Schools Have Been Looking for Term Paper

Another common use is in the generation of written work. Students can learn to revise and edit using a computer word processing program. Again, this supports the use of computers to learn keyboarding just as we teach manuscript and cursive writing: the keyboard is merely a third way to record information and generate data. Students can also learn to use spreadsheets and databases (Fouts, 2000), which can give them the tools to use computers in another way: to organize information, present it in a new way, or even to generate new information. For instance, even first graders can use a simple spread sheet to count how many red, blue, green and yellow m & m's are in a package, combine the information, average them, and with one or two keystrokes, produce a bar chart. In this way, computers can make higher levels of information available to students.

CHANGES in EDUCATION BROUGHT by COMPUTERS

The use of computers can have significant effect on how teachers teach (Selwyn, 2000). Once students have basic computer competence, they can take more responsibility for their work. They can work at their own speed and correct many of their errors on their own. Meanwhile, the teacher may be more monitor and facilitator, at least sometimes. When students are generating their own new information, the teacher demonstrates how to generate the information, not what the information itself is (1). This will probably require some opportunities for teacher retraining, and should probably also include time for teachers to network with each other and share ideas.

The use of computers can dovetail nicely with other important movements in education, such as the move toward authentic, hands-on learning rather than the older, more traditional lecture / textbook / test style (Selwyn, 2000). One author used the example of a class who created a computer-based museum of information on the topic they had studied. This approach became multidisciplinary, but required larger chunks of time than the traditional 50-minute class (1). Thus, the use of computers in inferential ways and for generating new information may be incompatible with the traditional organization of middle, junior and senior high schools, as 50 minutes may simply not be enough time. In addition, the school may need a way to make the computers students work on during the day available to them after hours.STAFF DEVELOPMENT

Staff development will be an important component of any computer program. Staff will have to become familiar with new software and new operating systems as they're developed, in addition to developing teaching skills that are more compatible with a more exploratory way of developing knowledge. Several creative possibilities exist for increasing teacher computer competency, which is important if teachers are to work with computers easily and efficiently. For instance, teachers might be able to check out computers and software for the weekend. They could use the computer for personal use, but would be encouraged to explore the operating system, learn features of the computer and become familiar with software. Teachers should have specific training on important new software, including operating systems, however. They should not have to learn entire major programs on their own.

Schools should also look at creative ways to help teachers purchase computers for their own use. Schools can negotiate discounts for bulk purchases. They might even consider giving teachers the option of being paid with computer components or software for teaching summer school. Anything the schools can do to help teachers become as comfortable as possible with the technology will improve teaching and learning, and will create a body of teachers ready to accept new and innovative technology with confidence that they will be able to use it well.

Bibliography

Fouts, Jeffrey T. 2000. "Research on Computers and Education:

Past, Present and Future." Prepared for the Bill and Melinda Gates Foundation.

Selwyn, Neil.….....