technology to support academic accomplishment
Excerpt from Thesis:
197). Presently there have also been a number of software applications designed specifically for use in the classroom that can present at-risk learners with the chance to catch up with their very own peers, although here once again it is important to identify that at-risk students might lack the same level of pc expertise as their peers and steps must be taken to ensure that they have been furnished with the initial schooling necessary to work with these tools properly.
One strategy that has displayed significant assurance in educating at-risk students how to use software effectively and improving their academic functionality is the Constructionist Alternative Learning Laboratory in the Maine Youth Center, a state facility for at-risk pupils who have been court-ordered to attend this program. Some teachers might tremble their heads and suggest that there was very little that could be completed with young people who reached the idea in their educational careers where they were adjudicated as being at-risk and had been placed in a special learning environment, but the lab has tested that the usage of technology can assist these youthful learners in several ways. For instance, a typical day at the laboratory is referred to by Stager (2000) thusly: “A number of kids will be programming their own video game while some are making an electronic digital film. Across the room a automatic bird feeder designed to photo a parrot when it comes to take in is being developed out of LEGO. This is not a skilled and skilled class or a special event. This beehive of activity symbolizes a normal working day in the Constructionist Learning Laboratory” (p. 37). According to the company Web site intended for LEGO, the LEGO Digital Designer “… lets you build with LEGO bricks on your own computer” (LEGO digital custom made, 2009, l. 1). A representative screenshot through the LEGO digital designer software is demonstrated in Determine 1 below.
Figure 1 . Screenshot via LEGO Digital Designer.
Resource: http://cache.lego.com/upload/contentTemplating/LDDHomepage/images/2057 as well as pic8E1BFFEF8E445A6BB97E78FD43981C59. png
The Constructionist Alternative Learning Laboratory has used this program in particular to good result with its at-risk students. As an example, Stager (2000) reports that, “Students inside the lab use rich computational media like LEGO’s programmable RCX brick to construct fantastic inventions. In fact , building with LEGO is the focus of many activities with the youth centre. The LEGO bricks, things, motors, sensors and pré-réglable bricks create an improvisational medium where [students] can easily explore effective ideas in math, scientific research and laptop science by building something ‘real'” (p. 37). Indeed, Stager cites the utilization of LEGO simply by students with little or no past computer knowledge in producing an impressive variety of engineering feats, including programs, machines that play musical instruments or write the students’ names, and others that are in a position of yanking far more than their own weight. Rather than by using a standardized tests approach to record academic functionality, the Constructionist Alternative Learning Laboratory offers adopted a portfolio way. In this regard, Stager reports that students inside the lab inches… use various media to document all their learning procedures and to store their done product so that they can demonstrate their knowledge and reflect on their very own learning” (p. 37). In addition, the use of technology in this at-risk classroom establishing has even made learning fun and pleasant for many of those students in ways that were not really otherwise conceivable. As Stager points out, “In this try things out, technology can be described as ubiquitous part of the lives of youngsters and should become reflected inside their learning experience. Young people have a casual marriage with technology and can even end up being quite playful with it” (2000, l. 37).
For example of how learning with technology can be fun to get at-risk pupils, Stager cites the custom of building digital gingerbread properties using the PROFANO digital style application by students every Christmas: “Each child developed a house of graham crackers, icing, cookies, candy and a small laptop tucked away inside. Their residences had glistening lights, developed carols performed by the PROFANO brick, doorbells and spinning trees created from Hershey Smooches. What could be better than merging computers and icing? inches (2000, g. 37). Despite the pervasiveness of technology in the laboratory, it is not the only learning tool utilized and traditional educational methods are also used to good impact. For instance, Stager notes that, “The laboratory does not obsess over the make use of computers by students. Children read literature, write performs, produce movies and post newsletters” (2000, p. 37).
Section several: Summary, Dialogue, Conclusions, and Recommendations
The research showed that all college students, including those deemed at-risk, in the general public schools in america are entitled to a free education that gives them with the education they need to turn into contributing people of culture. The research likewise showed that students can be categorized as being at exposure to possible a wide variety of causes, and while various students can experience from learning disabilities or perhaps antisocial personalities that adversely affect all their ability to master in classic classroom settings, many other are extremely labeled by virtue of problems at home over which these young learners may have little control. Yet various other students might be labeled as being at risk merely by virtue with the race or perhaps socioeconomic ranking. This categorization tends to lump together several students who have possess substantially different capacities as well as complications into a collective category that may stigmatize all of them rather than help these people. Finally, your research was also consistent in emphasizing that although the millennial generation offers an impressive group of computer abilities that can help these people use technology in the classroom to good result, some are better prepared to do it than others, and at-risk students who also are at the short end of the digital divide adhere may not have the same degree of expertise his or her more lucky and rich counterparts.
The use of technology in the classroom is unquestionably not a fresh trend, but it really has become more pronounced lately and many classes are equipped with Internet-accessible computers and also other technological innovations that can provide college students with significant learning options that were not really available in earlier times. Technology, although, is evidently not an end-all solution to the difficulties facing youthful learners who also may be your types of problems that get them labeled “at risk, inch but it can assist. Indeed, fresh applications will be being launched every day which have been specifically designed to assist young people learn and some of these, such as the SEGLAR digital designer program, happen to be superior products for this purpose. Probably the overriding idea that surfaced from the literature review was your need for professors who were aware of the personalized nature of the problems facing these young adults and who were willing to the time and attention they need to defeat the hurdles and constraints in their lives to realize their very own personal capabilities. Moreover, even more collaboration with parents or caregivers may go a long way toward helping at-risk students be a little more proficient with the use of technology in the home in ways that will contribute to their particular academic efficiency in the classroom.
Technology is definitely an effective way to help at-risk students defeat the challenges they face in reaching positive educational outcomes. Pcs and other innovations in technology will still influence just how educational providers are shipped in the American classroom in the future, and it merely requires makes sense to use these resources for their best effect by aiding these youthful learners be proficient in their use.
Based on the foregoing considerations, the subsequent recommendations are provided:
1 . Make sure that at-risk students understand how to use computers properly before offering them with computer-based applications in the classroom.
2 . Stay away from standardized testing as the only measure of academic performance intended for at-risk learners and rely instead on more thorough measures such as capstone projects and profile development.
three or more. Avoid the trend to use a “one-size-fits-all” approach for at-risk students who will undoubtedly have many unique issues that must be dealt with before technology can be good in helping all of them.
Armijo, E. L., Stowitschek, T. J., Johnson, A. L., Mckee, C. M., Solheim, K. T. Phillips, L. D.
(1999). CARAS: A school-based, medical case management system for at-risk learners THE
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Ballard, S i9000., Carroll, Electronic., Stapleton, M. (2004). Students’ perceptions obviously Web sites employed in face-to-face instruction. Journal of Interactive Learning Research, 15(3), 197.
Cooper, J., Weaver, K. D. (2003). Gender and personal computers: Understanding the digital divide.
Mahwah, NJ: Lawrence Erlbaum Co-workers.
David-Medrano, D. (2003). Standards-based curriculum expansion THE Record, 30(10)
Drasgow, Elizabeth., Yell, Meters. L. (2000). Litigating a no cost appropriate public education: The Lovaas hearings and situations. Journal of Special Education, 33(4), 205.
Dunn, T. K. (2004). Enhancing math teaching intended for at-risk students: Influences of a teaching knowledge in option high school. Diary of Educational Psychology
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