Role of Technology and Networks in Education
The world has changed a lot during the past few decades. Many new changes have entered into the everyday setting and one of the most prominent causes of those changes is technology. Science and technology have started to play such an important part in all individual’s lives that even this century is being called the technologically powered century.
These changes have been evident in all spheres of life and this is also true for the sector of education. Education has gone through many changes and there are many positive changes in this field which have only happened due to the presence of technology and networking. The role that both technology and networking have played in the field of education will be discussed in this academic writing piece.
The Role of Technology in Education
According to the best assignment expert, it is important for students to be aware of the importance of technology and networks in education. This will allow students to know about the skills and methods which one would be required to follow to receive the best possible marks or grades. As it was mentioned above, technology has played a very important role in education. And some of those roles which have been played by technology are mentioned below.
The Role in Improving Engagement
According to the best assignment expert, the biggest benefit or role which technology has played in learning is that it has improved the level of engagement which used to exist between both students and teachers. Students are now encouraged to take active participation in the classroom and learn as much as they can while both speaking and listening. Teachers are further encouraged to make class lessons more integrated and engaging. However, because of this students are also required to work on more assignments than ever. This is why it is suggested that if a student is not able to work on assignments at the same time then he or she should get proper online assignment help from the best assignment expert.
The Improvement of Knowledge Retention
With the help of science and technology, experts and educators are now aware of all the different ways in which knowledge and various skills can be retained. These techniques can be used by teachers to make the courses more interactive and impactful for the students. This further helps the student retain more knowledge and become more efficient in the subject of interest or choice. However, if a student is still facing issues and require extra help in completing assignments then one should get the best quality online assginment help from the best assignment expert.
The Encouragement for Individual Learning
It is a commonly known fact that no two people are alike and this is also true for students. There are no two students with exactly similar interests and learning strategies. And thankfully, technology has now provided a way for all students to learn in a better manner than ever before. Technology has further enabled students to move a step beyond learning the concepts and to also learn the skills. Sometimes, the task of learning the skills can be very time-consuming for a student and this is why it is suggested that in those cases the student should get proper online assignment help from the most qualified assignment expert.
Learning Important Life Skills
As it was mentioned above, technology has enabled learning to be taken one step further and focus more on incorporating that learning into different life skills. These life skills are of high importance to students as they enable the students to get a brighter future than ever. According to an assignment expert, this is extremely important in cases when students are facing difficulties in learning a very hard topic and would require some practical help in understanding that topic.
The Role in the Lives of Teachers
One of the biggest roles which technology plays in the life of all teachers is that it makes the process of teaching more effective and trusted. This is far better than the traditional ways of teaching as more resources are used. This also makes the process of sharing far easier.
The Role of Networks in Education
There are also many positive changes that have happened in the field of education because of networking. And some of those positive changes or roles which networking has played are mentioned below.
Easily Providing Help to Others
The biggest benefit of networking is that it allows different students and teachers to interact with a lot of ease. This makes it easier for students and teachers to share information and solve any or all possible doubts which a student might be facing. According to an assignment expert, this also facilitates learning when it comes to different skills or difficult topics which are taught within a class.
- Ease in Exchanging Important and Novel Ideas
Gone are the days when only the teacher had to take an active role within a classroom. These days all students are also encouraged to participate in an active discussion within a classroom. This means that students are bound to come up with different novel and important ideas. It is important to exchange those ideas with other students and teachers so that everybody can learn something new. This also helps students to further improve their existing knowledge and learn about new and more interesting facts.
- Allow for Better Visibility to both Students and Teachers
When it comes to networking then, it allows students to have a more prominent presence in both the virtual world and the real world. This makes both the teacher and the student to stand out from the rest of the crowd and become more visible to people who would be able to provide both the student and the teacher with better career and academic opportunities. This further means that different people would have the correct technology or methods to know and contact the other person on far better terms.
- Providing Access to Better Opportunities
The biggest benefit of networking in the academic world is that it connects people and provides all individuals with access to far better and profiting opportunities. For example, if there is a science teacher who has been working in a school for the past few years and is looking to relocate to a new location. Now, if that teacher has good networking presence then he or she would be able to connect with teachers who would already be living in the area where the relocation is supposed to be happening. This would mean that the science teacher would not have to worry about finding a new job which would suit her requirements but would already have a large number of existing options to choose from. This also applies to students who are in search of higher quality courses or better internship or practical opportunities.
Technology has changed the world to the very core. The world has become more driven and the field of education has also changed a lot. And the most important role of technology & network is that it has made education more engaging. The other important roles of technology and networking in the field of learning are the improvement in learning different life skills, encouraging individual learning, allowing for collaborations, providing more opportunities, enabling the easy exchange of ideas, and many other things and changes.
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Review-article on Andrew Feenberg, Questioning Technology.New York and London, Routledge, 1999.
Andrew Feenberg's Questioning Technology (1999) is his third book in a series of studies whichundertake to provide critical theoretical and democratic political perspectives to engagetechnology in the contemporary era. In Critical Theory of Technology (1991), Feenberg drawson neo-Marxian and other critical theories of technology, especially the Frankfurt School, tocriticize determinist and essentialist theories. In this ground-breaking work (which will go intoits second edition in 2001), he discusses both how the labor process, science, and technology areconstituted as forms of domination of nature and human beings, and how they could bedemocratically transformed as part of a program of radical social transformation. In AlternativeModernity (1995), Feenberg turns to focus on constructivist theories and the ways in whichindividuals and groups can reconstruct technology to make it serve more humane and democraticgoals. His most recent book draws on his earlier work while polemically developing his ownpositions within contemporary debates over technology.
For Feenberg, technology is the most important issue of our era. It is a major constituent ofcontemporary society and is intimately connected with politics, economics, culture, and all formsof social and personal life. He opens Questioning Technology by arguing that over the lastcenturies democratic movements have called for debate and political control of increasingdomains of social life. This process began with public debate over issues concerning the state,politics, and law under the impact of the Enlightenment and democratic revolutions. It next tookthe form of movements to democratize management and control of the market and the economyunder the influence of Marxism and the socialist and labor movements (viif). Public debate andcontrol over education and medicine emerged in the 19th century, while in this century, Feenbergsuggests, democratic discussion concerning technology, its nature, effects, social management,and reconstruction, is a fundamental issue for the present age.
In theorizing technology, Feenberg carries out sustained attacks on technological determinismand essentialist theories. Technological determinism follows a similar logic as economicdeterminism and both, Feenberg suggests, have pernicious philosophical and politicalimplications. If the market and the economy is a quasi-natural organism, subject to its own lawsand autonomy, attempts at management or control can be dismissed as interference with thenatural order. Likewise, if technology is an autonomous force impervious to political control,attempting to manage or reconstruct it is either a foolish or hopeless enterprise.
Theories of technological determinism emerged after World War Two which either celebratedtechnology's modernizing features or blamed it for the crisis of Western civilization (i.e.Heidegger, Ellul, etc.). Determinist theories thus devolved into essentialism, both of a negativeand positive sort. Theorists such as Heidegger, Ellul, and their followers attributed a negativeessence to technology, seeing it as a force of domination and totalitarianism. On this view,technology is a demiurge of the modern world, an autonomous juggernaut immune to democratic
control or humane reconstruction, a framework, or Gestell (Heidegger), that constitutes the verystructure of the modern world and lived experience. This dystopic and technophobic essentialismis contrasted to a technophilic essentialism, in which technology is characterized positively assound control of nature, as a force of efficiency, rationality, and progress.
Technological essentialism, Feenberg notes, has given way in the contemporary era toconstructivist views, which conceive of technology as socially constructed, as dependent onspecific social structures and cultural values, thus robbing it of its independent force and power.Social constructivism sees the creation and development of technology as subject to contingentsocial factors and decisions, analyzing the specific individuals and groups who construct varioustechnologies (10ff). It rightly sees the matrix of social interests and groups that goes into theconstruction of technologies, but its micro-descriptive and empiricist dimensions often bracketout certain overarching social imperatives and political interests. Hence, social constructivisttheories separate analysis of technology from theories of society and engage in empiricaldescription of specific technologies. Such theories abandon a more systemic and historical opticwhich conceptualizes technology as a key constituent of the contemporary world and whichattempts to articulate and critically engage its defining features and major effects. "Thus,although constructivist sociology has placed particular technologies on the agenda in new ways,the basic questions of modernity posed by an earlier generation of theorists are rarely addressedtoday in terms of the general problematic of technology" (11-12).
Feenberg wishes to combine a form of constructivism with more systematic and socially criticalviews of technology such as are found in theorists like Marcuse and Foucault who analyze thelinks between technology and power. Such critical theorists dissect the ways that technologyserves the interests of social domination, and open the space for discussion of alternative formsof technology. Feenberg links social theory and philosophy to overcome one-sided approacheswhich either essentialize technology or reduce it to social facts. Thus, he attempts to mediatebetween philosophical substantivist and social science-oriented constructivist views, criticizingphilosophical essentialists, such as Heidegger, Ellul, and, Habermas for their reductive,determinist, and excessively abstract views of technology. Yet Feenberg also criticizesconstructionist views which solely see technology as a neutral instrument, which propose merelydescriptive accounts of specific technologies in disparate historical contexts, and which renouncebroad philosophical or critical perspectives.
Democratization and the Reconstruction of Technology and Society
Feenberg, then, wants to merge philosophical and sociological theories of the role of technologyin modernity with reflection on actual technologies, to combine social theory and social research,philosophy and critique, analysis and reconstruction. One of his key contributions to theorizingtechnology is connecting philosophically-oriented social theory of technology with theories ofdemocratization. He notes that while technology is seen as a major power in contemporarysociety, it is often said to be incompatible with democracy. Feenberg, however, wants todemonstrate how technology can be part of a process of societal democratization and howtechnology itself can be restructured to meet basic human needs. In this process, technologiesshould be created to help produce a more democratic and egalitarian society, thus focusing on thepotential for the social reconstruction of society and technology.
Rejecting all determinist and reductivist theories of technology which would ascribe to it anabstract essence, Feenberg sees technology as a contested field where individuals and socialgroups can struggle to influence and change technological design, uses, and meanings. In thisconception, the very construction of technology is thus subject to democratic debate andcontestation. Feenberg sees technology neither as determining nor as neutral, arguing thatdemocratization requires radical technical as well as political change. He argues convincinglythat there can be no genuinely democratic and progressive political change without technicalchange, without the reconstruction of technology, and, vice-versa, no radical change oftechnology without democratic political change. In his view, the two are vitally interconnectedand radical social reconstruction should aim at once at the transformation of society andtechnology.
Thus, Feenberg develops a dialectical approach to technology that perceives both negative andpositive uses and effects, seeing technology as an always contested field that can bereconstructed to serve human needs and goals. Consequently, he develops a position that neitherfalls into naive technological optimism, or rigid technological determinism and technophobia.Rejecting dystopic positions that would simply repudiate technology tout court, Feenberg arguesthat it is more productive to focus on its reconstruction rather than its vilification. He claims thatpost-1960s struggles have put in question absolute faith in science and technology, and theindividuals and institutions which develop and implement it. With a public questioningtechnology, demanding changes, and in some cases carrying them out, technology is thus moreflexible, transformable, and amendable to democratic debate and reconstruction than previoustheories had indicated.
In his major works, Feenberg succeeds in combining the articulation of theoretical and culturalperspectives on technology with concrete studies of struggles over the control and constructionof technologies. In Chapter Two of Questioning Technology, he suggests how the events of May1968 in France, which he sees as the high point of the New Left, involved contestation oftechnocracy. This involved critique of technical control of the workplace, education,government, and culture by technocratic elites, and programs for more democratic participationand self-management. Likewise, he argues in Chapter 3 that the most progressive elements in theecology movement -- Barry Commoner is his example -- call for less-polluting, more sustainabletechnologies. Hence, the sort of environmentalism with which Feenberg aligns himself calls forthe reconstruction of the technological environment and not just less production, population, andreformist practices (though these demands too have their value, as he argues, pp. 68ff]).
Feenberg is very skilled at marshalling examples and case studies to illustrate his theoretical andpolitical arguments. As examples of the reconstruction of technology to serve social and humanneeds in his earlier Alternative Modernity, he provided studies of how French consumerstransformed the Minitel Videotext system from an information data base to an interactive systemof communication articulating popular desires and needs (1995: 123-66). The French telephonesystem initially provided a Minitel telephone/computer apparatus to each customer free of chargethat would allow individuals to tap into data bases to get weather and railway information, newsbulletins, and other forms of information. It was intended to help enable the French to interact ina high-tech economy and thus to aid the process of French modernization. In practice, however,
individuals hacked into bulletin boards which were reconfigured to allow message posting, andeventually generated split-screen chatlines that enabled diverse forms of social interaction andconnection. This expropriation shows how individuals could reconfigure technology to servetheir own purposes which may have been at odds with the interests and goals of those whodesigned the technology. Feenberg’s example concerns how the French people used Minitel toengage in interpersonal discussion, to facilitate sexual adventures, or to promote politicalprojects, rather than just to consume officially-provided information, as the governmentproposed.
Feenberg also provided studies of how women struggled for alternative childbirth technologiesand practices, how AIDS patients militated for alternative medicine and health care, and howJapanese critiques of technology contain conceptions of alternative models of modernity andmodernization (1995). In Questioning Technology, he also marshals copious examples of actualreconstruction of technology to demonstrate that his project of democratizing technology isgrounded in actual struggles. In these ways, he is able to counter pessimistic and dystopicperspectives that technology cannot be changed, that it is the fate of the modern world to live inan "iron cage" of technological domination (Heidegger and Max Weber). To subvert this form ofdeterminism, Feenberg provides cases studies and examples which indicate that technology issubject to democratic debate and transformation and can be reconstructed to fulfill human needs.In his examples, technology is seen as subject to contestation, reconstruction, and democraticparticipation which directs it to serve human and social needs and not just hegemonic societalinterests. His examples show how technological apparatuses that were devised by elitesaccording to economic, technical, and functional requirements could be resisted by groupsinvolved in the technical systems and reconfigured to better serve their own needs. Appropriationof technical knowledge and tools for purposes opposed to their original design andimplementation shows that technology is more complex, flexible, and subject to contestation andreconstruction than in many existing theories and critiques. Likewise, the expropriation andreconstruction of technologies and technical practices to serve countergoals and values points tothe contested and constructed nature of technology and how instruments of control or dominationcan be transformed into tools of democratization and struggle. This sort of analysis suggests theneed for more multilayered theories of how technologies are introduced, implemented, anddeveloped, and subject to subversion and reconstruction.
Philosophical Perspectives on Contemporary Technology
I have suggested that the strength of Feenberg's approach is his integration of the developmentof philosophically-grounded perspectives on technology with concrete studies of actualconstruction and reconstruction of salient technologies along with proposals for making thedesign and use of technology an issue of political debate and democratic politics. In the secondpart of Questioning Technology, Feenberg spells out his concept of "democratic rationalization"that includes popular participation in the adventure of technology, inserts agency into technicalsystems, and provides openings for the democratization of technology. In the third part of hisbook he turns to developing his philosophical perspectives in discussions of technology andmodernity and his efforts to develop a critical theory of technology.
In polemicizing against essentialist conceptions of technology that reduce it to technique,
instrumentality, Gestell, efficiency, and the like, Feenberg argues for an approach that "providesa systematic locus for the sociocultural variables that actually diversify its historical realizations"(201). Feenberg proposes a distinction between "the functional constitution of technical objectsand subjects, which I call the 'primary instrumentalization,' and another aspect, the 'secondaryinstrumentalization,' focused on the realization of the constituted objects and subjects in actualtechnical networks and devices" (202). He argues that essentialism only offers insight into thefirst dimension, while the dimension of "realization" encompasses actual uses of objects, thecontexts of meaning in which they are embedded, and active interaction between subjects andobjects.
While Feenberg's analytic distinctions are useful in clarifying some key aspects and dimensionsof contemporary technology, I think that there are some conceptual limitations in his attempt todevelop an overarching philosophy of technology that will define its common characteristicsover a broad range of historical contexts. There are, in fact, various levels in which a criticaltheory of technology can be engaged. Feenberg's earlier books developed an approach thatanalyzed the role of technology within a specific historical epoch, modernity, and called for acritique and reconstruction of technology in the contemporary era. Questioning Technology, bycontrast, has a more philosophical focus with some of the analysis pitched at the high level ofphilosophy of technology. Analysis on this level faces the danger of excessive abstraction andphilosophical projection, in which categories that are perfectly appropriate to describetechnology in one historical epoch are projected onto the broader historical narrative of humanityand generalized and universalized as invariant features of the human adventure.
Feenberg's analysis of primary and secondary instrumentalization raises for me problems withphilosophical theories of technology that focus on developing universalist analyses of the natureand role of technology as such in human life. Shouldn’t a critical theory of technology focusmore specifically and in a historicist vein on analyzing technology in a particular epoch, withspecial emphasis on technology in the current era, rather than providing universal perspectiveson technology? While his focus was more historicist in his previous books, the concluding opticof Feenberg's Questioning Technology has taken a philosophical turn that strives to develop amore universalist analysis of technology that will conceptualize its invariant features analysis.But in so doing, he illicitly smuggles in concepts from modernity into a more generalphilosophical analysis.
Thus, while there may be benefits and insights generated from a more sweeping philosophy oftechnology that detects continuities across the vast terrain of history as well as discontinuitiesbetween historical epochs, one must be very careful in delineating the commonalities, generalfeatures, or functions that cut across historical eras. Philosophical perspectives may illuminatethe trajectories of historical development, articulate both continuities and differences anddiscontinuities across historical epochs, criticize specific types and uses of technology from thestandpoint of alternatives, and call for democratic reconstruction of technology in the present asFeenberg so persistently and eloquently has militated for. Indeed, it is the merit of Feenberg'swork to disclose the specific features of many types of contemporary technology, to show howtechnological design can be contested and reconstructed, and to advance a democratic theory ofthe reconstruction of technology rather than the celebrations or dirges that characterize so muchcontemporary discourse on technology.
But I doubt whether Feenberg's concept of "instrumentalization" and his distinction betweenprimary and secondary instrumentalizations are the best categories to adequately characterizetechnology throughout history in all of its diverse configurations and constellations. First, it isnot clear that the term "instrumentalization" is an appropriate concept to describe the nature andfunction of technology throughout history. Whereas an instrumental use of technology arguablycharacterizes modern societies, it may be that premodern societies had more ritualistic, aesthetic,religious, or social conceptions of technology. Moreover, I am not sure that the term "secondaryinstrumentalization" is the correct concept for the sort of substantive analysis of meanings,aesthetic and ethical qualities, democratizing reconstructions of technology, and uses thatintegrate technology into specific contexts that Feenberg wants to characterize in order todistinguish certain concrete uses of technology from the more instrumental conception oftechnology. Feenberg has argued convincingly in his earlier works that instrumentalism is oftentaken as the essence of technology by many reductive "instrumentalist" theories that he stronglycritiques. The term "instrumentalization" indeed seems to me to be best reserved for thedominant concept of technology against which Feenberg wants to polemicize, maintaining a linkwith Lukàcs, critical theory, and other critics of instrumental rationality who theorize it as adistinctive feature of capitalist modernity against which a more substantive notion of rationalityis opposed.
From this perspective, technology is much more than an instrument, a term that cannot capturethe rich and broad range of elements that Feenberg wants to capture in concepts like integration(of technology into everyday life), realization (of values and aesthetic qualities), anddemocratization (of design, uses, reconstruction). Moreover, his distinction between primary andsecondary instrumentalization concedes too much to the view which Feenberg opposes bysuggesting that the "primary" dimension of technology is an instrumental or functionalist one,while all other features are merely "secondary" (thus replicating the problematic distinctionbetween primary and secondary qualities in the history of philosophy). Feenberg could argue, Iwould suggest, that the instrumental and multidimensional qualities of technology areequiprimordial (to use a concept of Heidegger), that design and use, meaning and function, andconstruction and realization are equally important in the constitution of our actual experiencesand uses of technology in our social life.
Furthermore, a distinction between instrumentalization and what Feenberg calls "democraticrationalization" (to replace his primary vs. secondary instrumentalization distinction) wouldallow all the discriminations that Feenberg wants, would continue the Frankfurt School critiqueof instrumental reason, and would provide a standpoint of critique to criticize not only othertheories of technology, but uses that are purely instrumentalist, abstracting from environmentalcontexts, values, meanings, and democratization. This distinction would capture the distinctionbetween an approach to technology that is instrumental, decontextualizing, reductive,autotonomizing, and determinist that Feenberg wants to distinguish from an approach that iscontextualizing, mediating, multidimensional, reflexive, democratic and concrete -- and whichcount account for agency, values and meanings, and the actual richness of technology ineveryday life that Feenberg wishes to valorize (see 203-208).
In fact, while Feenberg's project is to develop a critical theory of technology, it is not clear from
what standpoint of critique he is operating and how he would ground his critical perspectives. Iwould suggest that distinguishing between instrumental rationalization and a more democraticrationalization could provide aspects of a standpoint of critique that could be further developedin theoretical analysis and concrete studies.
Finally, while one might argue that Feenberg underestimates the power of technology as a forceof domination and veers too far toward an overly sanguine stance, I believe that his more activistand optimistic perspectives are more productive than gloomier prognoses that only seetechnology as an instrument of domination. It is both useful and correct to see the socialconstructedness of technology and modernity and the importance of devising alternatives. Socialtransformation clearly requires reconstruction of technology and it is Feenberg's merit todemonstrate both that technology is a product of social design and construction and thattransforming society to make it more democratic and responsive to human needs requiresreconstructing technology.
Feenberg, Andrew (1991) Critical Theory of Technology. New York: Oxford University Press.
_________________ (1995) Alternative Modernity. Berkeley: University of California Press.
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FOR STUDENTS : ALL THE INGREDIENTS OF A GOOD ESSAY
Essay: The purpose and importance of a good education
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Abstract: I believe that every student is different but special in their own way. Every student should be instilled with good values so that they can grow up to be good valuable men and women. They deserve to be educated in a positive environment where they feel safe, comfortable, motivated and engaged in their learning. As an educator, I will work hard to guide and help prepare life-long learners so that they can choose their future decisions wisely. I feel education is very important in every aspect and the focus should be on more than just the subjects being taught. I think teaching involves one to go above and beyond the basics. Since each student is unique, one may require more than the other so putting focus on the student’s needs are just as important. It is my belief that all students have the ability to learn with assistance. I am a true believer of open communication because students need to feel they can come and talk to their teacher whenever they need to. The main purpose of education is to help students gain the knowledge and skills so that they will be able to function in society. Students need to be provided with the necessary skills so that they can learn to become productive citizens. There are many advantages that are associated with receiving an education. Students will be able to contribute to their community and help make it a better place to live. Education basically helps shape society because it helps students learn to become more sociable and helps them develop relationships with their peers. Students will be more qualified for different job positions if they have a good solid education. Education is vital to each student’s life, therefore, by working hard to provide the best instruction possible will help train students to become future leaders and will lead to a better life. Worldview and Philosophy of Life I think each of us perceive the world differently because we all are different and experience different things in life. Life is basically what you make of it and you’re in control of your own actions. I think if you always view the world as being negative then you will not be happy in life. We all know there are good and bad things happening all over the world so I think it is important for us to work together to try and make the world a better place. We learn from our surroundings and life requires every person to make choices and consequences follow those choices. This is why it is so important for each person to choose their decisions wisely and do what is right. The actions a person displays help others determine what type of person they are so we should always display good attitudes and behavior. The world is full of challenges but if you work hard you can overcome them. Sometimes I feel when we go through certain things we are being tested. No matter what I am going through or how bad the situation seems I know that God is in control and he will handle it because my faith lies in him. Truly believing in this is what helps me get through life on a daily basis. Having a loving, supportive family and living a happy life is something that is necessary for me and I am very appreciative of it. Showing others you care for them and that your there for them is what makes life worth living. Striving to pursue your goals and dreams is something else that makes a huge difference in a person’s life. It gives people a reason to strive harder and when that dream or goal is achieved it’s the best feeling ever. I want to succeed in life so failure is not an option. I have to keep striving to make my dreams come true because I am responsible for making that happen. In regards to me, life is about being happy, loving God, people, and helping to make a difference in the lives of others. Philosophy of Schools & Learning Education is essential to every student’s life as well as their future. Students can have a prosperous life by receiving a good quality education. My thoughts are that students need to learn from the books along with other various materials just as I did while growing up. The classroom curriculum should be decided by their teacher and the teacher should set clear goals as to what is expected from the students. Students should work hard to achieve their goals because it will certainly be worth it in the end. According to essentialism, ‘Schools should not radically try to reshape society but schools should transmit traditional moral values and intellectual knowledge that students need to become model citizens’ (knight, 2006). The school should stress the importance of values because some children are not taught these at home. Teaching children good values helps build their character and helps them become respectable people. In regards to education, I think society is important because this is a place where we all live so we should work to make it a better place. Classroom management is something else that helps the classroom run smoothly. Students need to be taught discipline and respect because it is important for them to respect themselves so they can learn to respect others. The teacher needs to be firm and enforce the rules to all the students because displaying immoral behavior disrupts learning for everyone. According to B.F. Skinner, ‘rewards motivate students to learn material even if they do not fully understand why it will have value in their futures’ (Sadker, 2005). Students do deserve some type of recognition and praise when they have acted and done what they were supposed to. Furthermore, even though curriculum is a major part of the learning process, educating students goes beyond subject matter because sometimes students have issues that interfere with their learning. This is why the teacher has to find out what the student is lacking and try to help the student successfully achieve what they need to learn. Instructional Practice Learning involves a person acquiring the knowledge or skills that is being taught to them. This can occur through methods such as observation, listening or through hands on learning. Some things that cause students to learn is staying focused because it helps them to understand and learn the content being introduced to them. Experiencing or going through certain things can also lead to learning. When student’s minds are stimulated this causes them to think critically and leads to learning whatever their teacher may be teaching. As a teacher I will encourage participation because this is another way for students to learn. One of the most important things I think a teacher should do is build rapport with their students because this will help them learn what qualities their student’s possess. As far as the classroom, I will do my best to make sure it is organized so that everything flows smoothly. Some strategies that I will implement in my class is the use of visuals and many other hands on activities. Since students learn differently they need to be provided with a variety of ways to learn. I will do my best to make my lessons interesting because this helps motivate students and engage them more in the learning process. Different types of technology will be used to help aid in the learning process. ‘Research literature throughout the past decade has shown that technology can enhance literacy development, impact language acquisition, provide greater access to information, support learning, motivate students, and enhance their self-esteem’ (O’Hara & Pritchard, 2014). I will provide challenging assignments and will let my students work in groups so they can build social skills and also learn things from each other. Open discussions will be used because each student needs to feel comfortable sharing their ideas and among others in the class. In my class I will allow students to be involved in decision making regarding different assignments. I will use assessments to monitor my students learning and will provide prompt feedback on assignments. I will do this because I need to know if they are understanding and if not I can work on alternative ways to help them understand. What I hope to accomplish by using these strategies is that each student will be able to successfully learn to the best of their ability. It is my hope that all of their basic subject skills improve and they can leave the class with more knowledge than they came in with. I want my students to grow into the habit of loving to read along with learning. I want them to build critical thinking skills and encourage them that they can do anything if they believe, strive hard enough and put their minds to it. I want them to think of me as a positive role model and someone who they can always come talk to. My goal is to help guide them down the right path so that they can grow up and be responsible individuals and life long learners. Teacher-Learner Relationships Students have many responsibilities inside and outside of school. The most important role is for them to come to class ready to learn. They need to attend class daily because they will get behind and it is hard to catch up if they are constantly absent. Arriving on time is important because missing parts of the instruction can lead to not understanding the assignments. Students need to stay focused and on task so that test, classroom and homework assignments can be completed accurately and on time. Students need to come to class prepared and bring all the necessary supplies to class to do classroom assignments and projects. They are to participate in classroom discussions and activities. Teachers have many different roles in the classroom they lead, train and guide students. They are responsible for supplying students with the necessary information to help them learn the subject matter. They prepare lesson plans that is used as a guide to teach the students. They assess the student’s weaknesses and their strengths along with preparing them for test. They job is to set clear goals and expectations for their students so that there will be no misunderstanding. One of their main task is to focus on how their student is achieving. Classroom management is the teacher’s responsibility because if the classroom is not managed learning is disrupted. They supervise students and enforce rules for the classroom to make sure the students behave and treat each other with respect. They grade papers and meet with parents for teacher conferences to provide progress on their children. They make sure the class is a safe, nurturing environment for the students to learn. I think teachers must be role models for their students to follow and show them how they should act so this will follow them throughout their life inside and outside of school. Teacher’s work does not stop when they leave school they still have things to do outside of the class that relates to them preparing activities and lessons for their students. Furthermore, they mentor and challenge students to become better learners and leaders for the future. Diversity When you have diverse students in your class and there always will be, it is really just a way of thinking that all students are different but in their own way. This could be due to their abilities, race, culture, background, belief or just by their personal differences. ‘It should be clear, then, that ‘diversity’ indicates a wide range of backgrounds and experiences that contribute to our students’ uniqueness. ‘Diversity’ does not simply refer to race. Thus, it is accurate to assert that all classrooms are a combination of diverse learners. If every student is unique, then every classroom is diverse. The next step is to identify how to best help all students live up to their potential as unique individuals’ (Okun, 2012). Even though students are different, teachers still are responsible for developing ways to meet each of their needs. Differentiated instruction can be used for diverse learners. Their content needs to be delivered in various ways such as through lectures, handouts, hands on activities, or even videos. Teachers also have to use strategies to make sure the students understand what they’re working to teach them. Technology is also a good tool to use to help students learn. This enhances their learning because they can use it to build new skills and for practice. The important thing to remember is that they all learn differently because some are hands on learners while others may be auditory or visual. Teachers have to work hard to try and meet the needs of all their students. All students deserve the opportunity to learn and to be treated fairly no matter the differences. Teachers must have high expectations for all of their students and strive to help them reach their goals. One advantage of being diverse is when students are in the same class with other students they can learn from each other’s differences. Some students can adjust to a different environment quickly but it may be hard for some others to. Teachers face many challenges when providing instruction in a diverse classroom. This is why it is important for the teacher to remember when planning activities for the students to consider all their differences such as their background or culture. There are many school factors that affect the success of culturally diverse students ‘ the school’s atmosphere and overall attitudes toward diversity, involvement of the community, and culturally responsive curriculum, to name a few. Of all of these factors, the personal and academic relationships between teachers and their students may be the most influential. (Teacher Vision, 2015) This is where the teacher comes in and provide the upmost support to try and cater to the needs of the students. In a diverse classroom it is not only the teacher that faces challenges but the students as well. This is why building that relationship and working together can help both the teacher and student which can lead to academic success. Issues of Importance Growing up I always knew I wanted to work to help children in some way but I was not sure where I would end up in the process. My hopes are much more than helping them learn to grow up and be successful students but I want to help make them better people. I am sure many people would say my field of choice which is Special Education would be most difficult but I say it takes patience, caring and loving what you do to help these students learn because they truly deserve it just like any other student. It is important to make students feel welcome and open to share ideas along with including them in all activities. There are several things that I feel are important to my philosophy of education. Since the classroom is a place where students will be daily I think classroom management is imperative for learning to take place. When I was a student I know I wanted to be in a positive environment where I could concentrate to learn. Distractions causes issues for everyone and prevents learning from occurring. Curriculum is important because it is the core of learning and this must be delivered in an understanding manner because this is what helps the students learn. I certainly want to make sure my students are understanding what I am teaching so using the appropriate methods to check for understanding is necessary. If students do not understand then the teacher may need to find a better way to deliver the information. If something else is the reason then the teacher must work on finding a solution. Parents play a huge part in their child’s education. The first place children start learning at is in the home. Parent’s jobs are to help encourage and support their child’s learning. Most of the time children look at their parents as role models so it is important for parents to stress the importance of education. Parents need to be involved in their child’s education and that means making sure homework is completed, reading with their child and just basically working with them at home to help with improvement. The teacher and parents need to work together so that they are both in agreeance on things and in making sure the child is doing what they are supposed to. One issue that I think is critical in education is standardized testing. There are advantages and disadvantages of this type of testing but I think they should be eliminated because it causes too much stress on the students and the teachers. I know they want to make sure the students are learning and the teachers are doing their jobs but I think something else should be done. I really do not understand how students are able to concentrate when taking this test because I am sure there are some who are so worried about not passing it or being promoted to the next grade. For example, ‘Many students, particularly those experiencing reading and/or learning problems, have experienced frustration while taking standardized tests. Their subsequent academic performance is not necessarily representative of actual abilities’ (Rakes & McWilliams, 1978). In regards to this type of testing, I just think another alternative should be sought and one that is less stressful for everyone. Maybe it would be a good idea for schools to use the benchmark assessments, classroom work and homework to check for student performance. This is just how I feel about the situation in regards to what I have saw my own children go through when it was time to take the end of year test. I think there are many more challenges that schools face, for instance some children get bullied while others maybe struggling with learning. As teachers we just have to work hard to see that these issues get resolved and work to help them reach their academic goals. Conclusion In conclusion, getting a good education is imperative in today’s society. I truly feel the main purpose of education is to help educate students so that they will be able to function in society. I think if you are a good effective teacher who cares about your students then everything else will fall into place such as them growing up and taking charge of their own life. Students are with each teacher for one year before moving to the next grade but that one year can lead to many accomplishments and memories that the student will carry on throughout their life. Students need a good education for various reasons and one being to obtain a good paying job. Getting educated can help prepare you for this job because you will definitely need to have good reading and math skills in which you learn in school. We also need it so we will be able to think critically to solve problems we may have throughout our lives. As mothers and teachers we should want our children to grow up to be good citizens and future leaders. Mothers and teachers have a big impact on a student’s education because both are responsible for helping the student academically achieve. When I think of life and education I think ‘the sky is the limit’ meaning if you believe, work hard and put your mind to it you can do and achieve anything. References Rake, T. A., & McWilliams, L., (1978). Bridging the gap: Two Alternatives to Standardized Testing. The English Journal, Vol. 67, No. 7 (Oct., 1978), pp. 46-50 Teacher Vision, (2015). Strategies for Teaching Culturally Diverse Students. Retrieved June 25, 2015 from https://www.teachervision.com/teaching-methods/resource/6039.html Knight G. R., (2015). Philosophy & Education: An Introduction in Christian Perspective (4th Edition). Berrien Springs, MI: Andrews University Press. Sadker, M. P., & Sadker, D., M. (2005). Teachers, Schools and Society.7th Edition, Retrieved June 26, 2015 from http://highered.mheducation.com/sites/0072877723/student_view0/chapter9/index.html Okun, M., (2012). How Does Student Diversity Affect Teachers’ Priorities in Differentiating Instruction? International Journal of Humanities and Social Science Vol. 2 No. 12 Special Issue O’Hara, S. & Pritchard, R., (2014). What is the Impact of Technology on Learning? Retrieved July 3, 2014 from http://www.education.com/reference/article/what-impact-technology-learning/
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