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Essay / Research Paper Abstract
This 7 page paper provides an overview of this issue. Increasingly, the use of computers in the classroom setting has been viewed as a necessity for emerging learning models. Researchers have argued that the earlier students are exposed to computer learning models, the earlier they will develop the necessary skills to demonstrate true academic achievement. There are still some, though, who have questioned the necessity for computer-based educational models. Bibliography lists 5 sources.
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7 pages (~225 words per page)
File: MH11_MHEdCoPo.rtf
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the earlier students are exposed to computer learning models, the earlier they will develop the necessary skills to demonstrate true academic achievement. There are still some, though, who have
questioned the necessity for computer-based educational models at all, arguing that the application of learned technologies across curriculum has not been demonstrated in existing studies (Peha, 1995). In the
midst of questions regarding the application of computer-based learning models, there are studies that support the integration of computer learning from the earliest grades. Though computers entered the educational scene
some 15 years ago, some public schools still have not integrated computer-based learning systems in their educational model. Educational strategists have argued that the reasons behind this lag are
related to funding, bureaucratic procedures, confusion about standards, and the call for continued study of the impacts for learner outcomes (Hughes, 1996). Even so, many public schools have demonstrated
the benefits of applying computer technologies to learning models across curriculum. One of the best examples of the use of technology in the public school settings can be seen
in the use of technology in the instruction of foreign languages. Though the standard formats for second language acquisition skills are still in place in many educational settings, it
has been argued that computers have fundamentally changed the central nature of the language laboratory, both in elementary and secondary school settings (Patrikis, 1995). The use of computer-based tools
and systems and the creation of specific computer programs have determined a greater focus on individualized instruction, placed students in a higher degree of control over the learning process and
expanded the study of foreign languages (Patrikis, 1995). These changes appear to be in direct correlation to the increasing technological focus of many Western countries and have resulted in
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