Chapter I – Introduction
Introduction
The purpose of education is to prepare the learner to integrate social developments and mold future careers. As such, the revolution of the world has sought the integration of technology in enhancing education. Throughout the United States of America, educational leaders and other educational policies strive to enact technology into the curriculum to benefit future generations. As discussed by Gibson & Brooks (2012), all students respective of their field of study must have workforce competence for a successful business competition. At the same time, business development has initiated a reliance on technology to facilitate a competitive advantage in the market. Therefore, to enhance education and commerce, teachers and students are highly encouraged by the government to enact technology to implement the learning outcomes.
Purpose of the Study
Over the years, education in the United States of America has changed and utilizes technology for the benefit of learners. Technology offers the learner more opportunities of grasping the content, but it also offers a platform of innovation and creativity. Increasingly as advocated by Tyler-Wood et al., (2018), technology is driving education success at the middle school level through innovations. As such, the study will demonstrate how the success of technology allows the educational curriculum to be engaging to the student, promote independence, a sense of learning, motivation and enlarging the learner’s sense of the world.
Research Question
A lot of factors determine the success of the educational curriculum and its significance in the 21st-century. Such factors include school resources, teacher and student attitudes, adequacy of technology, and student preparedness to handle technology. Therefore, the research question will posit the degree through which technology satisfies the role of educational curriculum and instructions of learning.
Has the use of technology in the classroom been beneficial for student success?
Do the interactive learning accommodations compare to in person accommodations?
Do students prefer to use technology rather than books and paper to learn?
Significance of the Study
As digital technology and fabrications are implemented into the school curriculum, they often lead to innovations and creativity. Brownstein et al., (2015) indicates that technology allows education to move students towards science, technology, engineering, and mathematics careers. Virtually, students can explore different ideologies and designs their minds through technology. For instance, 3D printers help the students to have a better understanding of real-world experience. The success of applying technology into the school curriculum is based on teacher perception and student preparedness to handle the new forms of instruction. In as much as technology offers the students a chance to explore the real world, the success of learning depends on the instructors’ abilities to adopt technology in learning.
Methodology
This paper will examine the success of technology in the middle class through a constructive lens. Constructive learning experiences advocates for a learning experience based on real-life situations. As such, it emphasizes self-awareness and responsibility as the main pillars of constructing a curriculum. Therefore, the research will test the significance of curriculum and integration of technology into learning. As provided by Erstad & Voogt (2018), the success of technology in the middle class is dependent on the teacher, student, and school administration. Therefore, the researchers will review the teacher experience in the preparedness of technology, attitudes, and implementation of technology into learning. On the other hand, it will also discuss student perception and understanding of technology. Application of technology in a real-life situation. The end goal of the methodology is to access the four pedagogical supports that promote student learning and experiences. These are; eliciting student knowledge, introducing new approaches and knowledge, comparing learning outcomes to real-life situations, and refining the learning gaps and discrepancies.
References
Brownstein, S. A., Murad, A., & Hunt, R. J. (2015). Implementation of new technologies in US dental school curricula. Journal of dental education, 79(3), 259-264.
Erstad, O., & Voogt, J. (2018). The twenty-first century curriculum: issues and challenges. Springer International Handbooks of Education, 19-36.
Gibson, S. E., & Brooks, C. (2012). Teachers’ perspectives on the effectiveness of a locally planned professional development program for implementing new curriculum. Teacher Development, 16(1), 1-23.
Tyler-Wood, T. L., Cockerham, D., & Johnson, K. R. (2018). Implementing new technologies in a middle school curriculum: a rural perspective. Smart Learning Environments, 5(1), 1-16.
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