The Use of Technology in Education

I would like to append my facility for designing enthralling projects for my classes aim engineering science so that I ordure offer my students a rich miscellany of interesting projects that all accomplish the goals of providing an engaging experience opus using technology.

Rationale Statement for Addressing the Digital Divide

The glide path for addressing the digital divide is to optimize the substance ab subroutine of technology in the classroom so that every student has the benefit of using it to the greatest extent possible. In addition, the approach entails demonstrating to parents the difference amongst the scholastic abilities of students that comport used technology at groom and those that have not. Finally, the approach includes making technology available to students that do not have access to it at home.

This approach meets the outcome, which is to ease equitable access to technology resources for all students. By optimizing the use of technology in the classroom through the One laptop computer per Child program and advising them on where to access computers outside of school, such(prenominal) as at universities and libraries, it helps students gain access to or will power of computers during their off-school hours. Using technologies such as s placening and large-screen TVs, the teacher toilette optimize the in-classroom use of technology to afford all students greater access to technology even when there is only wizard co

mputer per class. The teacher's preparation of the students for computer use enables them to maximize the value of their time spent at the keyboard, as well. Moreover, making parents aware of the benefits of access to technology substructure advertise parents to purchase a home computer or take note ways to provide access to one for their children. All of these activities can help to bridge the digital divide for children who would otherwise have little or no access to technology, and thus they indulge the outcome to facilitate equitable access for all students.

I feel far more prepared for the use of technology in my classroom, both in terms of the types of uses to which technology can be put and in terms of building a context for technology. Many examples, such as the phisteria project discussed in one of the video lessons, provided a rich source of ideas for the types of activities that students can engage in to learn more fully via the use of technology, and these examples have given me a stronger understanding of the types of activities that can be used and the ways that technology can be integrated successfully into lessons like these. The many examples and explanations offered have established a baseline of options that I can use in my knowledge classroom. These can be adapted for multiple subjects and the topics that happen to be prevalent locally and augmented by my own notional ideas to produce classroom projects and activities that are exceptionally meaningful and advantageous to students and that can enthrall them with their intriguing subject matter and the howling(prenominal) capabilities of technology to bring inanimate concepts and data to life.

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