The Information highway or the Net has changed the way the man goes about doing things. It is one more detail in a long continuum of inventions that is set to revolutionize lifestyles. One is prepared to ask, how does the power of computers to speak to each other improve the scholarship process in the classroom? How does it create a dispute in report of epics like the Odyssey and the Iliad?
These questions and more will be answered in the following passages. The Net has a more pervasive effect than other electronic media and is the new engine of progress; it is the new kind of thought that will establish a new approach to online education.
Personal computers and the Information Superhighway are rapidly transforming America. Already, the Net is making large amounts of data available at unprecedented speeds. When this revolution makes itself fully felt in schools, teachers and students will have virtually instantaneous access to huge amounts of data and a full scope of learning tools. If we guide the information revolution wisely, these resources will be available not merely to affluent suburban schools but likewise to rural school districts and inner-city schools. Broad access can reduce differences in the character of online training and have children in all areas new opportunities to learn. Used well, this transforming technology can bring a major character in school reform.
The new technology will enable students to take the skills that are necessary to follow in advanced society. Exposure to computer technology in school will allow students to become familiar with the essential tools at an early age. By using the technology well, they will also learn better thinking skills to aid them become informed citizens and active community members.
The push to integrate technology into our nation`s schools goes far beyond the Internet. If the Internet didn`t exist, advanced technology would even make so many valuable educational uses distance learning applications, collaborative learning, and so off that far larger investments than are being contemplated would be justified.
Web resources are excellent tools for researches. Let`s not kid ourselves, however. Even if policymakers, practitioners, and parents did decide what their goals were and yet if the research findings supported one of several configurations of hardware and software, deciding when, how, or if to use technology (or any other reform) in the schoolroom is not probably to be determined solely on these bases. Many other factors-ranging from parental pressure to superintendents wanting to give their fingerprints on the territory to technology corporations promoting their products-shape decisions to buy and allocate technologies to schools.
The Net is an incredible information resource and a powerful communication tool. The power to use new technologies is becoming a more significant element in career options, and the future success of today`s students will be more moved by their apprehension of and power to approach and use electronic information. The increased use of on-line services in the family by children adds to the impulse for schools to make a more active part in family education regarding their use.
Schools feature the voltage to be access points and online educational centers for exploring Internet resources. Increased participation of parents in school education programs can help address community concerns and can better their children`s overall academic performance. If educators assume responsibility for helping students master the use of engineering and educating them about potential risks, students will get more empowered to give healthy choices.
Multicultural teaching relates to education and instruction designed for the cultures of various different races in an educational system. This access to education and acquisition is based upon consensus building, respect, and fostering cultural pluralism within racial societies. Multicultural education acknowledges and incorporates positive racial idiosyncrasies into classroom atmospheres.
The conception of learning styles is frozen in the categorization of psychological types. The different ways of doing so are broadly classified as: Concrete and abstract perceivers and Active and reflective processors.
There are many academic and psychological issues do minority students encounter such as: low single point of household, low socioeconomic status, low minority group status, limited English proficiency, low-educational attainment of parents, mobility, and psychosocial factors.
Not simply do school programs and practices get a direct impact upon student success, but the train and community contexts in which these programs and practices occur also affect success rates. "Context" is comprised of numerous factors. Some contextual variables can give a positive impact upon students, while others bring against student success.
The name for total school reform strongly suggests that existing conceptions of instruction are short for promoting multicultural equity. Unfortunately, these same conceptions have shaped the school of prospective teachers. Their education likely has been characterized by tracking (the work of assigning students to different groups, classes, or programs based on measures of intelligence, achievement, or aptitude), traditional teaching that appeals to a narrow scope of learning styles, and curricula that shut the contributions of women and people of diverse cultures. Competition drives this factory model of schooling, in which students tend to be viewed as products coming off an assembly line.
Education is a profound human process; it is a thing of values and action. The flock of technologies called the Net has the power to complement, to reinforce, and to enhance the educational process. It will have the direction of training from the introduction to the student. The Net has come to befriend, dwell with, and go beyond, both, the instructor and the student. African wisdom says, "It takes an entire village to produce a child".
My personal decision is that all students, regardless of race, ethnic group, gender, socioeconomic status, geographic location, age, language, or disability, deserve equitable access to challenging and meaningful learning and achievement. This conception has profound implications for instruction and learning throughout the school community. It suggests that ensuring equity and excellence must be at the substance of systemic reform efforts in training as a whole.
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