Learning Environment in Schools of Twenty First Century Report (Assessment)

Introduction

Teaching has significantly developed since several decades ago. Now it is not only conveying knowledge to students through personal experience and primitive means, also it is about using hi-tech devices along with new knowledge acquisition. Therefore, contemporary teachers have to convey their knowledge and acquire accompanying skills on modern technology in order to stay on track of teaching devices. There are several conditions required for creating a perfect learning environment in schools of the twenty first century. This paper will elaborate on the devices necessary to implement technology based classes and all possible troubleshooting together with tracing conditions to consider while learning. This should give a detailed description of the learning process with technology and evaluate risks if anything goes wrong during the class.

This is Phase IV of the project where describing the resources used is essential. The paper will depict the learning environment explaining how studies and instruction is supported with the arrangement of the classroom. The essay will discuss the accommodations made by the teacher to make sure everybody has got everything they needed. Moreover, privacy and safety of students remains one of the most important features of the study (Roblyer, 2006).

Technology Resource Description

Among the devices the instructor used was IBM laptop with Windows Vista on it in order to deliver information to students. It was an Intel Dual Core processor that laptop contained and 512 MB of RAM, the sound card with speakers, integrated wireless network card, microphone, and printer that enabled a better understanding of the material by the group of tested students. Firstly, the permission to install Voki presentation was obtained and only after the permission was received it was installed together with Digital Dialect Flashcard. The versions were all the trial ones and got from department chair in order to teach the students how to use the programs to learn Spanish vocabulary and pronunciation through Voki recording. This makes the subject not only educative and memorable for students; also it evoked interest of contemporary youth familiar with all possible technological tendencies, hence, learning vocabulary on long-term basis went effectively. There was another way of conveying information to students through social networks – the most effective and appealing mean for students. The instructor used Jing (having acquired permission for installation first) to create a video tutorial to explain the way Vokiand works. Afterwards, the students could follow the video link on YouTube from Facebook and schoolnotes.com. This ensured utmost availability of the resource and probability that students would click on the link and watch the video.

Moreover, aside the tech resources there were printed out copies of tasks for students’ assessment. Appendix A was the assessment part that estimated different groups’ performance. Appendix B presupposed using computer in a period of two weeks to complete two tasks – computer sessions. Appendix C was the most prolific because students recorded their vocabulary using the microphone for teacher’s further check of pronunciation.

Planning and Preparation

Evidently, school teacher needs substantial understanding of the software and hardware he/she will be using. Therefore, the instructor was accompanied by schools media specialist in order to get familiarized with the Voki and Dialect Digital Flashcard software; otherwise, instructor could have had difficulties explaining or answering any students’ questions in case something went wrong. No wonder it is important to understand the technology is implemented to learn all possible features and understand the process from inside. Moreover, “Initially, authors need to learn the mechanics of the programs they plan to use and develop their understanding of the concepts…no one can develop a quality product without first being reasonably comfortable with the tools”(Roblyer, 2010). Namely, the features reviewed were practical usage of the software, ways to upload to YouTube, Jing usage, URL correct posting on social websites. The entire planning and arrangement process was thoroughly thought through because the instructor worked with a professional in the sphere of mass media and communication technologies. It was established that such social approach along with hi-tech devices in class could ensure students’ better understanding and devotion to class studies (Meskill, 2002). Aside from modern approach and appeal to contemporary students, instructor has ensured a back-up plan. As MacGregor-Mendoza noted “technologies, MacGregor-Mendoza (2009) stressed the importance of having a backup plan, “make sure you have more traditional means of delivering necessary information, whether it be paper copies, transparencies, CDs, etc. as you work to resolve the issues” (2009). The occurrences hey might have upset the plans could be the following: bad Internet connection, power breakdowns, computer breakage. Therefore, instructor stocked up batteries and obtained three additional computers, burnt ten DVD, and printed out Voki worksheet. The latter was made to ensure students could do their home task no matter what.

Access and Logistics Plan

Every teacher has to present the information gradually and cohesive so that every student’s personal ability to acquire knowledge is adhered to. This makes instructors make up various kinds of unique plans for students to get information in parts or all together depending on the rates of memorizing and comprehension in class. Moreover, the need to instruct students as quickly as possible complicates the process of instructions unless technology devices are implemented. Thus, the technologies not only make everything go faster, also they make instructions more efficient and acquired easier (Carmona, 2007). The video prepared by the instructor and media specialist enabled students to understand the program’s sets and goals faster than if it was only explained in theory. This saved time and useless efforts to adjust to every student’s mindset. It has to be mentioned that the instructor made a classroom set-up work for his goal ultimately. The familiar learning environment made it easier to convey the instructions directly to students because the common surroundings excluded unnecessary distractions that a new environment could have caused. Besides, the accommodations required for students met the Individualized Educational Plans. Namely, the students with visual impairments were introduced to special seating arrangements. Also, the behavior modification plans were adhered to by seating the students around so that they do not have an opportunity to chat with each other. The instructor did everything he had on his side including a clear view from every seat without any obstructions. Not only were the seats arranged correctly. The instructor provided a laptop to every student in order deliver eh lesson explicitly. To avoid any break ups during the lesson, the instructor checked the working ability of every laptop and had power cords and adapters if problems occur. It has to be mentioned that the instructor carried out a substantial and all-rounded research and preparation process – diverse learners got the way of explanations they liked best. To be more exact, there were auditory, kinesthetic, and visual aids. Significantly, disregarding the way students leant, all of them kept engaged and interested throughout the entire period. Students with disabilities had a great time and stayed on track of the events due to the history window. This enabled the instructor to create a very prolific learning experience and provide instructions fluently without making extra pauses. Not only the students could see every guideline on screens, rather those were guiding cues of an instructor along with the video images.

Effects of Implementation

Implementation was carried out at the highest level. Every student was satisfied with the information seen. The data presented a precise understanding of what the students should have acquired in order to do their homework correctly. Although the main focus of the class was humanitarian for students, the tech accompaniment played a really important role in further facilitating of students’ home tasks accomplishment. Obviously, the instructor did not pursue a goal of teaching students how to operate the tech devices at first place. The foremost goal was teaching pronunciation, though with tech support. That is why it was vital to show students that pronunciation and Spanish were the primary goals rather than Voki and Digital Dialect Flashcard home page. The latter were just the means of interpreting information, namely recording the homework, and that was made professionally. Moreover privacy and students’ safety measures were followed strictly. The instructor omitted the names of participants, the name of institution, and the classroom teacher’s name, too. It was ensured that all the students adhere to classroom rules and policies. The instructor worked out a very good scheme of a learning environment so that no outside source could concern about safety in class. The instructor paid precise attention to all of the details of addressing students’ concerns about understanding of the subject. It is crucial to understand that nowadays computers play a great role in the development of all possible spheres of life. Therefore, learning could not miss its opportunity to facilitate the study process via implementing tech devices.

Conclusion

For the Phase IV of this assignment it is important to understand that a great research and preparation process was carried out in order to observe all students’ needs and requirements of school. Learning process is highly productive when the students involve in it eagerly. Therefore, the tech devices were successfully used and the actual methodology was thought through profoundly beforehand. It is essential to understand that the great role in creating the learning environment plays a thorough preparation rather than the actual idea to implement social networks, DVD, or YouTube. This presupposes considering weak eyesight, seat organization, behavior organization, and troubleshooting as per technical resources. In fact, all of these categories were cohesively adhered to and this enabled all students understand the material disregarding their way of perception of knowledge. As such, having adverse class of students meant adjusting to every single need of theirs. However, the presentation prepared was carried out so well that the rate of comprehension reached its utmost. In the end, the students were sure they could do the required task at home on their own, which was actually the ultimate goal. The instructor did an amazing work with troubleshooting and overall tech devices’ back up plans.

References

1. Carmona, A. (2007). A study of ways to promote and improve potential involvement in a middle school setting. New York, NY: ProQuest.
2. MacGregor-Mendoza, P. (2009). Assess Yourself. Technology & Learning, 29(6), 20-22.
3. Meskill, C. (2002). Teaching and learning in real time: Media, technologies and language acquisition. New York, NY: Athelstan.
4. Roblyer, M.D. (2006). Integrating Educational Technology into Teaching. Upper Saddle River, New Jersey.
5. Roblyer, M.D., &Doering, A.H. (2010). Educational technology into teaching (5th ed.). Boston: Pearson Education, Inc.