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Assumptions of The Study

The document discusses assumptions about using technology to support at-risk students. It assumes that technology can provide meaningful learning experiences and help develop higher-order skills. It also assumes that transforming pedagogy and the types of technology applications used is needed to achieve fundamental change. Finally, it assumes classrooms will be collaborative, involve challenging long-term projects using modern technologies, and that administrators will support providing technology-enabled learning opportunities.

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Anthony Saurin
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2K views

Assumptions of The Study

The document discusses assumptions about using technology to support at-risk students. It assumes that technology can provide meaningful learning experiences and help develop higher-order skills. It also assumes that transforming pedagogy and the types of technology applications used is needed to achieve fundamental change. Finally, it assumes classrooms will be collaborative, involve challenging long-term projects using modern technologies, and that administrators will support providing technology-enabled learning opportunities.

Uploaded by

Anthony Saurin
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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ASSUMPTIONS OF THE STUDY An increasing number of educators are calling for high standards and challenging learning activities

for at-risk students. New technologies can provide meaningful learning experiences for all children, especially those at risk of educational failure. Schools that capitalize on the relationship between technology and education reform will help students to develop higher order skills and to function effectively in the world beyond the classroom. Achieving such fundamental change, however, requires a transformation of not only the underlying pedagogy (basic assumptions about the teaching and learning process) but also the kinds of technology applications typically used in classrooms serving at-risk students. Technology has tremendous power to help students obtain, organize, manipulate, and display information. Students can use technology tools (such as word processing, database, design, and graphing software) in the same ways as do professionals in business, communications, and research. Such practical uses of technology contrast sharply with the more didactic technology applications designed explicitly for instruction. Using technology for meaningful activities also helps integrate a variety of disciplines, more closely resembling activities that people undertake in the world beyond the classroom. For example, word processing is a real-world technology that can help students develop writing and thinking skills. Using the computer, students write longer, more complex sentences and are more willing to revise and edit their work; they are able to concentrate on the thoughts they want to express rather than the mechanical skills of penmanship, spelling, and grammar (Hornbeck, 1990).

Classrooms serving at-risk students are collaborative. Students of varying abilities share information and work together in teams to make decisions and solve problems. Class activities are structured around student involvement in challenging, long-term projects and meaningful, engaged learning. All students have opportunities to use a variety of modern technologies--including a range of software applications, telecommunications, and video--to support their work on challenging, authentic tasks. Teachers have the knowledge and expertise to design and implement projects in which students work together on inquiry, design, and development supported by technology tools. School and district administrators, parents, and community members foster the provision of challenging technology-supported learning opportunities within schools serving at-risk students.

Administrators and teachers focus on the intersection of learning and technology, so that engaged learning and high technology performance contribute to the students' technology effectiveness. Schools and districts improve school facilities so that technology can be used in challenging ways with all students.

Reference: http://www.ncrel.org

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