Integrating Technology into Middle School
INTEGRATING TECHNOLOGY INTO A MIDDLE SCHO
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Most United States children are on a digital path. Two-thirds of these children have computers in their homes and most are working on computers at school. Computer technology has been shown to enhance instruction in the classroom, engaging students and providing new instructional tools for teachers (Johnson, 2001). Implementing technology in the curriculum is an important issue. Technology planning is a process that is long-term and continuous. This process needs to consider assessment of present states of technology and current and future needs, what has already been implemented and what needs to be installed, how to find and develop planning resources, and how to conduct ongoing evaluation. Thus one important aspect of the implementation process is the determination of what software should be purchased (Anderson, 1996). In making this decision, research must consider available software and its evaluation, as well as teacher perspectives on what this software should accomplish. Research has reported the need to integrate computers into the curriculum and part of the implementation program concerns the problem of what computer software to choose (Anderson, 1996). These choices are based on a number of factors, such as cost, the intended purpose, developmental level, comparison to other products, latest use of technology, and history of the software. The ChildrenÆs Software Revue (ChildrenÆs
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ation technology does work. Biological and agricultural engineering and history were taught using technological resources. StudentsÆ learning experience was enhanced with wider and more in-depth coverage of material.
ChildrenÆs Software Evaluation
While research points out the need to implement technology into the classroom, the problem remains regarding correct choice of computer software. Buckleitner (1999) reported on childrenÆs software evaluation. Software evaluation needs to include its design features, accommodation of different abilities, ease with which a child can access program components, how help is provided. Previous evaluation of books included only a two-dimensional examination, but software is three dimensional and has interface issues. Buckleitner stated that there are several questions that must be asked when evaluating software: what is software; what is the intended purpose of the software and where is it intended to be used; what is the developmental level of the audience; how does it compare with similarly designed products; does it take advantage of the latest technology; what is the history of the software and current state; and what theoretical orientation does the evaluator bring to the evalua
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Some common words found in the essay are:
Crosby Speitel, Alternatively Villarreal, Procedures Data, Background Research, Design Study, Software Evaluation, Curriculum/Classroom TodayÆs, Sanders Morrison-Shetlar, Strongly Agree, , computer software, software packages, middle school, software evaluation, childrenÆs software, technology implementation, teacher perspectives, educational software, anderson 1996, technology curriculum, local middle school, english math science, iding crosby speitel, childrenÆs software evaluation, math science history,
Approximate Word count = 4460
Approximate Pages = 18 (250 words per page)
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