Classroom technology is nothing new but it just seems that the rate of technology is developing much faster than at any time before. Many schools have computer labs where classrooms can use the computers to interact or work on projects but the advancing technology allows teachers to get better use of these computers in teaching a class.
There is a growing use of computers for examinations, which is helpful in reducing the possibility of copying between pupils. For general class exams, it is vital that teachers can record a realistic representation of what pupils know about a subject in order to ensure that they are teaching the class properly. If a subject features all of the pupils scoring lowly, it may be that the teaching method is not the best. This means that using classroom technology can also help teachers gauge their skills as well as the pupils.
One great way to carry out a multiple choice exam is for each pupil to be logged in on their computer and connected to the teacher’s main computer. Many schools are introducing interactive whiteboards and the ability to link to these provides a number of benefits with regards to audio and visual learning.
The real benefit in these tests is that answers can be recorded individually and test results can be collated straight away. This is a massive improvement on relying on teachers to mark every paper by hand and it also removed the element of human error. Anything which can ensure that the learning process is carried out properly has to be of benefit and this process can speed up the process considerably.
This element of testing greatly removes the opportunity for a pupil to spy on their neighbours answers and pass it off as their own. As every question on screen passes by and moves on to the next one, there is far less opportunity for copying to occur, this again is better for the learning environment. If children know that they will be judged on their own merits, there is a greater need to study and develop their own skills as opposed to relying on assistance from others.
It also gives a teacher greater confidence that the results provided by a child are their own thoughts and opinions and not ones they have borrowed in the belief of them being right. With so much pressure on teachers these days, giving them as much assistance in the classroom as possible is a very sensible decision.
Student response systems and interactive whiteboards are just two instances of technology being introduced in the classroom and these have been instrumental in improving the way in which children as well as adults learn new material.
blog.ampli.com www.ampli.com www.facebook.com twitter.com Web 2.0 Hey this is Kevin and Michael from Amplivox Sound Systems and we are here today to talk about why you need an amplified classroom. In the age of the iPod, it is safe to assume that many students do not have the best hearing. According to the CDC, approximately 5.2 million children ages 6-19 suffer from permanent damage to hearing from excessive exposure to noise. It is obvious that they need assistance hearing what the teacher is saying. But according to the Institute for Enhanced Classroom Hearing, even students with perfect hearing can miss as much as 1/3 of what teachers say due to poor acoustics. They go on to list other groups of people who benefit from amplified classrooms including: Benefits – Students with an Auditory Processing Problem – Students with a Minimal Hearing Loss – Students with a Severe Hearing Loss Using Personal FM Systems – Students with a Temporary Hearing Loss Due to Ear Infections (OME) – Students with Behavioral or Attentive Disorders Such As ADD or ADHD – Students Learning English as a Second Language (ESOL) – Young Children Learning Phonics and Phonemic Recognition – Students with Perfectly Normal Hearing – All Teachers So basically everybody benefits from having an amplified classroom. Studies have shown that students in amplified classrooms retain more information, have less behavioral problems, and have better test scores. A study done in Canada shows that student’s in non …
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