The effects of using technology in the teaching methods of teachers l. ABSTRACT Rapid change has become a normal part of our everyday lives. Since many changes result from advances in technology it is important for young people to know about technological developments in various fields such as agriculture, communication, food, medicine, and education. Technology means people using tools, resources, and processes to solve problems or extend their capabilities. A basic principle in teaching technology is learning by doing.
There are others terms that are associated with educational technology.We come across terms like technology in education which is 'the application of technology to any of those processes involved in operating the Institutions which house the educational enterprise; Instructional technology which Is the part of educational technology that refers to those aspects of educational technology concerned with Instruction; and educational media which are the channels or avenues or Instruments of communication. A classroom will still be a classroom; but technology will transform more of the day-to-day learning experiences. Teachers are the first audio-visual aid in the classroom.Teacher's attitude towards technology is a systematic attempt to know or examine the dimensions of behavioral, normative, and control beliefs. They are the one who are responsible on describing current resources, issues, and trends that shapes today's technology.
They are always ready for the increasing specialization and ever- changing social perspective arising out of rapid repatriations, increase in population, industrialization, and advancement in technology. This paper focuses on educational technology and what are the effects of this technology in the teaching methods of the teacher.How they Integrate technology In their teaching methods; owe they Introduce, reinforce, supplement and extend skill; how technology can help teachers use their time more productively; how teachers should be trained better and should not only have knowledge of the capabilities, but also knowledge of how to use technology and how they can affect the student's development. Personal computers will not replace or devalue any of the human talents we need for educational challenges ahead.
There will always be a need for committed searchers. Losing chemical reaction on a computer screen can be a good supplement to hand-on work on a chemistry lab: but it cannot replace the real experience. Augment learning. Making computers and information technology an integral part of the learning process will provide a number of benefits.
Today's personal computers offer interaction. Ask a question; get an answer, but a computer is infinitely patient.Ask a thousand questions, get a thousand answers. And when a computer is hooked up to the Internet, there is a remarkable development because it empowers all ages to learn on their own, at their own rates. A teacher will remain essential for most students most of the time, but often, the teacher will serve as a guide for students exploring a world of information. Also, we learn best in our own ways.
Some people do better studying three things at once. Some people prefer to learn by manipulating models, and others by reading.Computers can give individuals latitude to exploit their own best styles of learning and areas of interest; so that the individual is not penalized for being out of reach with a schedule or the method of an instructor. Computers make cross-disciplinary learning easier, too. A student can heck a historical fact while studying science or having access to a mathematical tutorial when stuck, trying to remember a math skill in the midst of a physics lesson. Even student when normal intension spans find that multimedia and a feeling of control make the computer a device for easier learning.
In research, for example, the student wants to find out about the history of printing. If his school has a computer linked to rich multimedia information, he will be able to go far with the topic as he wants. Photos, videos and animation will show him what the first printing press and other information about it. With all the links to more information available to him, his move to satisfy his curiosity at the one point can lead him to an infinite number of fascinating topics like the Renaissance or the Reformation areas.
Computers will help the teacher as well as the students.Programs will help a teacher summarize information on the skill, progress, interest and expectations of students. Once teachers have enough information about their students and are relieved of a lot of tedious paperwork, they will have moor© time and energy to meet the individual needs of their students. Teachers will be able to keep a cumulative cord of a students world which can be reviewed at any time or shared with other teachers. Teachers and parents will also be able to review and discuss the particulars of a child's progress easily.
A classroom will still be a classroom; but technology will transform more of the day- to-day learning experiences. Wall-mounted videos, white boards will replace a teacher's chalkboard handwriting with readable facts and colorful graphics drawn from the internet's rich store of multimedia, animation, photographs and full motion videos. Computers on education will definitely be of great help to students and teachers like. Education needs to keep up with all the changes that are going on in the world, but the best way is to make computers a part of every student's and teacher's live.Teachers' attitude toward technology is based on research which is the systematic attempt to collect information about an identified problem; analyze that information; and apply the evidence; thus derived to conform or refute some prior prediction or statement about the problem. Teachers, at all levels, continually make decisions about instructional activities; e.
G. , curriculum, teaching techniques, classroom management, and students' learning. They base these decisions on their personal experiences and their understanding of accumulated knowledge about education.Perhaps it is safe to assume that much of the knowledge and information about teaching and learning comes from education researchers who seek answers to educational issues. One sign of a productive profession such as teaching is the systematic attempt by its researchers and practitioners to examine the knowledge base upon which the profession functions. Teacher's attitude towards technology is a systematic attempt to examine the dimensions of behavioral, normative and control beliefs.
Today's schools have easily invested in computer and related technologies over the past decade.These technologies are playing important roles in education and training at many levels, such as multimedia, internet, world wide web and intranet which are use to greater extent. Future plans include networking computer technologies for whole class viewing of computer information technologies, resulting in most of the expenditure going to purchasing of computers. Between 1989 and 1992, schools' computer technologies have increase by nearly 50% jumping from 2.
9 million units to 3. 5 million units (http://www. Access. Gpo.
Go/). Today, there are an estimated 5. 8 million computers for instructional use.Although schools spend a lot of money on technology, in many schools integration of the computers and related technologies into the classroom has been minimal, characterized by a limited use of the technology as an add-on rather than an integrating to teaching and learning (Zapping, 1991). One problem is that growth of technology as instructional tool is influenced by teachers' attitudes towards these technologies and their ability to use them successfully.
While bombarded with promises of tomorrow's technology, many searchers are struggling to make efficient and effective use of today's technologies (Carr and Garner, 1993).Although the integration of all types of technology into the classroom is viewed as an effective instructional strategy for improving the students, many teachers often do not have favorable attitude toward the effectiveness of technology (Williams, and waxen, 1992; pardon, 1992). Student's attitudes toward technology. A member of studies have investigated teacher's attitude toward the use of technology and anxiety about technology (Kay, 1989; Cooking, 1987; Marshall and Baboon, 1986). It was found that teachers' attitudes towards technology has influence on the utilization of technology (TOT, 1988).
Thus teachers can not be assisted for providing relevant materials and supported to integrate these into curriculum, unless we know teachers' attitudes towards computers and related technologies as educational tools. Speaking of integration of technology into classrooms, one can think how teachers are reoriented in terms of skills on technology. This is important since teachers are able to use all types of technology as an instructional instrument, and to feel enforceable with them before integrating them into their daily teaching-learning activities.Teachers' attitude about technological innovation can significantly change the curriculum, teaching methodologies, and the roles of teachers and students; so their attitudes should be improved positively toward the use of technology. If teachers are indeed to embrace technology and make it a part of their teaching culture, such as feelings, beliefs and values, if we know teachers' vision about technology, we can learn there feelings about technology.
The purpose of the present study was to find out teachers' negative attitudes awards technology and to determine what kind of techniques change their negative attitudes towards positive ones.It is expected that if elementary school teachers have positive attitudes toward technology, they may use novel technology. PARTICIPANTS Twenty elementary school teachers (1 1 women 7 men) who attended their graduation program in the University of Cincinnati, Teachers College, volunteered to participate, however researchers received only seven questionnaires from among these teachers. MATERIAL The questionnaires were designed to gather data about teachers' attitudes toward genealogy, based on the theory of Planned Behavior by the one researches.The questionnaires had three sections and each has three questions.
The first question of the questionnaire was designed to find out and determine teachers' behavioral beliefs toward technology. In this section, the first question tried to find out the advantage of using the technology in the classroom; the second question tried to find out the disadvantages of using technology in the classroom; and the final question attempted to find out what other factors influenced teachers' attitudes towards using technology. searchers' normative beliefs towards technology. In this section, the first question tried to find out the people who are the most important in influencing the teacher's attitudes towards technology. ; the second question tried to find out are the least important in influencing the teachers' attitudes, toward technology, and the last question was used to find out whether another group influences or does not influence the teachers' attitudes towards technology at all.
The last question of the questionnaires was designed to find out and determine teachers' control beliefs towards technology. In this section, the first question tried to find out what the most influential factors are about technology for the teachers; the second question tried to find out what the least influential factors are about technology for teachers; and the last question tried to find out whether there are other thing that would influence the teachers' beliefs toward technology.Design and Procedure The study had these steps: researching the literature; determining the positive indicators of the teachers' attitudes towards technology; determining the negative behavioral actions of the teachers towards technology and the salient beliefs of teachers towards technology; designing the questionnaire; distributing and having hem back; establishing the dimensions of behavior, normative and control items; tabulating the model salient beliefs for behavior, normative and control beliefs; attempting to change teachers' negative attitudes towards technology by using operant conditioning theory and persuasive communication theory. C.
The positive Indicators of Teachers' Attitudes toward technology Researchers define the positive indicators based on literature review and their personal experiences. They could find fifteen positive indicators to show teachers' positive indicators to show teachers' positive attitudes towards technology.These are: Teachers would like reading magazines or books about technology; buying books about technology; watching technological TV series; using computerized materials; using computers, being in a situation where people talk about technology, using new technology versus old instructional materials; hearing information from student about technological improvements; talking about technology with colleagues; having new technology in school; informing people about new technology; being a member of technological associations or clubs attending technological fairs; and searching in internet.
