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Essay / Research Paper Abstract
This 5 page paper provides an overview of a technology needs assessment for educators. This paper outlines the reasons for technology in the classroom and then gives an actual example of a technology needs assessment survey for educators. Bibliography lists 3 sources.
Page Count:
5 pages (~225 words per page)
File: MH11_MHTecAss.rtf
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Unformatted sample text from the term paper:
as one of the underlying factors shaping curriculum changes in math and science. Over the past 15 years, the use of computers in the classroom setting has increased across
the United States, and has gone hand in hand with changes in mathematics education, mathematics curriculum and the emphasis on math and science in the educational setting. Educators have
recognized the value of computer technology to enhance learning in a number of subject areas, especially math and science, and researchers have found that technological advancements have also been beneficial
as an education tool for children in varied learner populations (Nyhof, 1997). Educators, including Holzberg (1995 as cited by Nyhof, 1997) argued benefits can be assessed from the integration
of computer technology in the classroom that range from increasing self-esteem, motivating learners, increasing social interactions and providing support for improved communication, and these gains have impacted the learning process
for children (Nyhof, 1997). As a result, the focus on technology as a component of curriculum change has clearly developed in the mathematics classroom. Young (2000) considered the implications
of computer and technological advancement relative to the educational model and in addressing factors in mathematics instruction. This study not only relates the correlation between curriculum design and changes
in classroom focus relative to the introduction of technology, but also suggests the problem of gender bias may come into play in curriculum design in mathematics instructional models. The
underlying reason for this: attitudinal perspectives, especially teacher attitudes, play a primary role in creasing a male domain stereotype and in maintaining segmentation in the learner population (Young, 2000).
A number of other studies relate the importance of technology as a part of emerging instructional modes. Butzin (2000) recognized that the use of technology can improve instructional
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