Reading Fluency at Elementary Level and in TechnologyIt is difficult to underestimate the impact of technology on our lives. This is so since technology has given us diverse methods and tools that help us solve the issues we face more simply and with less demand. It is the same about the practices of education and curriculum but not all will agree with that assertion. The writer picked this topic due to the fact that it is clear that technology can make a difference on the fluency of reading students, which allows them and their teachers to perform their jobs more effectively than ever before.
On this subject, The writer discovered that the current world demands of students more than just an ability to compose as well as read and compute but also the ability to critically analyze the information they receive each day. Multimedia literacy and visual literacy are important to keep up with the stream of information offered through mass media (Levin & Schrum, 2015). Certain schools, though not all, have integrated technology into the learning process by allowing students to utilize laptops in school for particular tasks, and providing them with specific computer games during classes in the language that in bringing students’ attention to the subject, or equipping the classrooms with interactive whiteboards as well as the iPod touch (Levin & Schrum, 2015).
The laptop program in one school was designed to “raise the achievement of 6th graders in all subjects… and provide students with a tool they can utilize in their professional life” The teachers sanitized outdated websites or designed examples to show their pupils (Levin & Schrum, 2015, p. 22).
Another effect of technology in the classroom is the introduction of computer-based games that allow kids to collaborate on the game and use different identities (scientist writer, astronaut and so on. ) Learn what abilities are necessary and which do not require. Video games also assist students to establish and attain goals in the short and long term, and even activities that teachers encounter as challenging (Kellinger (2016)). Furthermore, computer simulations aid in developing a better understanding of concepts, by both the teacher as well as the pupil (Kellinger 2016,). But, Kellinger (2016) points out that the process of converting an entire curriculum into games can lead to unexpected outcomes, so the method of transforming this must be considered carefully in order to avoid a few strategies may not work.
The significance for visual media to the curriculum is discussed in Hyler as well as Hicks (2014) they emphasize that visual literacy shouldn’t be seen as an added-on to the curriculum, but as an integral part of the curriculum (p. 130). While the authors admit that establishing the necessary tools to implement technology could take some time, the impact on the classroom is well worthwhile (Hyler & Hicks, 2014). But, since the majority of curriculums being designed are not utilizing technology as thoroughly as they suggest and it is not clear if students who are enrolled in “traditional” educational system will be able to justify reviewing all methods to include the use of information technology in its.
Yet, certain tasks that are not covered by teachers in the “traditional curriculum” can be very useful such as the ability to compare audio, text as well as multimedia renditions of the same text can help students improve their reading abilities and critically examine the text. This method can raise concerns that apply to adult life and also, e.g. What views and opinions are portrayed by this book? What is the way that different people will interpret the text? What’s not included? (Hyler & Hicks, 2014). It is evident that the integration of technology into the classroom can help students to become more critical, imaginative and attentive to texts.
Making use of Curriculum and Assessment to Strengthen the Classroom
Assessment and curriculum belong to assessment and curriculum are “traditional” tools used by teachers to educate and improve the abilities that their pupils. The country of the student or state, the school curriculum can be either standardized or autonomous. Assessment is utilized in the most important core subjects to assess the progress of students and their success and to identify the issues in the classroom and ways they can be addressed. The author chose this subject due to the fact that the use of assessment and curriculum is seen either as efficient or an unpractical method, depending on the writer’s perspective (Steiner 2012). It is also reasonable to point out that the evaluation of the curriculum and its effectiveness can help determine the extent to which it is capable of making the classroom more effective.
The curriculum is usually fluid and can change from between classes, offering different ideas and tasks. Assessments are also designed in accordance with the content of the class. On this topic the writer discovered that high-quality curricula that are standardized are utilized across the world and offer students with equal opportunity (Steiner 2012). Furthermore, standardized curricula present students with clear objectives and tasks and help them understand the actions that must be undertaken to meet their requirements. The process of developing the curriculum involves a variety of stakeholders, such as administrators, parents, teachers and the funders (Greenstein 2016). If the assessments are fair, they will also be seen as being purposeful and flexible (Greenstein 2016,). Assessments can be varied and include formsative and pre-assessments which help students comprehend the direction they are heading and assist teachers in how to adjust the curriculum and materials to the students’ needs (Greenstein 2016).
But both the curriculum and assessment practices may be insufficient and reduce the efficiency of learning. For professionals, studying about this subject matter helped understanding the reasons why assessment practices are frequently critiqued for their weaknesses and the way these assessments impact teachers and students. For instance, focusing on methods that assess students’ learning has resulted in the issue that the actual outcomes of learning process were ignored (Astin 2012). But, it is crucial to create an assessment-based environment in the classroom to ensure that children see assessments not as a cause for concern but as an aid during their learning (Greenstein (2016)). It is important to note that the use of standardized tests and curriculums can “undermine innovation on a local scale” (Steiner 2012, 2nd p. 2.). Additionally, these curricula hinder teachers’ abilities to express new ideas and lower the diversity of education.
The use of curricula in order to improve the performance of students is not widely accepted in all countries, but certain of them favor an approach that is more flexible, e.g. Finland. The method of Finland proved to be successful and taught teachers and learners that curricula and frameworks, along with assessments aren’t always effective in the process of learning (Astin 2012). This is important as it raises concerns about whether the conventional approach (curriculum as well as assessment-based) remains necessary in schools.
However, the value of assessments should not be undervalued because they are used by students as tools to self-evaluation. For teachers, they are tools for promotion of growth of talents (Astin 2012). So, while assessment and curricula may be obsolete in the future, they remain to be efficient and reliable instruments for evaluating and learning.