What is the role of the educator in an instructional model that integrates computer technology in Visual Studio .NET

Drawer Data Matrix ECC200 in Visual Studio .NET What is the role of the educator in an instructional model that integrates computer technology
What is the role of the educator in an instructional model that integrates computer technology
Data Matrix 2d Barcode Recognizer In .NET Framework
Using Barcode Control SDK for .NET framework Control to generate, create, read, scan barcode image in VS .NET applications.
To use computers as a cognitive tool in knowledge construction, educators must play a major role. They must acknowledge the computer as a learning tool and be able to incorporate it into the classroom. The educator is the key to the implementation of educational reform (Schofield, 1997). Educators knowledge, skill, and philosophy determine their instructional methods (Staub & Stern, 2002) and have significant effects on the students that they teach (Brophy & Good, 1986). Educators ultimately determine whether and how computers will be used (Mercer & Fischer, 1992; Sanders & Horn, 1994). Becker (1994) compared American educators who were either exemplary or non-exemplary in their use of computers for instruction. Becker assessed goals for computer use, student use of computers, and the role of computers in the classroom. In comparison to those educators that did not fit the exemplary category, the exemplary educators spent twice as many hours non-class time on school computers, had more formal training in computers, had more teaching experience, more postgraduate education, and were more likely to have majored in math, science, social science, or humanities rather than education. Clearly, individual training and experience play an important role in predicting who is most likely to become an exemplary educator in the use of technology. Successful integration depends on the appropriate matching of educator s pedagogical beliefs (Flowerday & Schraw, 2000), content knowledge, technology expertise, and learning objectives (Valdez et al., 2005). Educators beliefs about their efficacy with computers are also related to adoption of innovative practices, such that stronger beliefs are correlated with a willingness to experiment with the innovation and with the eventual adoption of the practice (Evers, Brouwers, & Tomic, 2002; Fuchs, Fuchs, & Bishop, 1992). In a recent examination of the relative impact of these individual characteristics on Canadian educators, Mueller and Wood (2006) confirmed the importance of computer use at home, comfort with computers, and beliefs related to the use of computers as important for instruction. Apart from the individual role of the educator, it is also important to 278
Drawing Data Matrix 2d Barcode In .NET Framework
Using Barcode generator for .NET framework Control to generate, create ECC200 image in .NET applications.
Integration of Computer Technology consider the environment in which learning takes place. Barriers and supports for the use of technology have been identified across the past several decades of research.
Decoding Data Matrix 2d Barcode In .NET
Using Barcode decoder for .NET Control to read, scan read, scan image in VS .NET applications.
What are the barriers and supports
Printing Bar Code In .NET Framework
Using Barcode drawer for .NET framework Control to generate, create barcode image in VS .NET applications.
The rapid advances in computer technology and the resulting changes within schools make it challenging to evaluate the impact of some of the barriers identified in the past; they also make it difficult to identify potential barriers that may affect educators in the future. For example, given the high prevalence of technology in most Western schools today, access issues that were highlighted in the early 1990s may no longer be relevant. Indeed, short term longitudinal studies have found significant changes in computer use and technical issues over periods as brief as two years (Conlon & Simpson, 2003). As educators progress through the different phases of integration, the barriers become more technical. At first, even simple interventions such as providing educators with information and practice using computer technology reduces the common obstacle familiarity with technology (Hadley & Sheingold, 1993; Wood, Willoughby, Specht, Stern-Cavalcante, & Child, 2002). Previous research has suggested that although educators may see the potential of computer technology, they need sufficient resources in terms of computer equipment, curriculum-compatible software, technical support, and human resources (Wood et al., 2002; Wood et al., 2005). The means for identifying barriers in past research typically involved surveying educators and administrators (Becker, 1994). There are several concerns when reviewing the conclusions from these studies. First, there is the concern of generalizing from more dated research to present times. Second, and perhaps more important, there is also the concern that even if these barriers still exist, they may not represent the issues perceived by educators as most critical. When educators respond to closed survey items rather than open-ended questions, only the issues questioned can be evaluated. There may be other more pertinent issues that have not been identified. In addition, some previously identified barriers may still be important, but the nature of these barriers may have changed. Such questions can only be assessed through direct and extensive communication with the frontline practitioners educators. Clearly, changes are occurring with respect to the integration of technology in the classroom (Windschitl & Sahl, 2002). In many cases, there is a reported shift in the educator s role, with educators assuming the role of facilitator (e.g., Schofield, 1997), interacting with students more, and conducting fewer whole-group lessons. Long term changes, however, are slow (e.g., Sandholtz 279
Recognize Barcode In VS .NET
Using Barcode scanner for VS .NET Control to read, scan read, scan image in .NET applications.
Julie Mueller, Eileen Wood, and Teena Willoughby et al., 1997) and mechanisms that support these changes, like the barriers that inhibit them, are not wholly understood. Previously identified supports, such as in-house specialists, technical support, administrative support, and opportunities for training (Hadley & Sheingold, 1993; Sandholtz et al., 1997) have face value validity. Educators instructional aims and purposes (Dexter, Anderson, & Becker, 1999), their beliefs about instruction (Ravitz, Becker, & Wong, 2000), the degree of professional involvement and collaboration (Becker & Riel, 2000; Ronnkvist, Dexter, & Anderson, 2000), and the school principal s leadership for technology use (Anderson & Dexter, 2001) have been identified as having an impact. However, the relative importance of these supports and others is best understood when educators identify their own concerns.
Paint DataMatrix In C#
Using Barcode generation for VS .NET Control to generate, create ECC200 image in .NET applications.
DataMatrix Drawer In .NET Framework
Using Barcode generation for ASP.NET Control to generate, create Data Matrix ECC200 image in ASP.NET applications.
EAN128 Drawer In .NET
Using Barcode creation for .NET Control to generate, create GTIN - 128 image in .NET framework applications.
Encode Barcode In .NET Framework
Using Barcode generator for .NET framework Control to generate, create bar code image in VS .NET applications.
Code128 Encoder In Visual Basic .NET
Using Barcode drawer for .NET Control to generate, create Code 128 Code Set C image in .NET applications.
Data Matrix Creation In Java
Using Barcode creation for Java Control to generate, create Data Matrix ECC200 image in Java applications.
Code 128 Code Set B Maker In Java
Using Barcode creation for Java Control to generate, create Code 128 Code Set C image in Java applications.
Barcode Creation In .NET Framework
Using Barcode creation for ASP.NET Control to generate, create bar code image in ASP.NET applications.