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Analysis for five classroom observations for five different teachers: report about: the use of technology, classroom management, interaction with the students, the teaching methods, and problems,(1000 words). the structure of the paper should be the same as the example , but plz do not copy anything from it an example is attached
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College of Arts and Sciences
Department of Education
EDA 580
Internship and Capstone Project
Name
Shaafa Jaber AL Ahbabi
ID
1070220
Assignment
4
CONTR.MARKS
Title
Analysis for five classroom observations for five different teachers
1
TABLE OF CONTENTS
1.
Introduction ……………………………………………………………………………………………………………… 3
2.
Literature Review……………………………………………………………………………………………………… 3
3.
Research Methodology ……………………………………………………………………………………………… 4
4.
Results and Discussions …………………………………………………………………………………………….. 4
4.1. Cloud computing (Teacher 1) ………………………………………………………………………………. 4
4.2. Mobile learning (Teacher 2) ………………………………………………………………………………… 4
4.3. The use of computers (Teacher 3) ………………………………………………………………………… 5
4.4. Internet (Teacher 4)…………………………………………………………………………………………….. 5
4.5. Email (Teacher 5) ………………………………………………………………………………………………. 5
5.
Conclusion ………………………………………………………………………………………………………………. 5
6.
Recommendation ……………………………………………………………………………………………………… 5
7.
References ……………………………………………………………………………………………………………….. 6
2
1. Introduction
Teaching has gone through many changes as time goes and through this, we have been able to see
many forms of teaching come by like technology, which has taken the teaching industry by storm.
According to Crawford (2003), the use of technology has not only affected the teaching methods
but it has affected the interaction between the teachers and the students and the management of
learning.
2. Literature Review
The use of technology is very essential when it comes to teaching because it brings in the most
important structural changes that one can consider it to be integral when it comes to the
achievement of essential changes in productivity. Technology can be used to support learning and
teaching whereby it infuses the classroom by giving it the best digital learning tools like the tablets,
computers and other hand devices which can store and process data that can be of help to the
students in the classroom (Contributors, 2010). The technological devices help by expanding the
course expertise, offerings and the necessary learning materials hence supporting learning which
is flexible despite of the time place or the environment the student can be able to learn without any
inconveniences. In other cases, the student can take home the learning tools whereby they can be
able to study alone and if they have any needed questions, they have a platforms to search the
questions and they can be answered which is much better as compared to what they learn from the
classroom when they all depend on one teacher to be helped if they face any problem or have any
questions and in some cases, the teacher might not be in a position to help hence being an
inconvenience to the student.
Roberts (2015) points out that the use of technology has helped the teaching industry today by
taking it into another different level which is equipping the students with the 21st century skills
which has happened to be very interesting with the students because many of them enjoy using the
devices. Strother (2006) indicates that it has then motivated many of the students to study unlike
before when the students associated studying with negative thoughts and many of them shyd away
from the books and classroom but now with the new technology in place, many students want to
study and have the chance to use the device hence it has highly increased the student engagement
and has also motivated them and all these has accelerated learning in schools today.
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3. Research Methodology
The research aims to identify deferent methods of teaching when it comes to the use of technology.
It was carried out in a boy’s school in Al Ain city whereby the data used was collected through
observation. The use of observation is a new technique of collecting data whereby the researcher
is able to collect information only by watching and in this case, it involved observation of teaching
methods in five classrooms, which had five different teachers while they used technology in
teaching.
4. Results and Discussions
4.1.Cloud computing (Teacher 1)
Teacher one was using a form of educational technologies known as the cloud computing whereby
it was introduced in 2011 whereby it helps the teachers to be able to produce and then later share
the learning objects which are in a digital form for the students to use (Bliss, Askew & Macrae,
2007). The digital objects are made by the instructor or even put together from a resource
repository, which has been created by the instructor in one network. By using this form of
technology, I discovered that the teacher can come up with different materials used for learning or
data which is then stored in one main cloud and the students can access the data or information
from the cloud. This means that the cloud is what connects the teacher and the students in a way
that they don’t have to specifically meet for learning to take place. The cloud can also connect
different types of teachers so that they can all connect and share ideas between then and even the
students.
4.2.Mobile learning (Teacher 2)
In the new world today, technology has taken over almost everything and we are in the era whereby
everyone is in a position to own a Smartphone which then makes it easier for teacher two to use
mobile learning as a way of interacting and teaching the students. In this case, the students are able
to join one media, which can connect them with other students and the instructor; this is almost
like cloud learning. The students can also be able to find any necessary learning materials from
their phones or even download applications that contain reading and learning materials and it is
always easy and convenient for them because one can move around with the smart phones.
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4.3.The use of computers (Teacher 3)
Teacher three was using computers as a form of teaching whereby the students are assembled in
one computer lap and are able to access the computers in the lab. The computers have software
and futures that can help the students in learning like the word whereby the students are able to
type their notes and assignment and send it to the teacher; they are also able to store the information
in their personal folders and save them for future reference.
4.4.Internet (Teacher 4)
Internet is the main function that connects the above forms of technology because it powers all of
them. This is the reason why teacher four decided to install a Wi-Fi rooter in the classroom so that
all the students can be in a position to access the internet in classroom despite of what devices they
want to use. The students can be able to search and get any learning materials that they need at the
specific time and even share them with the teacher and other students
4.5.Email (Teacher 5)
Teacher five uses less technological devices in the classroom but when it comes to notes and
assignments the teacher sends them to the student’s email and when they are done, they can send
the data back to the teacher through the same email platforms. The email can also act as a
messaging platform whereby the teachers and the students can share messages and communicate
easily.
5. Conclusion
The online learning resources gives the opportunities and the availability of the use of educational
resources that are open and many other technologies can help in the improvement of the
productivity of education by the acceleration of the learning rates and this will largely help when
it comes to reducing all the costs that are associated with the instructional materials or even the
available delivery of the educational programs hence increasing the usage of the teacher time.
6. Recommendation
The school should understand that Technology also has had the power to change the method of
teaching in our schools today unlike what we had in other centuries whereby the teachers are now
having another new model of connected teaching whereby they are in a position to teach the
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students through the technological devices they have and through a connection between them and
the teachers, they are also able to share different teaching ideas between them and they can all
connect to help the students. The teachers can also use technology to access any other information
that they don’t have when it comes to teaching the students, access any other professional content
that concern learning and teaching, academic resources and lastly they can also be able to access
the systems that can help the teachers to be able to improve the teachers instruction and they can
be able to personalize learning well.
7. References
Bliss, J., Askew, M., & Macrae, S. (2007). Effective Teaching and Learning: Scaffolding
Revisited.
Oxford
Review
of
Education,22(1),
37-61.
Retrieved
from
http://www.jstor.org/stable/1050802.
Crawford, J. (2003). Teaching Effectiveness in Chapter 1 Classrooms. The Elementary School
Journal, 90(1), 33-46. Retrieved from http://www.jstor.org/stable/1001854.
Contributors.
(2010).
Educational
Technology,
41(5),
6-6.
Retrieved
from
http://www.jstor.org/stable/44428689.
Roberts, P. (2015). A Theory of the Learning Process. The Journal of the Operational Research
Society, 34(1), 71-79. doi:10.2307/2581605.
Strother, D. (2006). Classroom Management. The Phi Delta Kappan, 66(10), 725-728. Retrieved
from http://www.jstor.org/stable/20387499.
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