How technology has changed learningIntroductionMany educators articulate contentment with new advancement in technology as critical to developing a revolutionary change in learning. However, others view it merely as a supplement to classroom learning (Schrum 256 - 271). For those supporting technological advancement, they believe that technology brings about an enormous change in learning (Barak 245 - 263). To understand exactly what technology brings forth in learning in today's classrooms and how the change coming along can come about a research is ideal to analyze the situation and evaluate how technology ha changed learning.
It is clear from the analysis that technology brings in 1) Smart boards™ 2) Educational Television 3) Laptops and, 4) Leap Pads all which are used in learning and geared towards making learning easier and convenient. The paper analyzes this new advancement in technology within the learning experience in the 21st century classroom providing recommendations as to what measures can be taken to improve and develop more technology in learning and make learning more effective. Technological Tools advancementFor more than 20 years, there has been the use of new and advanced technological tools in educational formats, which have been excellent in facilitating learning (Hall and Elliot 301 - 307).
In the recent times, there has been the development of a new type of high-tech and advanced learning environment referred to as ChemQuest, a high-school project that was financed by the National Science Foundation in United States, Washington, D.C. (Levine 16 - 18). These experiences have practically led people to develop comparisons as to what they view as the two main thrusts in learning today (Barak 245 - 263). The people define the two thrusts as "the use of technology as an additional tool for methods in traditional learning and teaching processes (Schrum 256 - 271)" and "the use of technology as the hub of an innovative learning and teaching process (Schrum 256 - 271). " The comparison of the respective opposing thrusts is based on a number of characteristics, which includes course goals, learning styles, course content, tools and assessment. Use of Smart Boards in LearningThe introduction of the smart boards in learning has been improving the activity a terrific deal.
The Smart Board is a series of whiteboards developed through new technologies in the recent times. The first Smart Board whiteboard was introduced in learning in year 1991. As of the year 2010, the Smart Board has led the interactive whiteboard category at least with a 77.9% in Canada, 60.9% share in America, 61.8% in EMEA, 63.5% in the UK and 48.2% market share across the globe (Schrum 256 - 271). The interactive nature of the newly introduced board has been providing many practical uses within the classroom as a learning experience (Barak 245 - 263).
Using smart board Notebook software, teachers are able to record each step of the lessons for students to have a review at a later time. The flexibility of use within the classroom that includes the multiple ways in which tutors can display information within the class (interactive text, sound, images, and video files), has ideally been revealed as facilitating ESL support and instruction both differentiated and universal design for classroom learning (Hall and Elliot 301 - 307). Research reveals that use of a whiteboard in the classroom has been the most effective means of lessening teacher stress and easing the learning activity (Levine 16 - 18).
Recent research suggests that the interaction that touch-sensitive display develops the use of intuitive, natural movements that allow learners as young as preschool to use a Smart Board with ease and make learning better and engrossing.