Computers in the classroom include any digital technology used to enhance, supplement, or replace a traditional educational curriculum with computer science education. As computers have become more accessible, inexpensive, and powerful, the demand for this technology has increased, leading to more frequent use of computer resources within classes, and a decrease in the student-to-computer ratio within schools. [1]
College campuses used computer mainframes in education since the initial days of this technology, and throughout the initial development of computers. The earliest large-scale study of educational computer usage conducted for the National Science Foundation by The American Institute for Research concluded that 13% of the nation's public high schools used computers for instruction, although no-users still outnumbered users at a ratio of 2 to 1. The study also concluded that computers proved to be very popular with students, and that applications run on early models included sports statistic managers, administration tools, and physics simulators. [2]
In 1975, Apple Inc. began donating Apple 1 model computers to schools, and mainframes began to lose their former dominance over academic research. [3] Computer usage continued to grow rapidly throughout this era. In 1977, it was estimated that over 90% of students at Dartmouth College had used computers at some point in their college careers. Walter Koetke, the director of a Lexington, Massachusetts school system commented that, "It's still possible for a student to get through here without using the computer, but he would certainly have to try to do it". [4] In 1983, Drexel University became the first campus to require every student to purchase a laptop. [5]
Computer-aided instruction gained widespread acceptance in schools by the early 1980s. It was during this period that drilling and practice programs were first developed for exclusive classroom use. Schools became divided over which computer manufacturers they were willing to support, with grade schools generally using Apple computers and high schools preferring DOS based machines. Hardware shortages in schools became a major issue, leaving many teachers unable to provide enough computers for students to use. [6] Despite this, by 1989 computer usage shifted from being a relative rarity in American public schools, to being present in nearly every school district. [7]
The early 1990s marked the beginning of modern media technology such as CD-ROMs as well as the development of modern presentation software such as Microsoft PowerPoint. [3] Other computer-based technology including the electronic whiteboard [8] and the laptop computer became widely available to students. Internet technologies were also gaining prevalence in schools. In 1996, Bill Clinton made over $2 billion in grants available in the Technology Literacy Challenge Fund, a program which challenged schools to make computers and the Internet available to every student, connected to the outside world, and engaging. This marked a significant increase in the demand for computer technology in many public school systems throughout the globe.
Correlating with the development of modern operating systems like Windows 98 and the continuing support of government funding, the prevalence of educational computer usage boomed during this era. Between 1997 and 1999, the ratio of students to multimedia computers decreased from 21 students per machine to less than 10 students per machine. Colleges began creating specialized classrooms designed to provide students with access to the utilization of the most modern technology available. Classrooms such as the "Classroom 2000" built at Georgia Tech in 1999 which featured computers with audio and video equipment designed to capture detailed recordings of lectures as a replacement for traditional note taking [9] began to become more common. By 2000, the student to computer ratio at some schools in the US decreased to only 1 students per school computer.
As collaborative classroom environments became mainstream, more schools as a whole began to invest in powerful networks and faster Internet connections. By 2010, many school districts implemented or encouraged "1:1 learning programs" which would ensure that all students in grade school would be provided with a personal laptop. [10] Computers have significantly changed traditional teaching methodology into a more "hands-on" approach, with Forbes predicting that, "Instead of parking themselves in a lecture hall for hours, students will work in collaborative spaces, where future doctors, lawyers, business leaders, engineers, journalists and artists learn to integrate their different approaches to problem solving and innovate together." [11]
Experience has shown, however, that excessive use of computers can be detrimental to a student's basic academic skills. The Organisation for Economic Co-operation and Development has compared average student literacy, numeracy and science skills in 31 countries (considering three large cities in China separately). It also compared the levels of student computer use in those same countries. The study's conclusion, after correcting for social backgrounds and student demographics, was that moderate use of classroom computers produces the best educational outcomes. [12]
The shift in worldwide computer usage and the need for computer skills in today's workforce have pushed the United States government to create guidelines for educators to ensure that students are prepared to meet the demands of the 21st century. The Core Curriculum Content Standards for education are aimed at preparing students with such skills demanded of those entering the 21st century learning environment as well as the 21st century and work environment.
Changes such as this, along with the changes in the ways that 21st century learners communicate, have impacted the ways that classroom computers are utilized. Currently, teachers are tapping into the enhanced abilities of current classroom computer technology by utilizing various Web 2.0 tools to enhance their instruction. Such tools are also being used to extend classroom communication outside of the campus through online collaborative tools. Centered primarily on collaboration and sharing, Web 2.0 computer applications encourage student self-expression; interaction with peers, and opportunity for authentic learning experiences [13] Through the implementation and integration of Web 2.0 computer technologies into the classroom setting, authentic and meaningful learning experiences are now able to occur in ways that have been previously unimaginable. Currently, the learning that is taking place is not simply about typical concepts or facts as laid out in school curricula. Instead, it is about the process of building connections [14] As a result, the awareness of the importance and the value of communication is becoming instilled into children. Today, with a single laptop, Webcam, projector, and an Internet connection, a teacher can broadcast and begin collaboration with any other classroom. As groups of learners coalesce around shared passions online, they experience something that is difficult to replicate in physical space. [14]
Classroom computer access to Web 2.0 applications such as online learning communities and interactive educational tools offer a more dynamic learning experience, with direct benefits to students. Web 2.0 technologies that are being utilized within the classroom have made it possible for essential learning to be introduced to students during their elementary levels of education and to be refined through their middle, high school and collegiate experiences. As classroom computer technology is being used for different types of communication—for presentation, for class interaction, and for collaboration, [15] students are required to be readers and writers, editors and publishers; and must be willing to collaborate and co-create with others, working closely together to learn even more in the process. [14] Web 2.0 Interaction involves not only sharing ideas or information with someone else, but also receiving feedback. The collaboration engages groups of people in not only sending and receiving feedback but working together for creating, building, and editing, [15] These skills are a necessity for students' futures as they grow and enter the workplace.
The goal of using such computer applications is to increase peer-to-peer interactions through digital means, in order to replicate real-life 21st century communication skills. One such technology that has gained significant recognition within K-12 education is the Weblog. Weblogs, or blogs, are frequently accessed on classroom computers due to their positive effects upon students. These online journals are primarily used to support communication in the form of presentation, and they provide a useful tool for class interaction. Weblogs allow students to present their own findings and discoveries to an authentic audience. Receiving feedback about course work not just from your teacher but from your peers, or possibly from the outside world, can be very empowering to students. In their eyes, having the ability to publish their writing on a blog suddenly transforms them into authors and publishers. [15] Blogs make students are of careful and conscientious writing. Students are no longer writing for an audience of one. Instead, their words face an audience of their peers as well as countless others whose primary goal is not only to read, but also to provide commentary, feedback and even to critique and criticize their words. By using classroom computers for such means, students become increasingly more cautious and aware of their grammar, spelling and word-choice knowing that they are the authors of a published piece of writing that will reach a wide audience.
Similarly, Wikis are commonly accessed on classroom computers due to their positive impacts. The collaborative environment that wikis facilitate can teach students much about how to work with others, how to create community, and how to operate in a world where the creation of knowledge and information is increasingly becoming a group effort. [16] The implementations and uses of wikis range from the development of group-based writing projects, to collaborative note taking, to brainstorming. Teachers can set up wikis for groups of students, giving them the opportunity to all join in on equal footing to give feedback, to make suggestions and changes, and to jot down ideas. With a wiki, everyone is an author of the wiki at the same time. [15] For example, "Teaching with Technology" is an annual survey that asks teachers about technology in the classroom. Survey findings found it was found that 38.37% of teachers said that technology has had an extremely positive impact on education and 36.63% said that technology has mostly had a positive impact on education. [17]
Additionally, Wikis afford students the opportunity to express themselves using multiple modalities. Therefore, children who struggle to express themselves through the written word, are now at ease due to ability to insert music, graphics, video, and photos into their writing. With the help of this technology, students who struggle with language are now able to create multimodal compositions, allowing them to communicate meanings that were once inaccessible or not fully expressed through their printed word. [18] These ongoing collaborative efforts also reinforce the notion of careful, contentious writing. Students' words are no longer for an audience of one, but instead for an audience of countless individuals. The awareness of this global reach reminds students to be cautious with grammar, word choice and style as they know that others will be expanding upon their written ideas.
Because of their versatility, Podcasts are also commonly accessed on classroom computers. These downloadable, portable files allow listeners to subscribe to digitally recorded audio clips and replay them at their own convenience. Similarly, the use of Vodcasts has become almost as common, as they allow for students to view digitally recorded video on classroom computers. Accessing Podcasts and Vodcasts on classroom computers allows for differentiated instruction within the classroom environment. These technologies provide students with the opportunity to learn at their own pace and the freedom to go back whenever possible and as frequently as necessary in order to check their understanding. Podcasts are offering ESL students, and those with learning disabilities, the chance to review lectures at their own pace for increased comprehension. [15] In fact, research was conducted to see how technology could help the visually impaired in the classroom. It showed that the visually impaired students found technology is better for them, compared to the regular paper. This demonstrated that they can learn for themselves in a classroom. In this case, the iPad2, helped increase the reading speed of those visually impaired compared to the large printed text on paper. [19] Many ELL and ESL students need additional support with defining commonly used language as well as with the pronunciation of new vocabulary. Other students, such as those with special needs have difficulty reading and reviewing complex texts. Accessing Podcasts and Vodcasts on classroom computers can easily provide helpful tools to address these students' needs.
Intrinsic barriers such as a belief in more traditional teaching practices and individual attitudes towards computers in education as well as the teachers own comfort with computers and their ability to use them all result in varying effectiveness in the integration of computers in the classroom. Even with the increased access to computers within education systems the actual use of computers in the class room lacks meaningful activities that involve the students. [20] Teachers also appear to abandon the intended educational uses of the computers purely for communication between staff and parents as well as preparation of more traditional learning materials. A survey collected data from 306 in-service teachers from eight secondary schools. One concept that was found in the research was that for the individual category, which included personal skills and feelings, saw that anxiety and computer self-efficiency had an impact on the teachers ability to teach. Through different organizational skill sets, technology could either be stressful and negative or reinforcing and positive for teachers. [21]
A teaching method is a set of principles and methods used by teachers to enable student learning. These strategies are determined partly by the subject matter to be taught, partly by the relative expertise of the learners, and partly by constraints caused by the learning environment. For a particular teaching method to be appropriate and efficient it has to take into account the learner, the nature of the subject matter, and the type of learning it is supposed to bring about.
Computer-assisted language learning (CALL), known as computer-aided instruction (CAI) in British English and computer-aided language instruction (CALI) in American English, Levy briefly defines it as "the exploration and study of computer applications in language teaching and learning." CALL embraces a wide range of information and communications technology "applications and approaches to teaching and learning foreign languages, ranging from the traditional drill-and-practice programs that characterized CALL in the 1960s and 1970s to more recent manifestations of CALL, such as those utilized virtual learning environment and Web-based distance learning. It also extends to the use of corpora and concordancers, interactive whiteboards, computer-mediated communication (CMC), language learning in virtual worlds, and mobile-assisted language learning (MALL).
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.
Educational software is a term used for any computer software that is made for an educational purpose. It encompasses different ranges from language learning software to classroom management software to reference software. The purpose of all this software is to make some part of education more effective and efficient.
Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".
Blended learning or hybrid learning, also known as technology-mediated instruction, web-enhanced instruction, or mixed-mode instruction, is an approach to education that combines online educational materials and opportunities for interaction online with physical place-based classroom methods.
A learning management system (LMS) or virtual learning environment (VLE) is a software application for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, materials or learning and development programs. The learning management system concept emerged directly from e-Learning. Learning management systems make up the largest segment of the learning system market. The first introduction of the LMS was in the late 1990s. LMSs have been adopted by almost all higher education institutions in the English-speaking world. Learning management systems have faced a massive growth in usage due to the emphasis on remote learning during the COVID-19 pandemic.
Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, "EdTech", it often refers to the industry of companies that create educational technology. In EdTech Inc.: Selling, Automating and Globalizing Higher Education in the Digital Age, Tanner Mirrlees and Shahid Alvi (2019) argue "EdTech is no exception to industry ownership and market rules" and "define the EdTech industries as all the privately owned companies currently involved in the financing, production and distribution of commercial hardware, software, cultural goods, services and platforms for the educational market with the goal of turning a profit. Many of these companies are US-based and rapidly expanding into educational markets across North America, and increasingly growing all over the world."
Technology integration is defined as the use of technology to enhance and support the educational environment. Technology integration in the classroom can also support classroom instruction by creating opportunities for students to complete assignments on the computer rather than with normal pencil and paper. In a larger sense, technology integration can also refer to the use of an integration platform and application programming interface (API) in the management of a school, to integrate disparate SaaS applications, databases, and programs used by an educational institution so that their data can be shared in real-time across all systems on campus, thus supporting students' education by improving data quality and access for faculty and staff.
"Curriculum integration with the use of technology involves the infusion of technology as a tool to enhance the learning in a content area or multidisciplinary setting... Effective technology integration is achieved when students can select technology tools to help them obtain information on time, analyze and synthesize it, and present it professionally to an authentic audience. Technology should become an integral part of how the classroom functions—as accessible as all other classroom tools. The focus in each lesson or unit is the curriculum outcome, not the technology."
Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.
An edublog is a blog created for educational purposes. Edublogs archive and support student and teacher learning by facilitating reflection, questioning by self and others, collaboration and by providing contexts for engaging in higher-order thinking. Edublogs proliferated when blogging architecture became more simplified and teachers perceived the instructional potential of blogs as an online resource. The use of blogs has become popular in education institutions including public schools and colleges. Blogs can be useful tools for sharing information and tips among co-workers, providing information for students, or keeping in contact with parents. Common examples include blogs written by or for teachers, blogs maintained for the purpose of classroom instruction, or blogs written about educational policy. Educators who blog are sometimes called edubloggers.
Assessment in computer-supported collaborative learning (CSCL) environments is a subject of interest to educators and researchers. The assessment tools utilized in computer-supported collaborative learning settings are used to measure groups' knowledge learning processes, the quality of groups' products and individuals' collaborative learning skills.
Social learning tools are tools used for pedagogical and andragogical purposes that utilize social software and/or social media in order to facilitate learning through interactions between individuals and systems. The idea of setting up "social learning tools" is to make education more convenient and widespread. It also allows an interaction between users and/or the software which can bring a different aspect to learning. People can acquire knowledge by distance learning tools, for instance, Facebook, Twitter, Khan Academy and so on. Social learning tools may mediate in formal or informal learning environments to help create connections between learners, instructors and information. These connections form dynamic knowledge networks. Social learning tools are used in schools for teaching/learning and in businesses for training. Within a school environment, the use of social learning tools can affect not only the user (student) but his/her caretaker as well as his/her instructor. It brings a different approach to the traditional way of learning which affects the student and his/her support circle. Companies also use social learning tools. They used them to improve knowledge transfer within departments and across teams. Businesses use a variety of these tools to create a social learning environment. They are also used in company settings to help improve team work, problem solving, and performance in stressful situations.
Peer feedback is a practice where feedback is given by one student to another. Peer feedback provides students opportunities to learn from each other. After students finish a writing assignment but before the assignment is handed in to the instructor for a grade, the students have to work together to check each other's work and give comments to the peer partner. Comments from peers are called as peer feedback. Peer feedback can be in the form of corrections, opinions, suggestions, or ideas to each other. Ideally, peer feedback is a two-way process in which one cooperates with the other.
Online communication between home and school is the use of digital telecommunication to convey information and ideas between teachers, students, parents, and school administrators. As the use of e-mail and the internet becomes even more widespread, these tools become more valuable and useful in education for the purposes of increasing learning for students, and facilitating conversations between students, parents, and schools.
Mobile computer-supported collaborative learning may have different meanings depending on the context in which it is applied. Mobile CSCL includes any in-class and out-of-class use of handheld mobile devices such as cell phones, smart phones, and personal digital assistants (PDAs) to enable collaborative learning.
Social media in education is the use of social media to enhance education. Social media is "a group of Internet-based applications...that allow the creation and exchange of user-generated content". It is also known as the read/write web. As time went on and technology evolved, social media has been an integral part of people's lives, including students, scholars, and teachers in the form of social media. However, social media is controversial because in addition to providing new means of connection, critics claim that it damages self-esteem, shortens attention spans, and increases mental health issues.
21st century skills comprise skills, abilities, and learning dispositions identified as requirements for success in 21st century society and workplaces by educators, business leaders, academics, and governmental agencies. This is part of an international movement focusing on the skills required for students to prepare for workplace success in a rapidly changing, digital society. Many of these skills are associated with deeper learning, which is based on mastering skills such as analytic reasoning, complex problem solving, and teamwork, which differ from traditional academic skills as these are not content knowledge-based.
Quill is a suite of software tools. It was published by D.C. Heath and Company, in Lexington, MA, USA.
Digital Media in education is measured by a person's ability to access, analyze, evaluate, and produce media content and communication in a variety of forms. These media may involve incorporating multiple digital softwares, devices, and platforms as a tool for learning. The use of digital media in education is growing rapidly in today's age, competing with books for the leading form of communication. This form of education is slowly combating the traditional forms of education that have been around for a long time. With the introduction of virtual education, there has been a need for more incorporation of new digital platforms in online classrooms.
Even countries which have invested heavily in information and communication technologies (ICT) for education have seen no noticeable improvement in their performances in PISA results for reading, mathematics or science.