts.

The question has split the state’s technology education organization in two: one side is aligned more with the industrial arts-technology education perspective and the other is aligned with the technology-engineering-academic perspective. People watching this process, including school and district science staff, curriculum coordinators, and administrators, took the split as one reason to delay the incorporation of technology-engineering concepts into school programs. Between 1996 and the mid-2000s, science staff and organizations generally did not take ownership of this standards, which they viewed as the responsibility of technology education teachers. Another reason for delay, not associated with the organizational events but related to the recent shift away from industrial arts, was that educational staff and parents were slow to change their conception of past technical-oriented programs and embrace the possibility of an academic technology-engineering program.

Only recently have more schools and districts begun to transition technology education programs into their science departments. Those that have often merge the two departments into a “science and technology-engineering department.” This is due, in part, to several developments. First, the MA Department of Elementary and Secondary Education (the Department) has worked over the years to align all state policies so that this is treated the same way all other science disciplines are treated. This provides schools and districts with the support they need to develop academic technology engineering programs. Second, relationships between the two technology education organizations are starting to heal. And finally, the Boston Museum of Science (the Museum), with its associated National Center for Technological Literacy, has become a leader in promoting technology-engineering. These developments have moved the discipline away from the tensions of organizational strife and associations with past technical programs.

The Museum’s development of technology-engineering curriculum provided an image for administrators, science staff, and parents of what a technology-engineering curriculum could look like. It also showed how technology-engineering concepts were related to more traditional science concepts. In addition to educating administrators and guidance staff, the curriculum has had a significant impact on the establishment of this programs across the state. Learning things is not limited to the scentific area. Instead it also has relations with some other things like speaking a language or using software, including Rosetta Stone German and Rosetta Stone Hebrew. If you have a creative mind, you will make all your own differences in the end!

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The ever increasing competition in the corporate world is forcing each business to adopt the best strategies so as to sail in the market. Precisely, the development and empowerment of human resources in the business organization is the vital tool for change and sustainability. In this regard, each business organization is liable to ensure training and development of its employees so as to be able to meet the set objectives. In the process of learning, the organization’s strategies and objectives are the key elements guiding the whole process (Harrison 2005, p145) Learning in business organization has been categorized in various categories including information transfer, conditioning, cognitive learning, social learning as well as experimental learning. These types of learning in an organization are aimed at equipping the human resources with essential knowledge and skills that help in excelling their duties. In the organizational setup, learning takes place in varied levels that include: institutional, individual or interpersonal level (Harrison 2005, p156). The aspect of learning and development of HR in business organizations has been faced with significant challenges, like limitation of financial resources, time, and lack of human resources among other challenges. It is of great importance to note that, technology has been a solution to the series of challenges faced by business organizations in the process of learning and development (Harrison 2005, p245).

The advancement of technology has led to the innovations of very effective and efficient instructional procedures. In this regard, business organizations among other institutions have been great beneficiaries of these developments. As indicated by Brennan et al (2001, p38) technology has overwhelmingly established scenarios that maximizes learning experience in business organization. It is worth noting that, technology has led to adoption of more efficient learning models and designs that have collectively enhanced dissemination of information. In the case of HSBC Bank, technology has significantly enhanced the learning process in the organization. Based on the enormous human resources of the organization, technology has been the only tool facilitating efficiency in the learning and development process. The issues of cost efficiency, technology afford-ness, as well as effectiveness in the learning process have been realized. This paper will explicitly explore the impact of technology on learning in HSBC plc.

As postulated by Harrison (2005: 145-267) the history of training in the corporate world is long just as the history of the corporate sector. This is based on the essentiality of competent and proficient workforce in the execution of various tasks. Inhelder et al (1998, p256) further indicated that, business organizations have been experiencing numerous problems in the learning process, hence making the whole process inefficient. It was until, the invention of modern technology that has facilitated the whole process. Research conducted by Berge (2001, p62) indicated that, numerous changes in the training process have been witnessed sine the last three decades. This is based on the new learning models and designs made available through the adoption of technology. It has been realized that the new technologies adopted in the learning process have been of great significance in the business organizations. In this regard, the challenges faced by the traditional learning models and designs have been countered. Many of the corporate organizations have high numbers of human resources that making the learning process to be very challenging. Clark (1994, p26) depicted that, the traditional learning models were very cost inefficient, as well as time inefficient. This phenomenon led to significant losses to the organizations alongside failure to meet the set goals.

The adoption of technology in the training process has been warmly acknowledged by many scholars and researchers based on its benefits in the corporate sector. In this regard, the main areas of concern, has been on the characteristics of technology based learning. The issue of efficiency has been given utmost consideration, whereby it has been revealed that technology based learning has led to efficiency and effectiveness of the learning process. Cost of the learning process has also been adequately catered for through the adoption of technology in the learning process. Alongside cost efficiency in the learning process, technology has led to numerous benefits in the business organizations. It worth noting that, technology has been able to counter the issue of volatile and knowledge-intensive markets. This is based on the fact that, the recent business environment is very competitive, thus requiring each organization to enhance its competitiveness (Brennan et al 2001, p38). In relation to this case, technology has led to the empowering and equipping of HR with the most advanced skills and knowledge required for effectively competing in the market.

With the adoption of technology in the learning process, organizations have been able to realize increased profits. This is relation to the aspect of adequate development of employees. Unlike the traditional training models, technology has created better learning designs that ensure employees are fully equipped with the necessary skills and knowledge. Harrison (2005, p165) advocated that technology has paved way for better research procedures. In this case, businesses have been endowed with lucrative opportunities that have enhanced the training process. Technology has enabled organization to conduct more comprehensive and intensive research aimed at improving the human resources (Harrison 2005, p265) Integration of various training programs has been made possible with the essence of adopting modern technology. For instance, the concept of e-learning has led to the administering of various learning programs concurrently. This phenomenon, has led to the development of the HR within business organizations, thus facilitating delivery of services.

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Electronics Engineering Technology distance learning courses are flourishing, making use of the low entry-level requirement of a 2-year Associate Degree to become an Engineering Technician, and the further career advancement to an Engineering Technologist (or Applied Engineer) possible in the field by pursuing a 4-year Bachelors Degree. Among all Technicians and Technologists working in USA, Electrical and Electronics Engineering professionals make up more than one-third, which is a clear indication for their demand. And this demand is nowadays driven more by the high-tech industry’s need for Electronics Engineering Technicians, rather than the conventional industries’ need for Electrical Engineering Technicians.

Why Electronics Engineering Technology?

All of today’s booming industrial sectors like telecommunications, medical equipment, control systems, automotive systems, navigational systems, and of course, the consumer appliances sector are bringing out everything from mobile phones to home theatres, and require expertise in Electronics Engineering more than anything else, which explains the demand for Electronics Engineering professionals.

However, to attempt the field through an Engineering Degree can be taxing to those students who are not interested in taking advanced level mathematics (calculus) courses that an Engineering Degree requires, or to endure its long 4-year time frame. For such students, Electronics Engineering Technology is a great option, with its stress on applied or hands-on Electronics Engineering rather than the mathematics-dense and research-oriented Electronics Engineering. The time frame also is much shorter, with an Electronics Engineering Technician requiring only a 2-year Associate Degree to enter the field.

The job opportunities too are tilted in favor of Electronics Engineering Technicians when compared with Electronics Engineers; there are 182,000 Electrical and Electronics Engineering Technicians working in USA, compared with only 143,000 Electronics Engineers. The only drawbacks – a lower level in the hierarchy and the lower starting salaries than Electronics Engineers – can be overcome in the long run, since interested Electronics Engineering Technicians can study further for a 4-year Bachelors Degree, thus qualifying for the senior position of Electronics Engineering Technologist, who enjoys a position and salary comparable to Electronics Engineers. Average salary for Electronics Engineering Senior Technicians / Technologists is US ,000, very comparable to salaries for Electronics Engineers at US ,000.

Why Electronics Engineering Technology Distance Learning?

It is estimated that job opportunities for Electronics Engineering Technicians and Technologists would grow at up to 17% every year, for nearly the next 10 years. The requirement of an Associate Degree for entering the field is a relatively recent phenomenon, and a significant percentage of working Electronics Engineering Technicians doesn’t have such a formal degree. The industry preference to degree holders is encouraging such working professionals to get an Associate Degree, and electronics engineering technology distance learning becomes the natural choice. Also, due to the boom in the sector, those already having an Associate Degree will go for a Bachelors Degree so that they can work as a Technologist. And, of course, the growth prospects in the sector are attracting working professionals from other fields to Electronics Engineering Technology. These three factors are driving the huge demand for electronics engineering technology distance learning courses.

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Earlier, there were technological hindrances to deliver such a hands-on course through a distance or online model. However, with the development of state-of-the-art systems like National Instruments’ LabVIEW/ELVIS (Educational Laboratory Virtual Instrumentation Suite), which can be used by remote students through a web browser, to virtually perform any electronics experiment, the demand for Electronics Engineering Distance Learning courses are at an all-time high.

Universities and Colleges Offering Electronics Engineering Technology Distance Learning

Electronics engineering technology distance learning courses offer both 2-year Associate and 4-year Bachelors Degrees. While Community Colleges and Institutes dominate the Associate Degree scene, Universities and Polytechnics are the primary sources for Bachelors Degrees. While searching for electronics engineering technology distance learning courses, it should be kept in mind that many US institutions still call the subject Electrical Engineering Technology.

Associate Degrees

Many Community Colleges and Institutes offer 2-year Associate Degrees for electronics engineering technology distance learning, but fully accredited courses are fewer. Whether for employment as an Electronics Engineering Technician or for further pursuance of a Bachelors Degree, it is always better to go for an accredited course. Cleveland Institute of Electronics (CIE), Penn Foster Career School, and Grantham University are three institutions that offer accredited Associate Degrees in the subject.

CIE’s Associate in Applied Science (A.A.S.) in Electronics Engineering Technology boasts of many unique features. Designed from the ground up as a distance learning course, rather than an online adaptation of a regular course, the CIE A.A.S. provides everything that an electronics engineering technology distance learning student might require, in a packaged fashion – complete with printed courseware for over 250 self-paced lessons, videos, and detailed instructions for the over 300 hands-on lab experiments. The only thing missing will be access to an Oscilloscope, and the CIE Bookstore even sells Oscilloscopes at discounted prices to its students! One-to-one instructor support is always available for students. Even the exams can be taken online. A really unique feature of the course is that interested and capable students can complete the course in half or even quarter time, and need only pay for that!

Penn Foster Career School offers an Associate in Specialized Technology (AST) in Electronics Technology, that can be completed fully online, with access to an internet-connected computer being the only requirement. Tuition includes well-written and amply-illustrated printed courseware, tools and equipment for experiments, and unlimited instructor support through website, phone, email, and regular mail. Online open-book exams and end-of-semester proctored exams are other features of this course. The course is self-paced, with longer than 2-year durations allowed.

Grantham University offers an Associate of Science (AS) in Electronics Engineering Technology through the distance mode. The tuition package for the course includes textbooks, lesson guides, grading of all tests, mailing of materials and graded tests from the college, consultation with instructors, and required software. Proctored exams are conducted at the end of every semester, which lend more credibility to this course. Consultation with instructors is available through phone, fax, email, and regular mail. To better facilitate the distance mode of the course, Grantham University even provides a discounted option for its students to buy computers from Dell. However, the main advantage of this course is that full credit transfer is possible to Grantham’s Bachelors Degree in the subject. Grantham is especially popular with military students.

Bachelors Degrees

When it comes to Bachelors Degrees for electronics engineering technology distance learning, even courses with accreditation from the Technology Accreditation Commission (TAC) of the Accreditation Board for Engineering Technology (ABET) are available.

Old Dominion University offers its Bachelor of Science (BS) in Engineering Technology, with Electrical Engineering Technology as Major, and Electrical Systems Technology as optional. The course name follows the earlier US convention of naming Electronics Engineering courses as Electrical Engineering courses. This B.S. indeed has significant stress on Electronics Engineering Technology. In-depth coverage of Electronics includes Linear Electronics, Digital Controls, Microprocessors, Communications, Control Systems etc. High-tech delivery methods like virtual laboratory, streaming video, and satellite broadcast for 1-way video and 2-way audio, are fully utilized. The course is accredited by TAC of ABET.

World College, a wholly owned subsidiary of the Cleveland Institute of Electronics (CIE), offers a Bachelor of Electronics Engineering Technology (BEET) through the distance mode. Features include over 300 lab experiments, online exams, and toll free phones and email for consultation with instructors. Subjects covered include Electronics, Computer Technology, Telecommunications, Electrical Power, and Control Systems. Access to a computer and an oscilloscope are necessary.

Grantham University (described above, under Associate Degrees) also offers a Bachelor of Science (BS) in Electronics Engineering Technology.

The only current limiting factor for electronics engineering technology distance learning seems to be the high costs for implementing virtual labs that can be simultaneously accessed by a large number of students, and once this is solved by better and economical hardware and software, electronics engineering technology distance learning will be provided by more and more Universities, Colleges, and Polytechnic Institutes.

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Running Head: Breaking the Technology Barrier

Breaking the Technology Barrier: Using Technology in Education

Patrick Wellert

ETC 558

Northern Arizona University

Abstract

It has long been difficult for teachers to effectively communicate the objectives and goals in a fun and exciting way that reaches the students.  In the changing times teachers need to find ways to include students into the lesson using the technology made available to them. It has long been believed that teachers need to get over their fear and use technology openly with students in order to meet their educational needs. By including students into the lessons teachers will experience a more positive classroom experience.

 Breaking the Technology Barrier: Using Technology in Education

            Technology and education have always seemed to go together. In order to prepare students for the workplace or college they need to be able to be exposed to it. Teachers in the classroom use technology believing that the students are gaining valuable information and retaining the concepts taught but in reality the students need to be involved in the lesson and actively participating in activities that include technology. Student engagement is critical to student motivation during the learning process. The more students are motivated to learn, the more likely it is that they will be successful in their efforts. (Beeland, 2002).

Uses of Technology

            There are numerous uses of technologies that are available to teachers to include students into the classroom’s lesson. These include Interactive Whiteboards, Proximas, PowerPoint games, interactive DVDs, Ventrilo chat software, Myspace, Blackboard, and scavenger hunts. To put the uses of technology into an effective practice, teachers need to help students set achievable goals; encourage students to assess themselves and their peers; help them to work co-operatively in groups and ensure that they know how to exploit all the available resources for learning (Hall, 2006). The following are how some technology is used to help students learn.

Interactive Whiteboards

            There are two different types of whiteboards. The first is a virtual version of a dry erase board. It allows students to see what the instructor or other students write or draw using a special pen. The second functions similar to a normal whiteboard but also contains a projector screen, an electronic copy board or as a computer projector screen on which the computer image can be controlled by touching or writing on the surface of the panel instead of using a mouse or keyboard. They function by connecting a projector to the whiteboard panel with the use of a computer and software. It is important to know the different functions in order to determine which whiteboard is right for the educator. By knowing the difference you can also learn the terminology and understand the basic functions of each.

Proximas and PowerPoint

            PowerPoint is a software program that is being used in the classroom as a tool to incorporate learning activities into the curriculum. PowerPoint enables teachers and students to actively create presentations with graphics, charts, diagrams, and pictures in their slideshows to help make often complicated ideas and lessons more manageable and understandable. It is a way for students to engage in research, and present information to their peers. When students are actively learning, taking an active role in the learning process, they seem to understand the information better, and enjoy the lesson. The use of a game also allowed Jones and Mungai to directly address the learning style needs of the visual (58%) and tactile learner (22%), which represents eighty-percent of those involved in the content related courses. When constructed with different learning styles in mind, games can often accelerate the learning process (Jones & Mungai, 2003). By itself PowerPoint is not a cure-all remedy, but rather a tool that needs to be understood and used properly for it to be effective as an active learning tool. It also has shown that students that did use PowerPoint as a learning tool were more engaged in the discussions (Rowcliffe, 2003). This will encourage teachers to use PowerPoint as a way to involve students into a lesson by stimulating discussion. For PowerPoint to take place in a classroom an Interactive Whiteboard or a Proxima is needed. A Proxima displays a computer screen onto a screen much like a projector at a movie theater. The user is able to display items such as websites, PowerPoint, and interactive games. A way for students to interact using this technology is through games created by teachers and used in the PowerPoint lesson. Games such as Hollywood Squares, Jeopardy, and Who Wants to be a Millionaire are created using slides and links to answer the questions. Teachers may use a blank template and fill them with different answers for the students to use as a review. Teachers may even let the students create their own review using the blank templates. This activity can also be used in a small group or team setting.

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 Advantages to the Students

Learning sciences research tells us that students learn much better “by doing” rather than “by listening.” This means that passive learning – the traditional lecture – is being replaced in our classrooms by more active learning activities that emphasize student problem solving, discussion, presentation and other “authentic” learning-by-doing-activities. (Day, 2004). By including students into the lesson it opens up a realm of possibilities because students can retain roughly only 10% of what they write down.

Teacher Apprehension

            So why are teachers not using technology that engages and interacts more frequently with students? There are many reasons why teachers feel apprehensive or uncomfortable using an interactive whiteboard, proxima and PowerPoint. The first of which could be the length of time from their college prep program until now. Teachers often get exposed to and learn new technologies in their teacher prep courses. Some might not have been prepared enough upon entering the workforce. Although the availability of technology in American schools has increased (US Department of Education, 2000), information released by The National Education Association (2004) indicates that less than 35% of public school teachers feel they are “well prepared” or “very well prepared” to use this technology effectively.

            The second reason is blockage from the school’s control or security system. Teachers claim that the firewalls and filtering systems create blockage in their attempts to educate and communicate with others with technology (Murray, 2004). The teachers and other users can become frustrated when they do not understand why a certain item like a website used for a scavenger hunt or a hyperlink in a PowerPoint are not available.

            The inconsistency from school to school is another reason. At one site there may be access to all different types of technology while at another the absence is very evident. The general public perception is that our schools are using technology and managing our resources in that area well. In several surveys done some schools do show nearly 100 percent use of technology while in others the use of technology is nonexistent (Starr, 2003).

Summary

The research has shown that there are proven benefits to using technology in the classroom. The ability to integrate technology into the classroom can add valuable information and ideas to our students.

By facilitating Proximas, PowerPoint, and interactive whiteboards our teachers will be able to reach a broader audience of learners.    

References

Beeland, W.D. (2002). Student engagement, visual learning and technology: can interactive

whiteboards help? Retrieved May 31, 2008, from www.apexavsi.com

Day, J. (2004). Enhancing the classroom learning experience with web lectures. Retrieved May 31, 2008 from http://smartech.gatech.edu/dspace/handle/1853/65

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