The Need of Using Technology to Teach at Schools, Essay Example

Introduction

Online technology and tools can be useful in teaching at schools. Teaching college trigonometry requires several tools that aid students perform difficult tasks that require the tools. It is essential that these tools and other technologies be designed to enable the students carry out basic calculations in trigonometry. Social sites like Facebook enable students to interact with their teachers.

Several reasons explain why it is important to use technology to teach in the classroom. The social sites have influenced the way people interact. The sites enhance quick and efficient transmission of information. People often use these sites to post information that others view on their profiles. Using these sites by posting relevant information, exchange of ideas will take place. For instance, the Facebook news feed employs the RSS technology to display information updated by a Facebook user or their friends. Teachers can post relevant information that the students can use since the feeds keep track of the updates and how they change. This is easier as the information is put in front of the students and they do not search for it. This facilitates quick exchange of ideas (Miller and Jensen, 2007).

The use of Web 2.0 tools in teaching and learning trigonometry offers promising possibilities. Web 2.0 tools provide valuable ways for students to examine trigonometry ideas. The teachers can engage students in discussing sophisticated trigonometry concepts by using these technologies (Virginia Society for Technology in education).

The task of preparing students for a better tomorrow is increasingly digital and thus, highly driven by access to information. The teachers must employ technology in order to meet the needs of the students. Teachers can enhance and transform the learning environment through integrating technology into teaching. Therefore, the efficient integration of technology tools with research-oriented learning techniques greatly improves learning (Virginia Society for Technology in education).

Technology can enhance collaborative learning in schools. Teachers can use wiki tools to implement collaborative learning. The students share resources in order to enhance knowledge and further demonstrate learning by presenting the ideas online. Consequently, these students can invite others to comment on their work both is schools and outside school. Therefore, when using the tools students enhance their communication and collaboration skills.

Similarly, web 2.0 conferencing technology enables the teachers and students to converse with experts. This enables them to connect with the real world. This can further enhance reading skills by using online newspapers and blogs. This encourages them to publish their thoughts about a subject. On the other hand, blogs tools can aid the learning and teaching processes. Blogging activities could carry on both inside and outside the classroom concurrently.

Web 2.0 tools can mediate between teachers, students, and the world around them. They motivate continuous learning outside the classroom. This technology has the potential of initiating life – long learning. The technology encourages exploration for relevant information (Virginia Society for Technology in education).

Technology can help students develop and deepen their knowledge and skills essential for success in the digital world. Therefore, continued use of technology is essential and it enhances the technical skills that come with technology. Communication, research, creative, and critical thinking skills enhancement come with the use of technology.

Conclusion

It is clear that technology has positive influences on the learning process. It is a standard changing the face of education. Therefore, teachers must embrace their role in designing and implementing these technologies to enhance the online experience (Duderstadt, 1999). This calls for the development of standard guidelines that will enable the transformation of the learning process by using the associated technology. Thus, developing clear principles for online learning will be the first step in moving instructors towards embracing their role as online teachers (Mandernach et al., 2006). In brief, correct use of technology by students can enable better understanding of trigonometry concepts.

References

Duderstadt, J.J. (1999). “Can colleges and universities survive in the information age?” In Katz, R.N. & Associates (Eds.), Dancing with the devil: Information technology and the new competition in higher education (pp. 1 -25). San Francisco: Jossey-Bass.

Mandernach, B.J., Gonzales R.M., & Garrett, A.L. (2006). An Examination of Online Instructor Presence via Threaded Discussion Participation. MERLOT Journal of Online Learning and Teaching Vol. 2, No. 4, December 2006.

Miller, S., & Jensen, L. (2007, September 1). Connecting and communicating with students on Facebook. Computers in Libraries, 27(8), 18-22. (ERIC Document Reproduction Service No. EJ774712) Retrieved August 7, 2009, from ERIC database. http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ774712&loginpage=Login.asp&site=ehost-live&scope=site.

VSTE (Virginia Society for Technology in education) (n.d), The Role of Web 2.0 Technologies in K-12 Education: A VSTE Advocacy White Paper, retrieved from http://www.vstereg.org/vste/ee/documents/Web20Advocacy.pdf