EDUCATIONAL TECHNOLOGY HAS POSITIVE EFFECTS ON STUDENTS ATTITUDES EDUCATION      pt2   1700w

Using Technology to introduce historical data and scientific material to students that otherwise would have needed to go to a museum or Science center are not only opening up new worlds of thought for students it is making knowledge more readily available for all students with access to computers that would not be able to afford field trips or books that are outdated. Soon it will be possible to activate all of the resources in school, at home, and in our communities to ensure that no child is left behind no matter how old. By familiarizing early learning with technology students are learning faster and in a broader sense with software geared at their age and learning levels. Well before school families with computers are obtaining software and hardware products to improve school readiness and gain a good foundation for education.

Technology has assisted with standardized test scores within school districts. By monitoring scores on standardized tests you can monitor the teaching material and the comprehension of the students. With this organized data many districts can re think the approaches or textbooks used for increased learning potential. Many state funding is also granted on FCAT scores and other standardized tests. By simulating these tests this will increase the positive outcomes for the students.

Traditional Teachers have been very vocal with their concerns on how technology has affected the “reading, writing and arithmetic” within the class room setting. Because of calculators, spell check and grammar check students are relying more on technology than their pencils and papers. More students complete tasks on computer than ever before and paper and pencil math is becoming infrequent

An opposed view of technology and education was found on an article titled Educational software may not increase learning, written by Ed. Roman Espejo /2009 in regards to the U.S. Department of Education, “Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort: Executive Summary,” March 2007, pp. xii-xvi, xviii, xviv. “Questions about the effectiveness of educational technology and how effectiveness is related to conditions and practices.

The study identified reading and mathematics software products based on prior evidence of effectiveness and other criteria and recruited districts, schools, and teachers to impl