how do we have the world at our fingertips using technology.
pls pls i will mark you as brainliest
50 pts
Answers
Our schools have only just begun to explore the potential of information and communication technologies. They lag far behind businesses in using tools like computers and the Internet in their daily work. But there are already plenty ofonlarious electronic media can help students achieve more. This can be seen most dramatically in the ways that assistive technologies empower students with disabilities, allowing them to contribute in ways never before possible. It is increasingly clear that all students can benefit when technology is used intelligently to provide meaningful content and powerful tools for learning.
Students are conducting original research on the weather, for instance, using some of the same tools as professional scientists, then sharing their data and results with others all over the globe. Astronauts on the space shuttle and explorers in the jungles of Peru have involved students in the excitement of their discoveries as they happen. Using computer simulations, students are learning what it would be like to work in a particular career field, such as banking or hotel management, without leaving their classrooms.
Experiences like these help to prepare young people for a rapidly changing, highly technological world. In many jobs today, people use technology for communication, information gathering, and problem solving.
Interactive multimedia and telecommunications technologies can be powerful tools for educational improvement. High-tech hardware and software are most useful when used for clearly defined purposes. Their power can only be unleashed if we also pay sustained attention to curriculum, school organization, educational philosophies, instructional practices, family and community involvement, and the other components of successful schools.
Traditional schools have long operated with fairly impoverished learning materials. In these schools, the primary sources of information are textbooks and the teacher's knowledge of the subject matter. While textbooks have a role to play, they are criticized rightly for often over-simplifying material and presenting it in bite-size packages that have little relation to each other. Additionally, they often provide outdated information. Teachers, in turn, should not be expected to be the main source of information, regardless of how deeply they understand their disciplines.
Technology brings into the classroom more interesting and diverse materials than ever before possible. Multimedia technologies and the Internet are evolving rapidly and promise to offer easy access to everything from historical documents to breaking news. Hundreds of libraries and museums, including the Library of Congress and the Smithsonian, have already recorded parts of their collections in digital form and distribute these resources through electronic media.
Computer-based tools allow students to learn in a deeper and more immediate way. Using sophisticated software, the students collect and examine data on the weather -- temperature, barometric pressure, and atmospheric chemistry -- and are able to display and view the information in color-coded maps and graphs that aid in understanding.
Using technology can change the dynamics of time in school. With digital record keeping, phones in the classroom, and access to local networks to communicate with parents, administrators, and colleagues, teachers can spend more time teaching and less on paperwork.
More time for learning gives students the opportunity to wrestle with complex, real-life problems instead of being moved through material at a predetermined pace. They can develop useful skills while collaborating with other children around the world.
It gives students first-hand, investigative experience and broadens their knowledge of the world around them.
True knowledge understanding develops through exploration, rumination, interpretation, judgment, and the application of information. Thoughtful work on projects and problems requires roaming through complex resources, seeking inspiration, messing around, making missteps and mistakes, and experiencing serendipitous discoveries.
Telecommunications can also help colleagues talk over the issues that arise when they are making changes to their practice. Teachers are among the most isolated professionals in society, particularly if they teach specialized subjects, like physics.
Technology is a powerful tool that gives teachers, students, and others new ways to address problems like chronic shortages of time, materials, and professional development. Used in the context of intelligent decisions about other aspects of education, technology enables learning to be limited by only one thing -- imagination.
Answer:
Not long ago, giving children access to information was considered to be all that was needed to provide them with an education. But today the information we once so carefully drip-fed our pupils is available on demand. What is the population density of China? In what order did Shakespeare write his tragedies? What did people think about Henry VIII in his lifetime? The first step towards finding the answer is always the same: Google it.
At least, that is what children do until they step into the traditional learning environment of a school. Then it has been a case of locking away technology and learning the way we have always done. If you want to use the technology that dominates every moment of your out-of-school time, you have to go to a special room where that is the only thing you can do.
At my school, however, we have launched a Bring Your Own Device (BYOD) initiative: pupils can bring in any wi-fienabled device and have access to the school wi-finetwork. From a technical perspective, you need to ensure that the network can cope with high volumes of traffic and that your filtering policy is up to date. But from a teaching and learning perspective, BYOD could herald a revolution.
Constant access to the internet means that pupil-led research is more frequent and requires less planning. If you hit upon an interesting thread of discussion, pupils can immediately look into it - and give feedback on what they have discovered - without leaving the classroom.
At the same time, pupils can coordinate their classwork and homework as they are using just one device - one that they are familiar with, which makes them more independent. They also tend to create more varied and interesting work than they might otherwise have done. And if you set up project-based learning as a regular feature, you will be able to spend more time with individual pupils.
This initiative has so many benefits. Though, of course, with this opportunity comes a great responsibility: ensuring pupils learn how to discern "good", accurate information from "bad" and untrue information. Their natural tendency is likely to be to head to wiki.answers.com and believe the first bit of information they see without verifying it. It is your job to educate them to be more sceptical.
Indeed, the more our pupils embrace technology in this way, the more crucial it is that we are able to act as a guide, as well as a teacher, to ensure that while methods of learning may change, the rigorous pursuit of accurate and verifiable knowledge is not lost.
PLZ PLZ PLZ PLZ MARK AS BRAINLIEST AS I PUT A LOT OF TIME