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Essay / Research Paper Abstract
A 3 page paper assessing two “virtual fieldtrips,” one to an elementary class and one to a high school class, and placing their educational outcomes on a scale relating to Bloom’s Taxonomy. The lessons taught by these two “field trips” are that instructional technology tools enhance the teaching effort. They are not the electronic babysitters that parents fear, but only in the hands of dedicated teachers who seek to use their full potential. Bibliography lists 1 source.
Page Count:
3 pages (~225 words per page)
File: CC6_KSeduCompField.rtf
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Unformatted sample text from the term paper:
by Thorsen (2003) provide a view of the ways that computers can be used in the classroom to construct knowledge, rather than only reviewing that which others have discovered.
The adaptable nature of the technology translates into true inclusion into mainstream education. The purpose here is to assess the experiences of two teachers and their students, and then
to place their achievements on a scale provided by Blooms Taxonomy. Ms. Anthonys Class The results that Ms. Anthonys students achieved represent the
"Level of Thought" of Blooms Taxonomy at least at the Synthesis stage, and perhaps as high as the Evaluation stage. This conclusion results from the statement in Thorsen (2003)
that the plan Ms. Anthony devised "had something for everyone" (p. 23). Text-reading software enabled non-readers to gain information from the textbook, and those proficient problem solving were able
to model results for those not so gifted. A characteristic of the "Synthesis" level is that students create and compile information using presentation
software or a word processor. Ms. Anthonys class certainly met that distinction and requirement, and may have met the criteria for being placed at the "Evaluation" level of thought
of Blooms taxonomy had the assignment not limited their access to the Internet. These outcomes were not uniform for all individuals, but rather
refer to the outcomes achieved by groups. Other technological tools that would be appropriate include the use of text-reading software by those who can read and the use of
presentation and word processing software by those with limited reading ability, for the purpose of strengthening weak reading skills. Mr. Robbins Class In
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