In making a blog posts consistent and dynamic, use the most simple words as possible, use images that catches attentions by just a glimpse of the eye and covers the main objective and lastly click post
To make your blog post consistent and dynamic , create an eye catching title, choose a topic that you are familiar with, apply the timeliness in your blog, avoid hoax, put eye catching pictures , follow the tips in making a blog , organize or arrange your informations properly, answer comments honestly, don't use jargons, know your audience ,keep your blog short and simple and make sure that the audience can understand your point immediately.
To make my blog consistent and dynamic are reviewing web analytics for the kinds of questions people type into search engines.the heading should contain valuable key words which helps a reader skip to the parts that they find more interesting.
Create a content calendar in advance to have a plenty of time to research your material, and ensure that everything is consistent. Keep your clauses short and to the point, and don’t go off on wild tangents.
In making an awesome blog post, you should always start off with an interesting topic and your headline itself should nail it! Always know the purpose of every post, and make sure that the content should as well add value to the lives of each reader. The use of pictures will also enhance your post, improve its flow, add humor, and explain complex topics. The process of writing a blog ain't easy, but PLANNING is the key- choose a topic, create an outline, conduct research, and check facts.
In making your blog posts consistent and dynamic you should make your title catchy,make description that will answer the common questions,adding some images may also help and doing some research about your topic is important.
In making your blog consistent and dynamic first step is choosing a topic that it was trendy and it should also be eye-catching lastly was it should be interactive. Another was keep it short and simple but also meaningful. Then add images if possible to make it more creative and interesting.
In making your blog spot consistent and dynamic we make time for what's important considering the current trends. Following the 26 tips in writing a great blog post. Make your headline catchy, limit descriptions and adding pictures could be great to enhance, explain you blogs. "Pictures means a thousand words."
To keep your blog posts consistent and dynamic, always update and present visual aids (pictures, paintings, graphs, etc.). Be accurate also and credible, not just opinionated.
In order to keep your blog consistent and dynamic you should always update it and make trending things as your topic where your readers can relate and take interest in.
To keep our blog consistent and dynamic is to have an effort always, in short it’s WORK. Don’t write only when you feel inspired, in the mood or find the time, u will never make it. Post the things that is trendy. Content should be based from facts and use different techniques to show it to your readers. Make blogging as an habit and then have commitment to it surely you’ll have a great Blog.
Merely follow the 26 tips of writing great blogs. And, always make your headline, body, images and even its content simple yet catchy and informative, ensure the quality, authenticity and chip away. Be sure it can provide value to the reader. A great product comes great owner, it constantly reflects the owner’s attitude, so better be FABULOUS.
When most people think about a blog post, they think about words. And the words in a post are critical—without high-quality writing, you haven't got much. In this post, though, we're going to take a more holistic look at everything that turns a collection of words into a blog post.
To have a dynamic and a consistent blog post we may consider the 26 tips, from A-Z, by Debbie Hemley (https://www.socialmediaexaminer.com/26-tips-for-writing-great-blog-posts/)
In keeping your blog post consistent and dynamic, content must be well-organized. Always consider your readers, think before you post and stay positive.
To keep your blog post consistent and dynamic, it can be just a short one but easily understand and gives enough information and good lessons to the readers. It should also always be updated for the readers not to leave your blog.
Always know your audience. Let them relate to your posts to gain their attention and subscribe to your blog. Know that viral topice are more interesting and has high probability of gaining more audiences.
Also, just like on facebook, you should always update you blog.
In making a consistent and dynamic blog, consider the 26 tips in making a blog, however in my opinion and as a summary, just follow POLIS, P-lace or post interesting topics, O-bserve timekiness, L-ist valuable contents, I-nsert attractive images and desingns, S-poon feed your readers with facts and entertainment. That would be enough !
To make your blog consistent and dynamic; first, you have to make the design, title and heading of the page catchy as a famous phrase ib a food industry states: "The eyes eat first". If the blog is attractive, many would like to subscribe. A worthy content goes with it. It must be filled with thoughts and important informations that can satisfy your readers mind. If you want to be a champion in your subscriber's mind, just remember :"what is beauty (blog design) if your brain(blog content ) is empty.
In order to make your blog consistent and dynamic you must make your topic interesting and engaging,your title should catch your readers attention,your topic must fit your readers and should be trendy.
Make sure you wouldn't go beyond what's interesting and trendy. You make sure as well to follow the 26 tips and techniques in order to make your blog posts beautiful and senseful in any angle.
Decide how often you will publish post or make a schedule. If you don't have time to publish post, ask one trusted person to publish it for you. And have some post "in the queue" so that you have blog post to publish in vase there are some conflict in your schedule.
In making your blog post consistent and dynamic, you have to know how to invest time in your blog post. Create a schedule perhaps and update your posts at least 3 times a week. Keeping a list of variety of topics and categories is also helpful. Update this list so you won't run out of topics. Keeping track of your followers is also valuable. You have to give importance to your followers for they can also help improve your blog posts. Make time to interact with them. Be kind and encourage them to keep posting good comments on your posts. This way, they can help in correcting your mistakes. Just be open to suggestions. :-)
To make our blog post consistent and dynamic the author should choose a topic he/she knows well. Blog posts should also be timely and pleasing to let your readers continuously visit your blog. It should also be updated frequently.The author should at least interact and listen to the readers comments.
To make your blog posts consistent and dynamic make sure your title is eye catchy and interesting. Always correct your grammar and punctuation and check your links if they are working. Always have a content that your readers can get an information . Use images to convey your messages that you want to say and lastly be friendly to your viewers by replying them.
To make your blog posts consistent and dynamic make sure your title is eye catchy and interesting. Always correct your grammar and punctuation and check your links if they are working. Always have a content that your readers can get an information . Use images to convey your messages that you want to say and lastly be friendly to your viewers by replying them.
To keep a blog consistent and dynamic, be sure to have a quality time to frequently update the blog's content while maintaining or improving it's physical aspects to satisfy the needs of the followers or to keep them interested. Trendy or timely contents will surely attract more followers. Consider carefully followers' notes for improvement.
>>>>>>>>>>>>Identical/Same Ideas were unintentional XD
To make your blog posts consistent is like how you develop your best skill which is done every now and then. Making it dynamic is creating a unique/ catchy and short title, an educational content/ background as well as considering how the follower's reaction to your blog for more improvement to your work.
To make your blog post consistent and dynamic you should plan ahead and don't personally have all the ideas, always look for new leads or customers favorite. Let the audience have variety of content to choose from and lastly pad your deadlines to stay on track.
To make your posts as such, authors should be well-versed on their topics so as to convey their messages well too. Thus, it should be direct to the point. Also, authors must keep track of them from time to time and update them.
to make your post consistent and dynamics. choose a topic that is trendy. Greate an eye catching title. Having an eye catchy title makes your audiences curious and interested with your blog. Before writing your blog research what your topic is all about. Beautify then get it notice.
To make a blog post consistent and dynamic ,make your title catchy,avoid jargon,keep the words short and simple,plan ahead or create an editorial calendar,plug in the types of post and topics you`re going to write about,keep a running list of blog topics,write several blog post at one time,also find guest bloggers to help you out with content and don`t go around the bush .
In order to make you blog post consistent and dynamic you should have an eye catching title, it should also be up to date, make a planning calendar, avoid jargon, and keep it short and simple, Plug in the Types of Posts and Topics You’re Going to Write About, and Write Several Blog Posts at One Time.
Science, Technology, Engineering and Mathematics—STEM, and therefore, STEM education—are vital to our future—the future of our country, the future of our region and the future of our children. Besides, STEM is everywhere; it shapes our everyday experiences. According to Elaine J. Hom, LiveScience Contributor, STEM is a curriculum based on the idea of educating students in four specific disciplines — science, technology, engineering and mathematics — in an interdisciplinary and applied approach. Rather than teach the four disciplines as separate and discrete subjects, STEM integrates them into a cohesive learning paradigm based on real-world applications. Margaret Rouse states, that STEM is an educational program developed to prepare primary and secondary students for college and graduate study in the fields of science, technology, engineering, and mathematics (STEM). In addition to subject-specific learning, STEM aims to foster inquiring minds, logical reasoning, and collaboration skills. Let’s consider how STEM effects what is closest and dearest to us—our children. STEM is their future—the technological age in which they live, their best career options, and their key to wise decisions. In 2009, the United States Department of Labor listed the ten most wanted employees. Eight of those employees were ones with degrees in the STEM fields: accounting, computer science, electrical engineering, mechanical engineering, information sciences and systems, computer engineering, civil engineering, and economics and finance. According to the U. S. Department of Commerce, STEM occupations are growing at 17%, while others are growing at 9.8%. Health care workers with associate degrees to doctors of medicine will average 20% more in life time earnings than peers with similar degrees in non-health care. A glance at 2010 starting salaries for engineers with $47,145 for civil engineers to $60,054 for chemical engineers is strong evidence that STEM related jobs can be financially rewarding careers for our children. The 21st century workforce requires an almost entirely new set of skills due to the rapid changes in technology and the internet; we have to prepare our young population for the challenges they are going to face. The 21st century has brought many changes to our lives, from manufacturing to broader dissemination of information and technology. Today’s students know that the future holds jobs that require more advanced skills (Roblin, 2012; National Research Council, 2011) because many traditional jobs have been outsourced or replaced with high-tech tools. Therefore, students must also be prepared for jobs that do not yet exist (Dede, 2010). A lack of a skilled or, a STEM-illiterate, generation is a threat to each and every economy that worries about their future. In sum, STEM education is a must in today’s economy; it’s very important, because “it pervades every aspect of our lives” (Science Pioneers, p.1).
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The crucial role of science in a modern society is commonly acknowledged (Pavitt 1996; Xie & Killewald 2012). Its central role in promoting technological innovation and sustained economic growth is not contested. Conversely, scientific progress depends on the strong financial and non-financial support of society as a whole. Social studies of science research (e.g., Ben-David 1971; Price 1986) devoted to elucidating the interplay between science and societal conditions point out that it is no accident that the United States has led the world both economically and in science, as America’s economic strength has been closely linked to its advances in science and technology (NAS et al. 2007; Goldin & Katz 2008; Xie & Killewald 2012).
The acronym “STEM” is commonly used to reference a set of educational and occupational fields or domains that are related to “science,” but there is inconsistency in the definition of this set and debate about whether the four fields deserve special attention as a collective entity (Gonzalez & Kuenzi 2012).
There are two general approaches to defining STEM education. The first is to include education in any field defined as “STEM.” This approach lumps together many disparate disciplines based on the assumption of their shared importance for promoting technological innovation, competitiveness and long-term national prosperity and security (NAS et al. 2007).It does not address the question of what constitutes a STEM field. For example, while social science is considered STEM by the National Science Foundation (NSF), it is excluded from the definition used by U.S. Immigration and Customs Enforcement for deciding special visas intended for foreign professional workers in STEM fields (Gonzalez & Kuenzi 2012). The second approach is to emphasize logical and conceptual connections across different STEM fields so as to treat STEM education as a whole (Honey, Pearson & Schweingruber 2014). This definition calls for curriculum and pedagogical coherence across different STEM fields. The new Next Generation Science Standards (NGSS) now being pushed for K-12 education nationwide (NGSS 2015) reflects this perspective.
(EdNet Insight editor Anne Wujick)
STEM is a current hot topic in education. Lots of energy is going into developing programs that attempt to integrate the individual content areas—science, technology, engineering and math—into a unified curriculum that offers greater connection to the real world and provides authentic purposes for learning and solving problems. But STEM currently means many things to many people and educators are still finding their way, as these two perspectives illustrate:
(Advantage 1) On the one hand…yes, we should support the push for STEM in our schools. (Disadvantage 1) On the other hand…as the latest educational trend, STEM isn’t always well-conceived
(Advantage 2) “The growing emphasis on STEM supports my efforts to encourage my middle school students to focus on these important areas of instruction that will help them not just academically, but in preparing for the world of work. It’s not just me telling them math and science are important, it’s employers and colleges as well.” (Disadvantage 2) “We start too late to emphasize STEM and real-world connections. My middle school students have such limited horizons and don’t see STEM-related jobs as realistic options because they lack even basic math and science skills. Students need to begin learning about STEM-related jobs and their required skill sets early enough to be motivated to really focus on learning the baseline skills that they will need to be successful in pursuing STEM-related careers.”
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*What is STEM? STEM is a curriculum based on the idea of educating students in four specific disciplines — science, technology, engineering and mathematics — in an interdisciplinary and applied approach. Rather than teach the four disciplines as separate and discrete subjects, STEM integrates them into a cohesive learning paradigm based on real-world applications.
*Why is STEM Education So Important? All of this effort is to meet a need. According to a report by the website STEMconnector.org, by 2018, projections estimate the need for 8.65 million workers in STEM-related jobs. The manufacturing sector faces an alarmingly large shortage of employees with the necessary skills — nearly 600,000. The field of cloud computing alone will have created 1.7 million jobs between 2011 and 2015, according to the report.
*Best STEM Majors Let’s look at the biggest STEM majors that can launch a successful career. These majors, and the corresponding careers, not only provide a substantial income, but most are expected to be in high-demand for years to come, giving STEM students a fruitful, long-term career.
1.Petroleum Engineering Energy is an important industry in the 21st century, and while renewable technologies get a lot of attention, the petroleum industry remains an important area for STEM majors. With a degree in petroleum engineering, students learn to design equipment for the extraction and use of oil and gas while considering many economic and environmental factors. GetEducated’s Pick=University of Southern California Graduate Certificate in Petroleum Engineering
2.Computer Engineering Computer engineering is a common education for people who want to work as computer hardware engineers, which is one of the high-paying STEM careers available today. Hardware engineers create a wide variety of computer equipment and often test and analyze the hardware they have built. They may also be tasked with updating existing computer hardware or managing the manufacturing of new devices. GetEducated’s Pick=Grantham University BS in Computer Engineering Technology
3.Mathematics Mathematics is a great major for anyone interested in a STEM career and shows a proficiency for algebra, calculus, and other types of math. Mathematicians don’t just hammer out equations, they actually develop new ways of conducting math, which can be extremely useful for other STEM majors. GetEducated’s Pick=American Public University BS in Mathematics
4.Aerospace Engineering Students who are proficient in math, physics, and chemistry may be perfectly suited to a degree in aerospace engineering. During this education, students will use both field and class studies to understand the structures and science behind the most advanced spacecraft and airplanes. They will also learn how to develop new innovations, making them essential to the aerospace industry. GetEducated’s Pick=Liberty University BS in Aeronautics
5.Nuclear Science & Engineering Positions as a nuclear engineer are generally reserved for professionals with masters and doctorates, although you may be able to break into the profession with a bachelor's degree in nuclear science and engineering. Although the demand for nuclear experts may drop over the next decade, there is still a lucrative pay opportunity. GetEducated’s Pick=University of South Carolina - Columbia MS in Engineering / Nuclear Engineering
*Start a STEM Major Today The right STEM education is waiting for you. Whether you want to work in engineering, computer development, or biological sciences, a STEM career will enhance your future and give you a platform for long-term success.
By: GetEducated.com; Approved Colleges; Tony Huffman and Approved Colleges, LLC
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What is STEM (Science, Technology, Engineering, and Mathematics)? According to Margaret Rouse (2015), STEM is an educational program developed to prepare primary and secondary students for college and graduate study in the fields of science, technology, engineering, and mathematics. In addition to subject-specific learning, STEM aims to foster inquiring minds, logical reasoning, and collaboration skills. She also stated that is a curriculum based on the idea educating students in four disciplines in an interdisciplinary and applied approach.
What are the courses under STEM? Elaine J. Hom (2014) states that STEM education involves the study of Science and Mathematics, and the meaningful integration of Technology and Engineering to provide opportunities for innovative problem solving.
Why STEM? Jason Kreuger (2015), STEM fields offer students more than just a close look at how the world works. Even though changes in STEM education are altering the way students engage with and react to those fields of study, the process is slow. However, the more students learn practical, hands-on uses for the information they’re learning, the more they will warm to the subject matter. Something else to interest and even excite students? Careers in STEM fields are challenging, fun, and exciting. Some students may lack interest in STEM studies, and this may mean they will overlook careers in STEM fields. But what are the advantages of STEM careers for current students? Most students may not even realize the advantages that come with working in the STEM fields. Aside from a plethora of job opportunities and choices, those working in STEM have a lot to be happy about. There is a ton of room for advancement, which means an ever changing environment. STEM careers usually allow you to set clear goals and accomplishments, yielding a reward more fulfilling than just high paychecks. Speaking of high paychecks, STEM jobs, on average, pay out about 70% more than the national average.
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What is STEM? STEM is an educational program developed to prepare primary and secondary students for college and graduate study in the fields of science, technology, engineering, and mathematics (STEM). In addition to subject-specific learning, STEM aims to foster inquiring minds, logical reasoning, and collaboration skills. (Virginia Tech News. 31 July 2012.) Educators break STEM down into seven standards of practice (or skill sets) for educating science, technology, engineering, and mathematics students: Learn and apply content, Integrate content, Interpret and communicate information, Engage in inquiry, Engage in logical reasoning, Collaborate as a team, and Apply technology appropriately.(Margaret Rouse) IMPORTANCE OF STEM
1. It helps you stay current. In a technology-based society, technology is forever changing. It’s also used in almost every aspect of our lives. As work places change with updated software, and office equipment and machinery become more advanced, STEM knowledge is vital. Keeping up with technology, not the Kardashians, is incredibly important.(Domique Waldon April 2016) 2. It allows you to be innovative. Someone created an app that allows you to take a picture of a piece of clothing and finds similar looks throughout the web.(Shane Prince) 3. It helps you make a difference. Building that shelter, finding that cure, inventing the best way for people to communicate, or helping people overcome financial obstacles makes a huge difference and with a STEM education, you can make that happen. 4. It fosters and benefits from creativity. Creativity is one of the many benefits of a STEM education. Ironically, creativity is also the result of a STEM education!, Learning to make even rudimentary drawings is critical to development as an engineer. Design can help students understand how to effectively use the space within the structure.( James Michael Leak) 5. It can get you a job in the beauty industry. Without new innovative products hitting the shelves constantly, brands such as Covergirl and L’Oreal will not stay current and may lose business. This creates a lot of new opportunities for scientists to break into this industry. (ScienceSTEM p.1)
Disadvantages Of Stem The broader problem with getting students to stick with sciences, however, is that STEM fields at Yale are hard and time-consuming. Humanities and social science students, myself included, usually resent when our STEM friends act as though they’re the only ones with work. But the average grade and hours spent studying to get that grade is different in “University Physics” than in introductory economics or art history courses. The problem isn’t entirely that STEM classes are too hard it rather lies in the relative balance of work. As our campus culture has defined it, the full Yale experience includes the ubiquitous pressure to immerse yourself in extracurriculars, as well as the sense that one should take those random, totally impractical classes on food history that give Yale College much of its color. The humanities and social sciences have largely accommodated these trends, managing to challenge students and still allow them to maintain a decent GPA, while taking advantage of dynamic extracurricular and social life. STEM subjects haven’t yet done that. Yale needs to reflect on what sort of academic and extracurricular culture it wants. The current iteration of our culture that enables and elevates extracurriculars has its strengths. But it also disadvantages STEM students seeking the full Yale experience. As long as this basic reality continues, many of our STEM recruits will quickly realize that they want a new major.(Harry Larson)
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STEM STRAND What is STEM? STEM (science, technology, engineering and mathematics, previously METS) is the academic disciplines of science, technology,engineering and mathematics.[1] This term is typically used when addressing education policy and curriculum choices in schools, to improve competitiveness in science and technology development. It has implications for workforce development, national security concerns and immigration policy.[1] Education systems and schools play a central role in determining girls' and boys' interest in STEM subjects and in providing equal opportunities to access and benefit from quality STEM education. Benefits of STEM strand: STEM education helps to bridge the ethnic and gender gaps sometimes found in math and science fields. Initiatives have been established to increase the roles of women and minorities in STEM-related fields. STEM education breaks the traditional gender roles. In order to compete in a global economy, STEM education and careers must a national priority. Each and every decision made uses an aspect of STEM to understand the implications. Why STEM? “In the 21st century, scientific and technological innovations have become increasingly important as we face the benefits and challenges of both globalization and a knowledge-based economy. To succeed in this new information-based and highly technological society, students need to develop their capabilities in STEM to levels much beyond what was considered acceptable in the past.” (National Science Foundation)
Science, Technology, Engineering and Mathematics (STEM)
DEFINITION Today, STEM means creating learning environments that allow students to be more active. Whenever that happens, students are engaged in their own learning. There’s no manipulation in getting students active, either, it just happens. The outcome is that students better remember what they’ve learned when they are engaged in the process, and not passive by-standers.(Sherry Eagle)
IMPORTANCE -Science is everywhere in the world around us. -Technology is continuosly expanding in every aspect of our lives. -Engineering is the basic designs of roads and bridges. -Mathematics is in every occupation and every activity we do.
ADVANTAGES 1.The strand is most advisable to those who want to pursue further studies in college and get a Bachelor of Science degree. 2.Being on the STEM track can help you get into careers that require reasoning and problem solving using math, science or technology knowledge. According to the US Department of Labor, by 2018, 9 of the 10 fastest-growing occupations that require at least a bachelor’s degree will require significant scientific or mathematical training. STEM students are exposed to science and, therefore, capable of tackling more advanced science subjects.(Edukasyon.ph) 3.Prepares students for college and the workforce. STEM education focuses on helping students develop critical thinking and innovation skills, which is what they will need to succeed after high school. STEM programs are typically very hands-on and intellectually challenging, and they allow students to develop independence from a young age. A lot of the time, these programs will bring in professionals in different STEM fields so students can be exposed to what these careers are actually like. 4.Provides good job potential. There are many different careers that students can choose to pursue, but for a lot of them, there’s no guarantee that those fields will be hiring once the students graduate. If students build a STEM foundation early in their lives, they will have nearly endless job opportunities because those fields will always be growing and hiring. Not only will those STEM-educated students have jobs; those jobs usually also pay above-average salaries.(Sabrina Runge)
DISADVANTAGES 1.No clear-cut guidelines or standards. The biggest issue with STEM education is that there are no set guidelines for what students should be learning or how qualified the teachers need to be. Each program at each school is different and focuses on varying topics, so there is a chance that some programs may not be adequately preparing students for college. Also, since there is no qualification requirement for STEM teachers, some teachers may not be very well-versed in the subjects they are trying to teach. 2.Starts too late in life. Another problem with the majority of STEM programs is that they start in middle school, which many professionals believe is too late to make a real impact. In order for students to develop a passion for these fields and the motivation to succeed in them, STEM needs to be emphasized while the students are still in elementary school. Otherwise, these students may lack the basic skills necessary to learn more complex ideas in the STEM program. 3.Under-performing students can get left out. One criticism of STEM programs is that they can sometimes become rather elitist. Students who are well-prepared and naturally motivated will succeed, but those students who are not tend to get left behind. These programs don’t generally cater to the lower-achieving students, even if those students could reach the same level of success with a little more help.(Sabrina Runge)
Science, Technology, Engineering, and Mathematics are intertwining disciplines when applied in the real world. The difference of the STEM curriculum with the other strands and tracks is the focus on advanced concepts and topics.
Under the track, you can become a pilot, an architect, an astrophysicist, a biologist, a chemist, an engineer, a dentist, a nutritionist, a nurse, a doctor, and a lot more. Those who are also interested in Marine Engineering should take this track.
What are the subjects in this strand? Earth Science
STEM will offer you a subject on Earth Science that would discuss continental drift, index fossils, and renewable energy. This program would also help you identify areas that vulnerable to disasters, interpret hazard maps, and learn the proper use of hydrometereological tools.
Pre-Calculus and Basic Calculus
Take out your calculators and get a piece of paper. This should be your starter pack for your Pre-Calculus and Basic Calculus classes. These are all essential once you take your bachelor course on Mathematics or Engineering.
Physics
Physics classes will explain the various phenomenons that are happening around us. You can also try magic tricks of kinematics, momentum, impulse, and a lot more. Also take into account the various thermodynamic concepts, oscillations, gravity among others.
What can I do after SHS? Agriculture
For the people who love being outdoors, STEM is the track for you! You can get degrees varying from agricultural engineering, animal science, food technology, horticulture, forestry to veterinary medicine.
Engineering
Subjects under STEM are tailor fitted to courses such as civil engineering, chemical engineering, computer engineering, electrical engineering, electronics & communication engineering, industrial engineering, and mechanical engineering.
Health Care
Anatomy and Physiology just got easy with the STEM curriculum specialized subjects of chemistry and biology. Your future might hold you as a doctor, nurse, pharmacist, physical therapist, dentist, or medical technologist. I can already see that white coat on you!
Information Technology
Equipped with the basic essentials to survive the rapid global IT marketplace, look forward to get that degree on Computer Science, Computer Technology, and Information Technology as a STEM student.
Mathematics and Science
Mathematics and Science is the heart of the STEM curriculum. Different technical career paths are open for you to take on. Various industries such as banking, civil service, financial services, consulting, and retail can become your playground in the future.
STEM stands for science, technology, engineering, and mathematics. STEM is important because it pervades every part of our lives. Technology is continuously expanding into every aspect of our lives. Engineering is the basic designs of roads and bridges, but also tackles the challenges of changing global weather and environmentally-friendly changes to our home. Mathematics is in every occupation, every activity we do in our lives. By exposing students to STEM and giving them opportunities to explore STEM-related concepts, they will develop a passion for it and hopefully pursue a job in a STEM field. A curriculum that is STEM-based has real-life situations to help the student learn. Programs like Engineering For Kids integrates multiple classes to provide opportunities to see how concepts relate to life in order to hopefully spark a passion for a future career in a STEM field. STEM activities provide hands-on and minds-on lessons for the student. Making math and science both fun and interesting helps the student to do much more than just learn. Integrating engineering instruction and problem solving into high school mathematics and science courses connects curriculum to the real world, thus providing authentic purposes for learning and solving problems. Instructional strategies have been designed and implemented to strengthen teachers’ efforts to facilitate engineering concepts and processes when students are learning science and math within an integrated learning environment (Rockland et al., 2010). Discovery, problem solving, and inquiry-based learning all play strong roles in STEM integration. Often students use cooperative learning to work in teams to research and complete tasks, to test theories, and to plan and implement processes and solutions. Learning is maximized because students share prior knowledge, play on one another’s best skills, and utilize one another for discovering new and important information. Inquiry-based learning is another learning model where the students become scientists in order to discover information. Not only are critical thinking and reasoning skills explicitly taught using the scientific inquiry process, but students also personify what it is like to research, test, discover, and think like a scientist. They learn the development of knowledge and cultivate an understanding for the importance of reasoning and thinking like a scientist in order to appreciate how evidence is used to understand and support commonly accepted theories and beliefs (Rockland et al., 2010). Engineering becomes the active engagement students need to internalize learning by collaborating and creating solutions for real-world problems. Technology, science, and math are the tools students must use to engineer their solutions. Literacy and writing are important for students to understand the history of previous attempts to solve problems. Speaking and communicating are essential for collaboration and persuasion. While STEM stands for the integration of science, technology, engineering, and mathematics, it really requires skills and knowledge from all content areas, including the arts. Design plays a significant role in engineering; one must be innovative, creative, and original when constructing authentic designs. Clearly knowing the science and math behind a solution is important, but 21st Century Skills also call for innovation and creative design.
Instruction: Group yourselves by 6 (there should be 6 members per group). Activity 4: Article Making: Write a curated article about the "Impact of ICTs on learning and achievement of students". Remember to properly cite your sources. Articles should be posted before 5:00 P.M.. All articles posted after 5 Oclock will receive deductions. Please be guided with the rubrics to presented to you.. Thank you.
Note: Article should not be more than 4,000 words for the site to accept it. Post your article through the reply button.
Impact of ICTs on learning and achievement of Students
A. Kumar, S. Kedar National Institute of Technical Teachers' Training & Research (NITTTR) (INDIA) There is wide spread belief that Information and communication Technologies ( ICTs) can and will empower teachers and learners by transforming teaching and learning processes from being teacher- centered to student-centered. This transformation will result in increased learning gains and motivation for students. However, reviews of the research on impacts of ICTs on student achievement yield few conclusive statements, pro or contra, about the impact of ICTs on achievement and motivation. For every study that comes out with significant positive impact, another study finds little or no such positive impact. Many studies that find positive impacts of ICTs on student learning rely on self-reporting. What is still being debated, however, is the precise role ICT should play in education reform and how best to ensure that potential is fulfilled.The present paper tries to highlight some of the issues debated in the present context such as explicitly and clarity of goals while using ICT, Whether ICT used as substitute or complement to teacher’s existing pedagogical approaches,whatever improvement whether real,differential effect on students with or without facility of computer at home, age for student, effect of gender of the learner, Design of the impact study and many more.These issues are required to be sorted out if effectiveness of ICTs is to be maximized.
The direct link between ICT use and students’ and academic performance has been the focus of extensive literature during the last two decades. Some of them help students with their learning by improving the communication between them and the instructors (Valasidou and Bousiou, 2005). Leuven et al. (2004) stated that there is no evidence for a relationship between increased educational use of ICT and students’ performance. In fact, they find a consistently negative and marginally significant relationship between ICT use and some student achievement measures.
In support to these, some students may use ICT to increase their leisure time and have less time to study. Online gaming and increased communication channels do not necessarily mean increased achievement.
On the other hand, Abdulla Y. Al-Hawaj, Wajeeh Elali, and E.H. Twizell (2008), state that ICT has the potential to transform the nature of education: Where and how learning takes place and the roles of students and teachers in the learning process.
Karim and Hassan (2006) noted the exponential growth in digital information, which changes the way students perceive study and reading and in how printed materials are used to facilitate study.
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It is generally believed that ICTs can empower teachers and learners, promote change and foster the development of ‘21st century skills, but data to support these beliefs are still limited There is widespread belief that ICTs can and will empower teachers and learners, transforming teaching and learning processes from being highly teacher-dominated to student-centered, and that this transformation will result in increased learning gains for students, creating and allowing for opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning skills, communication skills, and other higher-order thinking skills. However, there are currently very limited, unequivocally compelling data to support this belief.
ICTs are very rarely seen as central to the overall learning process Even in the most advanced schools in OECD countries, ICTs are generally not considered central to the teaching and learning process. Many ICT in education initiatives in LDCs seek (at least in their rhetoric) to place ICTs as central to teaching and learning. The positive impact of ICT use in education has not been proven In general, and despite thousands of impact studies, the impact of ICT use on student achievement remains difficult to measure and open to much reasonable debate.
Positive impact more likely when linked to pedagogy It is believed that specific uses of ICT can have positive effects on student achievement when ICTs are used appropriately to complement a teacher’s existing pedagogical philosophies.
‘Computer Aided Instruction’ has been seen to slightly improve student performance on multiple choice, standardized testing in some areas Computer Aided (or Assisted) Instruction (CAI), which refers generally to student self-study or tutorials on PCs, has been shown to slightly improve student test scores on some reading and math skills, although whether such improvement correlates to real improvement in student learning is debatable.
During the last two decades higher education institutions have invested heavily in information and communication technologies (ICT). ICT has had a major impact in the university context, in organisation and in learning methods.
One puzzling question is the effective impact of these technologies on student achievement and on the returns of education. Many academic researchers have tried to answer this question at the theoretical and empirical levels. They have faced two main difficulties. On one hand, student performance is hard to observe and there is still confusion about its definition. On the other hand, ICT is evolving technologies and their effects are difficult to isolate from their environment.
There is no standard definition for student performance. The standard approach focuses on achievement and curricula, how students understand the courses and obtain their degrees or their marks. However, a more extensive definition deals with competencies, skills and attitudes learned through the education experience. The impact of ICT on learning is currently in relation to use of digital media, primarily computers and internet to facilitate teaching and learning. ICTs are the technologies used in conveying, manipulation and storage of data by electronic means, they provide an array of powerful tools that may help in transforming the present isolated teacher-centered and text-bound classrooms into rich, student-focused, interactive knowledge environments.(Mann 2002)
To meet these challenges, learning institutions must embrace the new technologies and appropriate ICT tools for learning. The relationship between the use of ICT and student performance in higher education is not clear, and there are contradictory results in the literature. Earlier economic research has failed to provide a clear consensus concerning the effect on students’ achievement. The direct link between ICT use and students’ performance has been the focus of extensive literature during the last two decades. Several studies have tried to explain the role and the added value of these technologies in classrooms and on student’s performances.
Looking at the link between ICT and student performance seems nowadays a misunderstanding of the role and nature of these technologies. In fact, since ICT is general purpose technology (GPT), it needs to be specified in order to meet the needs expressed by students and to be adapted to the local context and constraints (Antonelli, 2003; Ben Youssef, 2008). A variety of models of usages can be identified leading to the same outcome. ICT brings widened possibilities for the learning processes that are independent from place and space. ICT also allows more flexible (asynchronous) and more personalised learning. It offers new methods of delivering higher education. Taking advantage of these opportunities needs a profound change in the organisation of the higher education system.
Economic literature in the last decade has shown that technological change, on its own, does not lead to any change in economic performance. Among the most popular explanations of this paradox – huge investment in ICT without any economic performance – the complementarity thesis seems to be the most accepted nowadays (Greenan and Mairesse, 2004). Old methods need old educative technologies and new technologies need new organizational innovations. There is an agreement between researchers that the usage of ICT requires the usage of new organizational designs and a shift in organisation. Higher education is not an exception and needs a huge organisational change.
Moreover many studies that find positive impacts of ICTs on student learning rely (to an often uncomfortable degree) on self-reporting (which may be open to a variety of positive biases).
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Impact of ICTs on Learning and Achievements of students
The generation for today are advanced millenials thus, in teaching the youth we can use the internet to add value and manage or improve the classroom planning . The teachers should learn to incorporate the use of internet to employ changes, improve and add a new dimension to the way of teaching. This varied types will increase the student motivation to use the internet in learning rather than in traditional way which they are not already fund of. The internet also allows students addicted to computer be motivated to help accelerate the assimilation process thus, it lowers the lost students in the class. https://miraesiwinaya.wordpress.com/2010/a/22/the-advantages-disadvantages-of-using-ict-for-teaching-and-learning/
From the research conducted at Gomal University, many students consider ICT tools very helpful in that it helps them to do assignments, and teachers see that ICT enables students with special needs or difficulties . It also helps reduce social disparties between students, since they work in teams in order to achieve a given task . Students also assume responsibilities when they use ICT to organize their work through digital portfolios or projects. Additionally, Computer Aided Instruction(CAI) has been seen to slightly improve student performance on multiple choice, standardized testing in some areas such as the Computer Aided(Assisted) Instruction, which refers generally to student self-study or tutorials on PCs, has been shown to slightly improve student test scores on some reading and math skills, although whether such improvement correlates to real improvement in student learning is debatable. Research on humanities and social sciences www.iiste.org
Lasty, evidence exists that use of ICTs can increase learner autonomy and self-regulated learning for certain learners. Students assume greater responsibility for their own learning when they use ICT, working more independently and effectively . ICT offers learners assignments better suited to individual needs and makes it easier to organize their own learning, for example, digital portfolios.(Balanskat, 2006)
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According to world bank 2008, There is a widespread belief that ICT's can and will empower teachers and learners, transforming teaching and learning processes from being highly teacher- dominated to student centered, and that this transformation will result in increased learning gains for students, creating and allowing for opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning skills, communication skills and other higher- order thinking skills. The positive impact of ICT use in education has not been proven. In general, and despite thousands of impact studies, the impact of ICT use on student achievement remains difficult to measure and open to much measurable debate. Also, it is believed that specific uses of ICT can have positive effects on student's achievement when ICT are use appropriately to complement a teacher's existing pedagogical philosophies. Computer Aided Instruction (CAI), which refers generally to student's self-study or tutorials on PCs, has been shown to slightly improve student's test scores on some reading and math skills, although wether such improvement correlates to real improvement in student's learning is debatable.
“Impact of ICT’s on Learning and Achievements of Students”
According to the study of Arzal, one of the academics at the Department of English Education, Faculty of Letters and Humanities, State University of Gorontalo, Indonesia. Currently undertaking his PhD at the University of Newcastle, Australia. He obtained his Master of Applied Linguistics from the University of Melbourne. His present study examined the impact of Information Communication Technology [ICT] on a group of university students' academic performance in an Indonesian English as a Foreign Language (EFL) classroom. As the platform of the ICT usage in this current study, English learning websites was used as the independent variable. Academic performance (students' score on pre and post test) was used the dependent variable. The participants in the study were 60 students of the Department of Public Health at the State University of Gorontalo, Indonesia, i.e an experimental group of 30 students (n=30) and a control group of 30 students (n=30). They took English courses as one of the compulsory subjects in the university curriculum. Test results also showed that there was a significant difference between students' score on the pre- and post-test. The students' score in the post test and post test in the control group, however, were not significantly different. As interview results showed, participants expressed their positive learning experience with technologies, growing motivation in English learning, and positive feeling and confidence on their language performance. ICTs are used differently in different school subjects Uses of ICTs for simulations and modeling in science and math have been shown to be effective, as have word processing and communication software (e-mail) in the development of student language and communication skills. Access outside of school affects impact The relationships between in-class student computer use, out of class student computer use and student achievement are unclear. However, students in OECD countries reporting the greatest amount of computer use outside school are seen in some studies to have lower than average achievement (the presumption is that high computer use outside of school is disproportionately devoted to computer gaming). Users believe that ICTs make a positive difference In studies that rely largely on self-reporting, most users feel that using ICTs make them more effective learners. Uses of ICTs in education in many cases to be affected by the gender of the learner. The ‘pilot effect’ can be an important driver for positive impact Dedicated ICT-related interventions in education that introduce a new tool for teaching and learning may show improvements merely because the efforts surrounding such interventions lead teachers and students to do ‘more’ (potentially diverting energies and resources from other activities) Source: http://www.infodev.org/articles/impact-icts-learning-achievement And, According to Kumar, S. Kedar from National Institute of Technical Teachers' Training & Research (NITTTR) (INDIA) National Institute of Technical Teachers' Training & Research (NITTTR) (INDIA), there is widespread belief that Information and communication Technologies ( ICTs) can and will empower teachers and learners by transforming teaching and learning processes from being teacher- centered to student-centered. This transformation will result in increased learning gains and motivation for students. However, reviews of the research on impacts of ICTs on student achievement yield few conclusive statements, pro or contra, about the impact of ICTs on achievement and motivation. For every study that comes out with significant positive impact, another study finds little or no such positive impact. Many studies that find positive impacts of ICTs on student learning rely on self-reporting. These issues are required to be sorted out if effectiveness of ICTs is to be maximized.
Group Members: Nobrito Beniking Jr. Flores Sacpa Jr. Hannah Joy Dula Scarlet Gwen Facsoy Jan Marie Wayasen
At this point in time, advancements in technology is fast evolving yielding to different impacts to livelihood, lifestyle, economy and trade and to education, specially. As 21st century learners, we have to adapt to changing technologies in the field of education and that's why we need empowerment regarding Information Communication Technology to have better learning experience. However, the availability and access to certain technology is not that easy yet different institutions are trying to suffice these 21st century need. Achieving this empowerment to ICT can brought about several impacts to us students which are as follows. 1. It is generally believed that ICTs can empower teachers and learners, promote change and foster the development of ‘21st century skills, but data to support these beliefs are still limited There is widespread belief that ICTs can and will empower teachers and learners, transforming teaching and learning processes from being highly teacher-dominated to student-centered, and that this transformation will result in increased learning gains for students, creating and allowing for opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning skills, communication skills, and other higher-order thinking skills. However, there are currently very limited, unequivocally compelling data to support this belief. 2. ICTs are very rarely seen as central to the overall learning process Even in the most advanced schools in OECD countries, ICTs are generally not considered central to the teaching and learning process. Many ICT in education initiatives in LDCs seek (at least in their rhetoric) to place ICTs as central to teaching and learning. 3. An enduring problem: putting technology before education One of the enduring difficulties of technology use in education is that educational planners and technology advocates think of the technology first and then investigate the educational applications of this technology only later. Impact on student achievement 1. The positive impact of ICT use in education has not been proven In general, and despite thousands of impact studies, the impact of ICT use on student achievement remains difficult to measure and open to much reasonable debate. 2. There is an important tension between traditional versus 'new' pedagogies and standardized testing Traditional, transmission-type pedagogies are seen as more effective in preparation for standardized testing, which tends to measure the results of such teaching practices, than are more ‘constructivist’ pedagogical styles
Twizell, 2008 Impact on student motivation 1. ICTs motivate teachers and students During the last two decades higher education institutions have invested heavily in information and communication technologies (ICT). ICT has had a major impact in the university context, in organisation and in teaching and learning methods. One puzzling question is the effective impact of these technologies on student achievement and on the returns of education. Many academic researchers have tried to answer this question at the theoretical and empirical levels.
Trucano, M. ,2005 Members: Velasco, joshua Polis, noralyn Macaburas, pearl Campos, russel Jimenez, czarina Caligtan, bea
Looking at the link between ICT and student performan- ce seems nowadays a misunderstanding of the role and nature of these technologies. In fact, since ICT is gene- ral purpose technology (GPT), it needs to be specified in order to meet the needs expressed by students and to be adapted to the local context and constraints (Antonelli, 2003; Ben Youssef, 2008).
It is generally believed that ICTs can empower teachers and learners, promote change and foster the development of ‘21st century skills, but data to support these beliefs are still limited
There is widespread belief that ICTs can and will empower teachers and learners, transforming teaching and learning processes from being highly teacher-dominated to student-centered, and that this transformation will result in increased learning gains for students, creating and allowing for opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning skills, communication skills, and other higher-order thinking skills. However, there are currently very limited, unequivocally compelling data to support this belief. (infoDev)
The positive impact of ICT use in education has not been provenIn general, and despite thousands of impact studies, the impact of ICT use on student achievement remains difficult to measure and open to much reasonable debate. (infoDev)
According to Salman, Salim A S, it has been found that lCT does not increase learning over and above traditional methods. The more appropriate question should be:- How can the Educational technology together with Technology Education be implemented in the learning environment to facilitate learning and teaching process. When Educational Technology is integrated into classroom, students are able to access more information faster and in an efficient manner. In the absence of these fundamental changes to the teaching and learning process such classrooms may do little but to accelerate the ineffective processes and methods of teaching. The impact of ICT on learning process therefore excites and engages learner's interests.
Chiraz Karamti states that several studies supporting positive impacts of ICTs on achievement relate mainly to developed countries.
Yves Punie, Dieter Zinnbauer and Marcelino Cabrera says that the impact of the ICT on learning can be approached in different ways. There is no single concept of learning through the use of ICT. Many different types can be envisaged: computer- assisted learning, web-learning, computer-classes, online training, distance education, eLearning, virtual learning, digital training, etc.
Group Members: Capia-ao J. Guisdan L. Sacki J. Tamolang R. Daganos D.
Looking at the link between ICT and student performan- ce seems nowadays a misunderstanding of the role and nature of these technologies. In fact, since ICT is gene- ral purpose technology (GPT), it needs to be specified in order to meet the needs expressed by students and to be adapted to the local context and constraints (Antonelli, 2003; Ben Youssef, 2008).
It is generally believed that ICTs can empower teachers and learners, promote change and foster the development of ‘21st century skills, but data to support these beliefs are still limited
There is widespread belief that ICTs can and will empower teachers and learners, transforming teaching and learning processes from being highly teacher-dominated to student-centered, and that this transformation will result in increased learning gains for students, creating and allowing for opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning skills, communication skills, and other higher-order thinking skills. However, there are currently very limited, unequivocally compelling data to support this belief. (infoDev)
The positive impact of ICT use in education has not been provenIn general, and despite thousands of impact studies, the impact of ICT use on student achievement remains difficult to measure and open to much reasonable debate. (infoDev)
According to Salman, Salim A S, it has been found that lCT does not increase learning over and above traditional methods. The more appropriate question should be:- How can the Educational technology together with Technology Education be implemented in the learning environment to facilitate learning and teaching process. When Educational Technology is integrated into classroom, students are able to access more information faster and in an efficient manner. In the absence of these fundamental changes to the teaching and learning process such classrooms may do little but to accelerate the ineffective processes and methods of teaching. The impact of ICT on learning process therefore excites and engages learner's interests.
Chiraz Karamti states that several studies supporting positive impacts of ICTs on achievement relate mainly to developed countries.
Yves Punie, Dieter Zinnbauer and Marcelino Cabrera says that the impact of the ICT on learning can be approached in different ways. There is no single concept of learning through the use of ICT. Many different types can be envisaged: computer- assisted learning, web-learning, computer-classes, online training, distance education, eLearning, virtual learning, digital training, etc.
Group Members: Sad-ayan J. Capia-ao J. Guisdan L. Sacki J. Tamolang R. Daganos D.
Looking at the link between ICT and student performan- ce seems nowadays a misunderstanding of the role and nature of these technologies. In fact, since ICT is gene- ral purpose technology (GPT), it needs to be specified in order to meet the needs expressed by students and to be adapted to the local context and constraints (Antonelli, 2003; Ben Youssef, 2008).
It is generally believed that ICTs can empower teachers and learners, promote change and foster the development of ‘21st century skills, but data to support these beliefs are still limited
There is widespread belief that ICTs can and will empower teachers and learners, transforming teaching and learning processes from being highly teacher-dominated to student-centered, and that this transformation will result in increased learning gains for students, creating and allowing for opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning skills, communication skills, and other higher-order thinking skills. However, there are currently very limited, unequivocally compelling data to support this belief. (infoDev)
The positive impact of ICT use in education has not been provenIn general, and despite thousands of impact studies, the impact of ICT use on student achievement remains difficult to measure and open to much reasonable debate. (infoDev)
According to Salman, Salim A S, it has been found that lCT does not increase learning over and above traditional methods. The more appropriate question should be:- How can the Educational technology together with Technology Education be implemented in the learning environment to facilitate learning and teaching process. When Educational Technology is integrated into classroom, students are able to access more information faster and in an efficient manner. In the absence of these fundamental changes to the teaching and learning process such classrooms may do little but to accelerate the ineffective processes and methods of teaching. The impact of ICT on learning process therefore excites and engages learner's interests.
Chiraz Karamti states that several studies supporting positive impacts of ICTs on achievement relate mainly to developed countries.
Yves Punie, Dieter Zinnbauer and Marcelino Cabrera says that the impact of the ICT on learning can be approached in different ways. There is no single concept of learning through the use of ICT. Many different types can be envisaged: computer- assisted learning, web-learning, computer-classes, online training, distance education, eLearning, virtual learning, digital training, etc.
Group Members: Sad-ayan J. Capia-ao J. Guisdan L. Sacki J. Tamolang R. Daganos D.
Many studies find positive impacts of ICTs on student learning. The present paper tries to highlight some of the issues debated in the present context such as explicity and clarity of goals while using ICT. (A. Kumar and S. Kedar, 2014)
In general, and despite thousands of impact of ICT use on student's achievement remains difficult to measure and open too much reasonable debate. It is believed that specific used appropriately to complement a teacher's exisiting pedagogical philosophies. Computer Aided (or assisted) Instructional (CAI), which refers genarally to student self-study or tutorials on PCs has been shown slightly improve student test scores on some reading and math skills, although whether such improvement correlates to real improvement in student is debatable. In many studies, there may be a mismatch between the methods used to measure effects and the nature of the learning promoted by the specific uses of ICT. For example, some studies have looked only for improvements in traditional teaching and learning processes and knowledge mastery instead of looking for new processes and knowledge related to the use of ICTs. It may be that more useful analysis of the impact of ICT can only emerge when the methods used to measure achievement and outcomes are more closely related to the learning activities and processes promoted by the use of ICTs. Uses of ICTs for simulations and modeling in science and math have been shown to be effective, as have word processing and communication software (e-mail) in the development of student language and communication skills. The relationships between in-class student computer use, out of class student computer use and student achievement are unclear. However, students in OECD countries reporting the greatest amount of computer use outside school are seen in some studies to have lower than average achievement (the presumption is that high computer use outside of school is disproportionately devoted to computer gaming). (Trucano, Michael. 2005. Knowledge Maps: ICTs in Education.)
Genarally, the following functions of the use of ICT in education are described in literature (SER, 1998. Moonen and Kommers, 1995. Pilot, 1998) 1. Education prepares students for the use of ICT in education, future occupation and social life. 2. ICT is used as a tool, for example whole making assignment, collecting data and documentation, communicating and conducting research. 3. ICT is a tool for teaching and learning.
It is generally believed that ICTs can empower teachers and learners, promote change and foster the development of ‘21st century skills, but data to support these beliefs are still limited.
The impact of ICT on learning is currently in relation to use of digital media, primarily computers and internet to facilitate teaching and learning. ICTs are the technologies used in conveying, manipulation and storage of data by electronic means, they provide an array of powerful tools that may help in transforming the present isolated teacher-centered and text-bound classrooms into rich, student-focused, interactive knowledge environments. It may be that more useful analysis of the impact of ICT can only emerge when the methods used to measure achievement and outcomes are more closely related to the learning activities and processes promoted by the use of ICTs.
Dedicated ICT-related interventions in education that introduce a new tool for teaching and learning may show improvements merely because the efforts surrounding such interventions lead teachers and students to do ‘more’ (potentially diverting energies and resources from other activities). It is believed that specific uses of ICT can have positive effects on student achievement when ICTs are used appropriately to complement a teacher’s existing pedagogical philosophies.ICTs are seen to be less effective (or ineffective) when the goals for their use are not clear. While such a statement would appear to be self-evident, the specific goals for ICT use in education.
In many studies, there may be a mismatch between the methods used to measure effects and the nature of the learning promoted by the specific uses of ICT. For example, some studies have looked only for improvements in traditional teaching and learning processes and knowledge mastery instead of looking for new processes and knowledge related to the use of ICTs. It may be that more useful analysis of the impact of ICT can only emerge when the methods used to measure achievement and outcomes are more closely related to the learning activities and processes promoted by the use of ICTs.
In general, and despite thousands of impact studies, the impact of ICT use on student achievement remains difficult to measure and open to much reasonable debate.
ICT's are very rarely seen as central to the overall learning process Even in the most advanced schools in OECD countries, ICTs are generally not considered central to the teaching and learning process. Many ICT in education initiatives in LDCs seek (at least in their rhetoric) to place ICTs as central to teaching and learning. An enduring problem: putting technology before education One of the enduring difficulties of technology use in education is that educational planners and technology advocates think of the technology first and then investigate the educational applications of this technology only later. Impact on student achievement
The positive impact of ICT use in education has not been proven In general, and despite thousands of impact studies, the impact of ICT use on student achievement remains difficult to measure and open to much reasonable debate. Positive impact more likely when linked to pedagogy It is believed that specific uses of ICT can have positive effects on student achievement when ICTs are used appropriately to complement a teacher’s existing pedagogical philosophies. ‘Computer Aided Instruction’ has been seen to slightly improve student performance on multiple choice, standardized testing in some areas Computer Aided (or Assisted) Instruction (CAI), which refers generally to student self-study or tutorials on PCs, has been shown to slightly improve student test scores on some reading and math skills, although whether such improvement correlates to real improvement in student learning is debatable. ICTs are seen to be less effective (or ineffective) when the goals for their use are not clear. While such a statement would appear to be self-evident, the specific goals for ICT use in education are, in practice, are often only very broadly or rather loosely defined.
Traditional, transmission-type pedagogies are seen as more effective in preparation for standardized testing, which tends to measure the results of such teaching practices, than are more ‘constructivist’ pedagogical styles. Mismatch between methods used to measure effects and type of learning promoted In many studies, there may be a mismatch between the methods used to measure effects and the nature of the learning promoted by the specific uses of ICT. For example, some studies have looked only for improvements in traditional teaching and learning processes and knowledge mastery instead of looking for new processes and knowledge related to the use of ICTs. It may be that more useful analysis of the impact of ICT can only emerge when the methods used to measure achievement and outcomes are more closely related to the learning activities and processes promoted by the use of ICTs. ICTs are used differently in different school subjects Uses of ICTs for simulations and modeling in science and math have been shown to be effective, as have word processing and communication software (e-mail) in the development of student language and communication skills. Access outside of school affects impact The relationships between in-class student computer use, out of class student computer use and student achievement are unclear. However, students in OECD countries reporting the greatest amount of computer use outside school are seen in some studies to have lower than average achievement (the presumption is that high computer use outside of school is disproportionately devoted to computer gaming). Users believe that ICTs make a positive difference In studies that rely largely on self-reporting, most users feel that using ICTs make them more effective learners.
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DeleteIn making your blog spot consistent and dynamic we make time for what's important considering the current trends. Following the 26 tips in writing a great blog post. Make your headline catchy, limit descriptions and adding pictures could be great to enhance, explain you blogs. "Pictures means a thousand words."
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DeleteWhen most people think about a blog post, they think about words. And the words in a post are critical—without high-quality writing, you haven't got much.
DeleteIn this post, though, we're going to take a more holistic look at everything that turns a collection of words into a blog post.
To have a dynamic and a consistent blog post we may consider the 26 tips, from A-Z, by Debbie Hemley
Delete(https://www.socialmediaexaminer.com/26-tips-for-writing-great-blog-posts/)
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DeleteHave an eye catching title,meaningful content and trending topic to keep your blog consistent and dynamic.
DeleteIn keeping your blog post consistent and dynamic, content must be well-organized. Always consider your readers, think before you post and stay positive.
DeleteThis comment has been removed by the author.
DeleteTo keep your blog post consistent and dynamic, it must be interesting, avoid long paragraphs and you may add images for enhancement.
DeleteTo keep your blog post consistent and dynamic, it can be just a short one but easily understand and gives enough information and good lessons to the readers. It should also always be updated for the readers not to leave your blog.
DeleteThis comment has been removed by the author.
DeleteAlways know your audience. Let them relate to your posts to gain their attention and subscribe to your blog. Know that viral topice are more interesting and has high probability of gaining more audiences.
DeleteAlso, just like on facebook, you should always update you blog.
In making a consistent and dynamic blog, consider the 26 tips in making a blog, however in my opinion and as a summary, just follow POLIS, P-lace or post interesting topics, O-bserve timekiness, L-ist valuable contents, I-nsert attractive images and desingns, S-poon feed your readers with facts and entertainment. That would be enough !
DeleteTo make your blog consistent and dynamic; first, you have to make the design, title and heading of the page catchy as a famous phrase ib a food industry states: "The eyes eat first". If the blog is attractive, many would like to subscribe. A worthy content goes with it. It must be filled with thoughts and important informations that can satisfy your readers mind. If you want to be a champion in your subscriber's mind, just remember :"what is beauty (blog design) if your brain(blog content ) is empty.
DeleteIn order to make your blog consistent and dynamic you must make your topic interesting and engaging,your title should catch your readers attention,your topic must fit your readers and should be trendy.
DeleteTo keep your blog posts consistent and dynamic, just simple, post to encourage not to discourage.
DeleteMake sure you wouldn't go beyond what's interesting and trendy. You make sure as well to follow the 26 tips and techniques in order to make your blog posts beautiful and senseful in any angle.
DeleteDecide how often you will publish post or make a schedule. If you don't have time to publish post, ask one trusted person to publish it for you. And have some post "in the queue" so that you have blog post to publish in vase there are some conflict in your schedule.
Delete*in case
DeleteIn making your blog post consistent and dynamic, you have to know how to invest time in your blog post. Create a schedule perhaps and update your posts at least 3 times a week. Keeping a list of variety of topics and categories is also helpful. Update this list so you won't run out of topics. Keeping track of your followers is also valuable. You have to give importance to your followers for they can also help improve your blog posts. Make time to interact with them. Be kind and encourage them to keep posting good comments on your posts. This way, they can help in correcting your mistakes. Just be open to suggestions. :-)
DeleteTo make our blog post consistent and dynamic the author should choose a topic he/she knows well. Blog posts should also be timely and pleasing to let your readers continuously visit your blog. It should also be updated frequently.The author should at least interact and listen to the readers comments.
DeleteTo make your blog posts consistent and dynamic make sure your title is eye catchy and interesting. Always correct your grammar and punctuation and check your links if they are working. Always have a content that your readers can get an information . Use images to convey your messages that you want to say and lastly be friendly to your viewers by replying them.
DeleteThis comment has been removed by the author.
DeleteThis comment has been removed by the author.
DeleteTo make your blog posts consistent and dynamic make sure your title is eye catchy and interesting. Always correct your grammar and punctuation and check your links if they are working. Always have a content that your readers can get an information . Use images to convey your messages that you want to say and lastly be friendly to your viewers by replying them.
DeleteTo keep a blog consistent and dynamic, be sure to have a quality time to frequently update the blog's content while maintaining or improving it's physical aspects to satisfy the needs of the followers or to keep them interested. Trendy or timely contents will surely attract more followers. Consider carefully followers' notes for improvement.
Delete>>>>>>>>>>>>Identical/Same Ideas were unintentional XD
To make your blog posts consistent is like how you develop your best skill which is done every now and then. Making it dynamic is creating a unique/ catchy and short title, an educational content/ background as well as considering how the follower's reaction to your blog for more improvement to your work.
DeleteTo make your blog post consistent and dynamic you should plan ahead and don't personally have all the ideas, always look for new leads or customers favorite. Let the audience have variety of content to choose from and lastly pad your deadlines to stay on track.
DeleteAll answers beyond this post are considered late...
DeleteTo make your posts as such, authors should be well-versed on their topics so as to convey their messages well too. Thus, it should be direct to the point. Also, authors must keep track of them from time to time and update them.
Deleteto make your post consistent and dynamics. choose a topic that is trendy. Greate an eye catching title. Having an eye catchy title makes your audiences curious and interested with your blog. Before writing your blog research what your topic is all about. Beautify then get it notice.
DeleteTo make a blog post consistent and dynamic ,make your title catchy,avoid jargon,keep the words short and simple,plan ahead or create an editorial calendar,plug in the types of post and topics you`re going to write about,keep a running list of blog topics,write several blog post at one time,also find guest bloggers to help you out with content and don`t go around the bush .
DeleteIn order to make you blog post consistent and dynamic you should have an eye catching title, it should also be up to date, make a planning calendar, avoid jargon, and keep it short and simple, Plug in the Types of Posts and Topics You’re Going to Write About, and Write Several Blog Posts at One Time.
DeleteActivity 3:
ReplyDeletePost your article in this page and let your classmates to post their idea or their reaction about it.
note: Please post your article through the reply button
Science, Technology, Engineering and Mathematics—STEM, and therefore, STEM education—are vital to our future—the future of our country, the future of our region and the future of our children. Besides, STEM is everywhere; it shapes our everyday experiences.
DeleteAccording to Elaine J. Hom, LiveScience Contributor, STEM is a curriculum based on the idea of educating students in four specific disciplines — science, technology, engineering and mathematics — in an interdisciplinary and applied approach. Rather than teach the four disciplines as separate and discrete subjects, STEM integrates them into a cohesive learning paradigm based on real-world applications.
Margaret Rouse states, that STEM is an educational program developed to prepare primary and secondary students for college and graduate study in the fields of science, technology, engineering, and mathematics (STEM). In addition to subject-specific learning, STEM aims to foster inquiring minds, logical reasoning, and collaboration skills.
Let’s consider how STEM effects what is closest and dearest to us—our children. STEM is their future—the technological age in which they live, their best career options, and their key to wise decisions. In 2009, the United States Department of Labor listed the ten most wanted employees. Eight of those employees were ones with degrees in the STEM fields: accounting, computer science, electrical engineering, mechanical engineering, information sciences and systems, computer engineering, civil engineering, and economics and finance. According to the U. S. Department of Commerce, STEM occupations are growing at 17%, while others are growing at 9.8%. Health care workers with associate degrees to doctors of medicine will average 20% more in life time earnings than peers with similar degrees in non-health care. A glance at 2010 starting salaries for engineers with $47,145 for civil engineers to $60,054 for chemical engineers is strong evidence that STEM related jobs can be financially rewarding careers for our children.
The 21st century workforce requires an almost entirely new set of skills due to the rapid changes in technology and the internet; we have to prepare our young population for the challenges they are going to face. The 21st century has brought many changes to our lives, from manufacturing to broader dissemination of information and technology. Today’s students know that the future holds jobs that require more advanced skills (Roblin, 2012; National Research Council, 2011) because many traditional jobs have been outsourced or replaced with high-tech tools. Therefore, students must also be prepared for jobs that do not yet exist (Dede, 2010). A lack of a skilled or, a STEM-illiterate, generation is a threat to each and every economy that worries about their future.
In sum, STEM education is a must in today’s economy; it’s very important, because “it pervades every aspect of our lives” (Science Pioneers, p.1).
Members:
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Balicwey, Felix
Domyong, Juna Grace
Narciso, Ranel
Sacpa, Flores
Sad-ayan, Jude
Takigawa, Ember Ayree
STEM Education
DeleteThe crucial role of science in a modern society is commonly acknowledged (Pavitt 1996; Xie & Killewald 2012). Its central role in promoting technological innovation and sustained economic growth is not contested. Conversely, scientific progress depends on the strong financial and non-financial support of society as a whole. Social studies of science research (e.g., Ben-David 1971; Price 1986) devoted to elucidating the interplay between science and societal conditions point out that it is no accident that the United States has led the world both economically and in science, as America’s economic strength has been closely linked to its advances in science and technology (NAS et al. 2007; Goldin & Katz 2008; Xie & Killewald 2012).
The acronym “STEM” is commonly used to reference a set of educational and occupational fields or domains that are related to “science,” but there is inconsistency in the definition of this set and debate about whether the four fields deserve special attention as a collective entity (Gonzalez & Kuenzi 2012).
There are two general approaches to defining STEM education. The first is to include education in any field defined as “STEM.” This approach lumps together many disparate disciplines based on the assumption of their shared importance for promoting technological innovation, competitiveness and long-term national prosperity and security (NAS et al. 2007).It does not address the question of what constitutes a STEM field. For example, while social science is considered STEM by the National Science Foundation (NSF), it is excluded from the definition used by U.S. Immigration and Customs Enforcement for deciding special visas intended for foreign professional workers in STEM fields (Gonzalez & Kuenzi 2012). The second approach is to emphasize logical and conceptual connections across different STEM fields so as to treat STEM education as a whole (Honey, Pearson & Schweingruber 2014). This definition calls for curriculum and pedagogical coherence across different STEM fields. The new Next Generation Science Standards (NGSS) now being pushed for K-12 education nationwide (NGSS 2015) reflects this perspective.
(EdNet Insight editor Anne Wujick)
STEM is a current hot topic in education. Lots of energy is going into developing programs that attempt to integrate the individual content areas—science, technology, engineering and math—into a unified curriculum that offers greater connection to the real world and provides authentic purposes for learning and solving problems. But STEM currently means many things to many people and educators are still finding their way, as these two perspectives illustrate:
(Advantage 1) On the one hand…yes, we should support the push for STEM in our schools. (Disadvantage 1) On the other hand…as the latest educational trend, STEM isn’t always well-conceived
(Advantage 2) “The growing emphasis on STEM supports my efforts to encourage my middle school students to focus on these important areas of instruction that will help them not just academically, but in preparing for the world of work. It’s not just me telling them math and science are important, it’s employers and colleges as well.”
(Disadvantage 2) “We start too late to emphasize STEM and real-world connections. My middle school students have such limited horizons and don’t see STEM-related jobs as realistic options because they lack even basic math and science skills. Students need to begin learning about STEM-related jobs and their required skill sets early enough to be motivated to really focus on learning the baseline skills that they will need to be successful in pursuing STEM-related careers.”
Wynona Bucao
Russel Jones Campos
Glysa Palking
Famille Digan
Camille Quianiu
*What is STEM?
DeleteSTEM is a curriculum based on the idea of educating students in four specific disciplines — science, technology, engineering and mathematics — in an interdisciplinary and applied approach. Rather than teach the four disciplines as separate and discrete subjects, STEM integrates them into a cohesive learning paradigm based on real-world applications.
*Why is STEM Education So Important?
All of this effort is to meet a need. According to a report by the website STEMconnector.org, by 2018, projections estimate the need for 8.65 million workers in STEM-related jobs. The manufacturing sector faces an alarmingly large shortage of employees with the necessary skills — nearly 600,000. The field of cloud computing alone will have created 1.7 million jobs between 2011 and 2015, according to the report.
*Best STEM Majors
Let’s look at the biggest STEM majors that can launch a successful career. These majors, and the corresponding careers, not only provide a substantial income, but most are expected to be in high-demand for years to come, giving STEM students a fruitful, long-term career.
1.Petroleum Engineering
Energy is an important industry in the 21st century, and while renewable technologies get a lot of attention, the petroleum industry remains an important area for STEM majors. With a degree in petroleum engineering, students learn to design equipment for the extraction and use of oil and gas while considering many economic and environmental factors.
GetEducated’s Pick=University of Southern California Graduate Certificate in Petroleum Engineering
2.Computer Engineering
Computer engineering is a common education for people who want to work as computer hardware engineers, which is one of the high-paying STEM careers available today. Hardware engineers create a wide variety of computer equipment and often test and analyze the hardware they have built. They may also be tasked with updating existing computer hardware or managing the manufacturing of new devices.
GetEducated’s Pick=Grantham University BS in Computer Engineering Technology
3.Mathematics
Mathematics is a great major for anyone interested in a STEM career and shows a proficiency for algebra, calculus, and other types of math. Mathematicians don’t just hammer out equations, they actually develop new ways of conducting math, which can be extremely useful for other STEM majors.
GetEducated’s Pick=American Public University BS in Mathematics
4.Aerospace Engineering
Students who are proficient in math, physics, and chemistry may be perfectly suited to a degree in aerospace engineering. During this education, students will use both field and class studies to understand the structures and science behind the most advanced spacecraft and airplanes. They will also learn how to develop new innovations, making them essential to the aerospace industry.
GetEducated’s Pick=Liberty University BS in Aeronautics
5.Nuclear Science & Engineering
Positions as a nuclear engineer are generally reserved for professionals with masters and doctorates, although you may be able to break into the profession with a bachelor's degree in nuclear science and engineering. Although the demand for nuclear experts may drop over the next decade, there is still a lucrative pay opportunity.
GetEducated’s Pick=University of South Carolina - Columbia MS in Engineering / Nuclear Engineering
*Start a STEM Major Today
The right STEM education is waiting for you. Whether you want to work in engineering, computer development, or biological sciences, a STEM career will enhance your future and give you a platform for long-term success.
By: GetEducated.com; Approved Colleges; Tony Huffman and Approved Colleges, LLC
Group 4
Drixan Daganos
Jestre Ugalde
Charles Cami-ing
Zyra Alos
Cristina Caswang
Chrismarie Atiwag
What is STEM (Science, Technology, Engineering, and Mathematics)?
DeleteAccording to Margaret Rouse (2015), STEM is an educational program developed to prepare primary and secondary students for college and graduate study in the fields of science, technology, engineering, and mathematics. In addition to subject-specific learning, STEM aims to foster inquiring minds, logical reasoning, and collaboration skills. She also stated that is a curriculum based on the idea educating students in four disciplines in an interdisciplinary and applied approach.
What are the courses under STEM?
Elaine J. Hom (2014) states that STEM education involves the study of Science and Mathematics, and the meaningful integration of Technology and Engineering to provide opportunities for innovative problem solving.
Why STEM?
Jason Kreuger (2015), STEM fields offer students more than just a close look at how the world works. Even though changes in STEM education are altering the way students engage with and react to those fields of study, the process is slow. However, the more students learn practical, hands-on uses for the information they’re learning, the more they will warm to the subject matter. Something else to interest and even excite students? Careers in STEM fields are challenging, fun, and exciting. Some students may lack interest in STEM studies, and this may mean they will overlook careers in STEM fields. But what are the advantages of STEM careers for current students? Most students may not even realize the advantages that come with working in the STEM fields. Aside from a plethora of job opportunities and choices, those working in STEM have a lot to be happy about. There is a ton of room for advancement, which means an ever changing environment. STEM careers usually allow you to set clear goals and accomplishments, yielding a reward more fulfilling than just high paychecks. Speaking of high paychecks, STEM jobs, on average, pay out about 70% more than the national average.
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Lynette Guisdan
Kiere Pasian
Sir favor po paki add ni Jason diay group ni czarina. Nalipatan me gamin diay daduma nga kagroup me. Thank you po
DeleteWhat is STEM?
DeleteSTEM is an educational program developed to prepare primary and secondary students for college and graduate study in the fields of science, technology, engineering, and mathematics (STEM). In addition to subject-specific learning, STEM aims to foster inquiring minds, logical reasoning, and collaboration skills. (Virginia Tech News. 31 July 2012.)
Educators break STEM down into seven standards of practice (or skill sets) for educating science, technology, engineering, and mathematics students:
Learn and apply content, Integrate content, Interpret and communicate information, Engage in inquiry, Engage in logical reasoning, Collaborate as a team, and Apply technology appropriately.(Margaret Rouse)
IMPORTANCE OF STEM
1. It helps you stay current.
In a technology-based society, technology is forever changing. It’s also used in almost every aspect of our lives. As work places change with updated software, and office equipment and machinery become more advanced, STEM knowledge is vital. Keeping up with technology, not the Kardashians, is incredibly important.(Domique Waldon April 2016)
2. It allows you to be innovative.
Someone created an app that allows you to take a picture of a piece of clothing and finds similar looks throughout the web.(Shane Prince)
3. It helps you make a difference.
Building that shelter, finding that cure, inventing the best way for people to communicate, or helping people overcome financial obstacles makes a huge difference and with a STEM education, you can make that happen.
4. It fosters and benefits from creativity.
Creativity is one of the many benefits of a STEM education.
Ironically, creativity is also the result of a STEM education!, Learning to make even rudimentary drawings is critical to development as an engineer. Design can help students understand how to effectively use the space within the structure.( James Michael Leak)
5. It can get you a job in the beauty industry.
Without new innovative products hitting the shelves constantly, brands such as Covergirl and L’Oreal will not stay current and may lose business. This creates a lot of new opportunities for scientists to break into this industry. (ScienceSTEM p.1)
Disadvantages Of Stem
The broader problem with getting students to stick with sciences, however, is that STEM fields at Yale are hard and time-consuming. Humanities and social science students, myself included, usually resent when our STEM friends act as though they’re the only ones with work. But the average grade and hours spent studying to get that grade is different in “University Physics” than in introductory economics or art history courses.
The problem isn’t entirely that STEM classes are too hard it rather lies in the relative balance of work. As our campus culture has defined it, the full Yale experience includes the ubiquitous pressure to immerse yourself in extracurriculars, as well as the sense that one should take those random, totally impractical classes on food history that give Yale College much of its color.
The humanities and social sciences have largely accommodated these trends, managing to challenge students and still allow them to maintain a decent GPA, while taking advantage of dynamic extracurricular and social life. STEM subjects haven’t yet done that.
Yale needs to reflect on what sort of academic and extracurricular culture it wants. The current iteration of our culture that enables and elevates extracurriculars has its strengths. But it also disadvantages STEM students seeking the full Yale experience. As long as this basic reality continues, many of our STEM recruits will quickly realize that they want a new major.(Harry Larson)
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Scarlet Facsoy
Hannah Joy Dula
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Noralyn Polis
Claire Emmanuelle Tibay
April Ramirez
Christian Pearl Macaburas
STEM STRAND
DeleteWhat is STEM?
STEM (science, technology, engineering and mathematics, previously METS) is the academic disciplines of science, technology,engineering and mathematics.[1] This term is typically used when addressing education policy and curriculum choices in schools, to improve competitiveness in science and technology development. It has implications for workforce development, national security concerns and immigration policy.[1] Education systems and schools play a central role in determining girls' and boys' interest in STEM subjects and in providing equal opportunities to access and benefit from quality STEM education.
Benefits of STEM strand:
STEM education helps to bridge the ethnic and gender gaps sometimes found in math and science fields. Initiatives have been established to increase the roles of women and minorities in STEM-related fields. STEM education breaks the traditional gender roles. In order to compete in a global economy, STEM education and careers must a national priority. Each and every decision made uses an aspect of STEM to understand the implications.
Why STEM?
“In the 21st century, scientific and technological innovations have become increasingly important as we face the benefits and challenges of both globalization and a knowledge-based economy. To succeed in this new information-based and highly technological society, students need to develop their capabilities in STEM to levels much beyond what was considered acceptable in the past.” (National Science Foundation)
Members:
Jerone Sacki
Wency Tade
Rheymar Tamolang
Science, Technology, Engineering and Mathematics (STEM)
DeleteDEFINITION
Today, STEM means creating learning environments that allow students to be more active. Whenever that happens, students are engaged in their own learning. There’s no manipulation in getting students active, either, it just happens. The outcome is that students better remember what they’ve learned when they are engaged in the process, and not passive by-standers.(Sherry Eagle)
IMPORTANCE
-Science is everywhere in the world around us.
-Technology is continuosly expanding in every aspect of our lives.
-Engineering is the basic designs of roads and bridges.
-Mathematics is in every occupation and every activity we do.
ADVANTAGES
1.The strand is most advisable to those who want to pursue further studies in college and get a Bachelor of Science degree.
2.Being on the STEM track can help you get into careers that require reasoning and problem solving using math, science or technology knowledge. According to the US Department of Labor, by 2018, 9 of the 10 fastest-growing occupations that require at least a bachelor’s degree will require significant scientific or mathematical training. STEM students are exposed to science and, therefore, capable of tackling more advanced science subjects.(Edukasyon.ph)
3.Prepares students for college and the workforce.
STEM education focuses on helping students develop critical thinking and innovation skills, which is what they will need to succeed after high school. STEM programs are typically very hands-on and intellectually challenging, and they allow students to develop independence from a young age. A lot of the time, these programs will bring in professionals in different STEM fields so students can be exposed to what these careers are actually like.
4.Provides good job potential.
There are many different careers that students can choose to pursue, but for a lot of them, there’s no guarantee that those fields will be hiring once the students graduate. If students build a STEM foundation early in their lives, they will have nearly endless job opportunities because those fields will always be growing and hiring. Not only will those STEM-educated students have jobs; those jobs usually also pay above-average salaries.(Sabrina Runge)
DISADVANTAGES
1.No clear-cut guidelines or standards.
The biggest issue with STEM education is that there are no set guidelines for what students should be learning or how qualified the teachers need to be. Each program at each school is different and focuses on varying topics, so there is a chance that some programs may not be adequately preparing students for college. Also, since there is no qualification requirement for STEM teachers, some teachers may not be very well-versed in the subjects they are trying to teach.
2.Starts too late in life.
Another problem with the majority of STEM programs is that they start in middle school, which many professionals believe is too late to make a real impact. In order for students to develop a passion for these fields and the motivation to succeed in them, STEM needs to be emphasized while the students are still in elementary school. Otherwise, these students may lack the basic skills necessary to learn more complex ideas in the STEM program.
3.Under-performing students can get left out.
One criticism of STEM programs is that they can sometimes become rather elitist. Students who are well-prepared and naturally motivated will succeed, but those students who are not tend to get left behind. These programs don’t generally cater to the lower-achieving students, even if those students could reach the same level of success with a little more help.(Sabrina Runge)
All answers beyond this post are considered late...
DeleteScience, Technology, Engineering, and Mathematics are intertwining disciplines when applied in the real world. The difference of the STEM curriculum with the other strands and tracks is the focus on advanced concepts and topics.
DeleteUnder the track, you can become a pilot, an architect, an astrophysicist, a biologist, a chemist, an engineer, a dentist, a nutritionist, a nurse, a doctor, and a lot more. Those who are also interested in Marine Engineering should take this track.
What are the subjects in this strand?
Earth Science
STEM will offer you a subject on Earth Science that would discuss continental drift, index fossils, and renewable energy. This program would also help you identify areas that vulnerable to disasters, interpret hazard maps, and learn the proper use of hydrometereological tools.
Pre-Calculus and Basic Calculus
Take out your calculators and get a piece of paper. This should be your starter pack for your Pre-Calculus and Basic Calculus classes. These are all essential once you take your bachelor course on Mathematics or Engineering.
Physics
Physics classes will explain the various phenomenons that are happening around us. You can also try magic tricks of kinematics, momentum, impulse, and a lot more. Also take into account the various thermodynamic concepts, oscillations, gravity among others.
What can I do after SHS?
Agriculture
For the people who love being outdoors, STEM is the track for you! You can get degrees varying from agricultural engineering, animal science, food technology, horticulture, forestry to veterinary medicine.
Engineering
Subjects under STEM are tailor fitted to courses such as civil engineering, chemical engineering, computer engineering, electrical engineering, electronics & communication engineering, industrial engineering, and mechanical engineering.
Health Care
Anatomy and Physiology just got easy with the STEM curriculum specialized subjects of chemistry and biology. Your future might hold you as a doctor, nurse, pharmacist, physical therapist, dentist, or medical technologist. I can already see that white coat on you!
Information Technology
Equipped with the basic essentials to survive the rapid global IT marketplace, look forward to get that degree on Computer Science, Computer Technology, and Information Technology as a STEM student.
Mathematics and Science
Mathematics and Science is the heart of the STEM curriculum. Different technical career paths are open for you to take on. Various industries such as banking, civil service, financial services, consulting, and retail can become your playground in the future.
STEM stands for science, technology, engineering, and mathematics. STEM is important because it pervades every part of our lives. Technology is continuously expanding into every aspect of our lives. Engineering is the basic designs of roads and bridges, but also tackles the challenges of changing global weather and environmentally-friendly changes to our home. Mathematics is in every occupation, every activity we do in our lives. By exposing students to STEM and giving them opportunities to explore STEM-related concepts, they will develop a passion for it and hopefully pursue a job in a STEM field. A curriculum that is STEM-based has real-life situations to help the student learn. Programs like Engineering For Kids integrates multiple classes to provide opportunities to see how concepts relate to life in order to hopefully spark a passion for a future career in a STEM field. STEM activities provide hands-on and minds-on lessons for the student. Making math and science both fun and interesting helps the student to do much more than just learn.
DeleteIntegrating engineering instruction and problem solving into high school mathematics and science courses connects curriculum to the real world, thus providing authentic purposes for learning and solving problems. Instructional strategies have been designed and implemented to strengthen teachers’ efforts to facilitate engineering concepts and processes when students are learning science and math within an integrated learning environment (Rockland et al., 2010). Discovery, problem solving, and inquiry-based learning all play strong roles in STEM integration. Often students use cooperative learning to work in teams to research and complete tasks, to test theories, and to plan and implement processes and solutions. Learning is maximized because students share prior knowledge, play on one another’s best skills, and utilize one another for discovering new and important information.
Inquiry-based learning is another learning model where the students become scientists in order to discover information. Not only are critical thinking and reasoning skills explicitly taught using the scientific inquiry process, but students also personify what it is like to research, test, discover, and think like a scientist. They learn the development of knowledge and cultivate an understanding for the importance of reasoning and thinking like a scientist in order to appreciate how evidence is used to understand and support commonly accepted theories and beliefs (Rockland et al., 2010). Engineering becomes the active engagement students need to internalize learning by collaborating and creating solutions for real-world problems. Technology, science, and math are the tools students must use to engineer their solutions. Literacy and writing are important for students to understand the history of previous attempts to solve problems. Speaking and communicating are essential for collaboration and persuasion. While STEM stands for the integration of science, technology, engineering, and mathematics, it really requires skills and knowledge from all content areas, including the arts. Design plays a significant role in engineering; one must be innovative, creative, and original when constructing authentic designs. Clearly knowing the science and math behind a solution is important, but 21st Century Skills also call for innovation and creative design.
Instruction: Group yourselves by 6 (there should be 6 members per group).
ReplyDeleteActivity 4: Article Making: Write a curated article about the "Impact of ICTs on learning and achievement of students". Remember to properly cite your sources.
Articles should be posted before 5:00 P.M.. All articles posted after 5 Oclock will receive deductions.
Please be guided with the rubrics to presented to you.. Thank you.
Note: Article should not be more than 4,000 words for the site to accept it. Post your article through the reply button.
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DeleteImpact of ICTs on learning and achievement of Students
DeleteA. Kumar, S. Kedar
National Institute of Technical Teachers' Training & Research (NITTTR) (INDIA)
There is wide spread belief that Information and communication Technologies ( ICTs) can and will empower teachers and learners by transforming teaching and learning processes from being teacher- centered to student-centered. This transformation will result in increased learning gains and motivation for students. However, reviews of the research on impacts of ICTs on student achievement yield few conclusive statements, pro or contra, about the impact of ICTs on achievement and motivation. For every study that comes out with significant positive impact, another study finds little or no such positive impact. Many studies that find positive impacts of ICTs on student learning rely on self-reporting. What is still being debated, however, is the precise role ICT should play in education reform and how best to ensure that potential is fulfilled.The present paper tries to highlight some of the issues debated in the present context such as explicitly and clarity of goals while using ICT, Whether ICT used as substitute or complement to teacher’s existing pedagogical approaches,whatever improvement whether real,differential effect on students with or without facility of computer at home, age for student, effect of gender of the learner, Design of the impact study and many more.These issues are required to be sorted out if effectiveness of ICTs is to be maximized.
It is generally believed that information and communication technologies (ICTs) can empower teachers and learners, promote change and foster the development of '21st century skills, but data to support these beliefs are still limited. There is widespread belief that ICTs can and will empower teachers and learners, transforming teaching and learning processes from being highly teacher-dominated to student-centered, and that this transformation will result in increased learning gains for students, creating and allowing for opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning skills, communication skills, and other higher-order thinking skills. However, there are currently very limited, unequivocally compelling data to support this belief.
“World Bank. 2008. Knowledge Map : Impact of ICTs on Learning and Achievement. InfoDev. World Bank, Washington, DC. © World Bank. https://openknowledge.worldbank.org/handle/10986/10578 License: CC BY 3.0 IGO.”
The direct link between ICT use and students’ and academic performance has been the focus of extensive literature during the last two decades. Some of them help students with their learning by improving the communication between them and the instructors (Valasidou and Bousiou, 2005). Leuven et al. (2004) stated that there is no evidence for a relationship between increased educational use of ICT and students’ performance. In fact, they find a consistently negative and marginally significant relationship between ICT use and some student achievement measures.
In support to these, some students may use ICT to increase their leisure time and have less time to study. Online gaming and increased communication channels do not necessarily mean increased achievement.
On the other hand, Abdulla Y. Al-Hawaj, Wajeeh Elali, and E.H. Twizell (2008), state that ICT has the potential to transform the nature of education: Where and how learning takes place and the roles of students and teachers in the learning process.
Karim and Hassan (2006) noted the exponential growth in digital information, which changes the way students perceive study and reading and in how printed materials are used to facilitate study.
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It is generally believed that ICTs can empower teachers and learners, promote change and foster the development of ‘21st century skills, but data to support these beliefs are still limited
ReplyDeleteThere is widespread belief that ICTs can and will empower teachers and learners, transforming teaching and learning processes from being highly teacher-dominated to student-centered, and that this transformation will result in increased learning gains for students, creating and allowing for opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning skills, communication skills, and other higher-order thinking skills. However, there are currently very limited, unequivocally compelling data to support this belief.
ICTs are very rarely seen as central to the overall learning process
Even in the most advanced schools in OECD countries, ICTs are generally not considered central to the teaching and learning process. Many ICT in education initiatives in LDCs seek (at least in their rhetoric) to place ICTs as central to teaching and learning.
The positive impact of ICT use in education has not been proven In general, and despite thousands of impact studies, the impact of ICT use on student achievement remains difficult to measure and open to much reasonable debate.
Positive impact more likely when linked to pedagogy It is believed that specific uses of ICT can have positive effects on student achievement when ICTs are used appropriately to complement a teacher’s existing pedagogical philosophies.
‘Computer Aided Instruction’ has been seen to slightly improve student performance on multiple choice, standardized testing in some areas
Computer Aided (or Assisted) Instruction (CAI), which refers generally to student self-study or tutorials on PCs, has been shown to slightly improve student test scores on some reading and math skills, although whether such improvement correlates to real improvement in student learning is debatable.
http://www.infodev.org/articles/impact-icts-learning-achievement
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During the last two decades higher education institutions have invested heavily in information and communication technologies (ICT). ICT has had a major impact in the university context, in organisation and in learning methods.
DeleteOne puzzling question is the effective impact of these technologies on student achievement and on the returns of education. Many academic researchers have tried to answer this question at the theoretical and empirical levels. They have faced two main difficulties. On one hand, student performance is hard to observe and there is still confusion about its definition. On the other hand, ICT is evolving technologies and their effects are difficult to isolate from their environment.
There is no standard definition for student performance. The standard approach focuses on achievement and curricula, how students understand the courses and obtain their degrees or their marks. However, a more extensive definition deals with competencies, skills and attitudes learned through the education experience.
The impact of ICT on learning is currently in relation to use of digital media, primarily computers and internet to facilitate teaching and learning. ICTs are the technologies used in conveying, manipulation and storage of data by electronic means, they provide an array of powerful tools that may help in transforming the present isolated teacher-centered and text-bound classrooms into rich, student-focused, interactive knowledge environments.(Mann 2002)
To meet these challenges, learning institutions must embrace the new technologies and appropriate ICT tools for learning. The relationship between the use of ICT and student performance in higher education is not clear, and there are contradictory results in the literature. Earlier economic research has failed to provide a clear consensus concerning the effect on students’ achievement.
The direct link between ICT use and students’ performance has been the focus of extensive literature during the last two decades. Several studies have tried to explain the role and the added value of these technologies in classrooms and on student’s performances.
Looking at the link between ICT and student performance seems nowadays a misunderstanding of the role and nature of these technologies. In fact, since ICT is general purpose technology (GPT), it needs to be specified in order to meet the needs expressed by students and to be adapted to the local context and constraints (Antonelli, 2003; Ben Youssef, 2008). A variety of models of usages can be identified leading to the same outcome. ICT brings widened possibilities for the learning processes that are independent from place and space. ICT also allows more flexible (asynchronous) and more personalised learning. It offers new methods of delivering higher education. Taking advantage of these opportunities needs a profound change in the organisation of the higher education system.
Economic literature in the last decade has shown that technological change, on its own, does not lead to any change in economic performance. Among the most popular explanations of this paradox – huge investment in ICT without any economic performance – the complementarity thesis seems to be the most accepted nowadays (Greenan and Mairesse, 2004). Old methods need old educative technologies and new technologies need new organizational innovations. There is an agreement between researchers that the usage of ICT requires the usage of new organizational designs and a shift in organisation. Higher education is not an exception and needs a huge organisational change.
Moreover many studies that find positive impacts of ICTs on student learning rely (to an often uncomfortable degree) on self-reporting (which may be open to a variety of positive biases).
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DeleteImpact of ICTs on Learning and Achievements of students
DeleteThe generation for today are advanced millenials thus, in teaching the youth we can use the internet to add value and manage or improve the classroom planning . The teachers should learn to incorporate the use of internet to employ changes, improve and add a new dimension to the way of teaching. This varied types will increase the student motivation to use the internet in learning rather than in traditional way which they are not already fund of. The internet also allows students addicted to computer be motivated to help accelerate the assimilation process thus, it lowers the lost students in the class.
https://miraesiwinaya.wordpress.com/2010/a/22/the-advantages-disadvantages-of-using-ict-for-teaching-and-learning/
From the research conducted at Gomal University, many students consider ICT tools very helpful in that it helps them to do assignments, and teachers see that ICT enables students with special needs or difficulties . It also helps reduce social disparties between students, since they work in teams in order to achieve a given task . Students also assume responsibilities when they use ICT to organize their work through digital portfolios or projects.
Additionally, Computer Aided Instruction(CAI) has been seen to slightly improve student performance on multiple choice, standardized testing in some areas such as the Computer Aided(Assisted) Instruction, which refers generally to student self-study or tutorials on PCs, has been shown to slightly improve student test scores on some reading and math skills, although whether such improvement correlates to real improvement in student learning is debatable.
Research on humanities and social sciences
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Lasty, evidence exists that use of ICTs can increase learner autonomy and self-regulated learning for certain learners. Students assume greater responsibility for their own learning when they use ICT, working more independently and effectively . ICT offers learners assignments better suited to individual needs and makes it easier to organize their own learning, for example, digital portfolios.(Balanskat, 2006)
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According to world bank 2008, There is a widespread belief that ICT's can and will empower teachers and learners, transforming teaching and learning processes from being highly teacher- dominated to student centered, and that this transformation will result in increased learning gains for students, creating and allowing for opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning skills, communication skills and other higher- order thinking skills.
ReplyDeleteThe positive impact of ICT use in education has not been proven. In general, and despite thousands of impact studies, the impact of ICT use on student achievement remains difficult to measure and open to much measurable debate. Also, it is believed that specific uses of ICT can have positive effects on student's achievement when ICT are use appropriately to complement a teacher's existing pedagogical philosophies. Computer Aided Instruction (CAI), which refers generally to student's self-study or tutorials on PCs, has been shown to slightly improve student's test scores on some reading and math skills, although wether such improvement correlates to real improvement in student's learning is debatable.
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“Impact of ICT’s on Learning and Achievements of Students”
DeleteAccording to the study of Arzal, one of the academics at the Department of English Education, Faculty of Letters and Humanities, State University of Gorontalo, Indonesia. Currently undertaking his PhD at the University of Newcastle, Australia. He obtained his Master of Applied Linguistics from the University of Melbourne.
His present study examined the impact of Information Communication Technology [ICT] on a group of university students' academic performance in an Indonesian English as a Foreign Language (EFL) classroom. As the platform of the ICT usage in this current study, English learning websites was used as the independent variable. Academic performance (students' score on pre and post test) was used the dependent variable. The participants in the study were 60 students of the Department of Public Health at the State University of Gorontalo, Indonesia, i.e an experimental group of 30 students (n=30) and a control group of 30 students (n=30). They took English courses as one of the compulsory subjects in the university curriculum. Test results also showed that there was a significant difference between students' score on the pre- and post-test. The students' score in the post test and post test in the control group, however, were not significantly different. As interview results showed, participants expressed their positive learning experience with technologies, growing motivation in English learning, and positive feeling and confidence on their language performance.
ICTs are used differently in different school subjects
Uses of ICTs for simulations and modeling in science and math have been shown to be effective, as have word processing and communication software (e-mail) in the development of student language and communication skills.
Access outside of school affects impact
The relationships between in-class student computer use, out of class student computer use and student achievement are unclear. However, students in OECD countries reporting the greatest amount of computer use outside school are seen in some studies to have lower than average achievement (the presumption is that high computer use outside of school is disproportionately devoted to computer gaming).
Users believe that ICTs make a positive difference
In studies that rely largely on self-reporting, most users feel that using ICTs make them more effective learners.
Uses of ICTs in education in many cases to be affected by the gender of the learner.
The ‘pilot effect’ can be an important driver for positive impact
Dedicated ICT-related interventions in education that introduce a new tool for teaching and learning may show improvements merely because the efforts surrounding such interventions lead teachers and students to do ‘more’ (potentially diverting energies and resources from other activities)
Source: http://www.infodev.org/articles/impact-icts-learning-achievement
And, According to Kumar, S. Kedar from National Institute of Technical Teachers' Training & Research (NITTTR) (INDIA) National Institute of Technical Teachers' Training & Research (NITTTR) (INDIA), there is widespread belief that Information and communication Technologies ( ICTs) can and will empower teachers and learners by transforming teaching and learning processes from being teacher- centered to student-centered. This transformation will result in increased learning gains and motivation for students. However, reviews of the research on impacts of ICTs on student achievement yield few conclusive statements, pro or contra, about the impact of ICTs on achievement and motivation. For every study that comes out with significant positive impact, another study finds little or no such positive impact. Many studies that find positive impacts of ICTs on student learning rely on self-reporting. These issues are required to be sorted out if effectiveness of ICTs is to be maximized.
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Delete
DeleteAt this point in time, advancements in technology is fast evolving yielding to different impacts to livelihood, lifestyle, economy and trade and to education, specially. As 21st century learners, we have to adapt to changing technologies in the field of education and that's why we need empowerment regarding Information Communication Technology to have better learning experience. However, the availability and access to certain technology is not that easy yet different institutions are trying to suffice these 21st century need. Achieving this empowerment to ICT can brought about several impacts to us students which are as follows.
1. It is generally believed that ICTs can empower teachers and learners, promote change and foster the development of ‘21st century skills, but data to support these beliefs are still limited There is widespread belief that ICTs can and will empower teachers and learners, transforming teaching and learning processes from being highly teacher-dominated to student-centered, and that this transformation will result in increased learning gains for students, creating and allowing for opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning skills, communication skills, and other higher-order thinking skills. However, there are currently very limited, unequivocally compelling data to support this belief.
2. ICTs are very rarely seen as central to the overall learning process Even in the most advanced schools in OECD countries, ICTs are generally not considered central to the teaching and learning process. Many ICT in education initiatives in LDCs seek (at least in their rhetoric) to place ICTs as central to teaching and learning.
3. An enduring problem: putting technology before education One of the enduring difficulties of technology use in education is that educational planners and technology advocates think of the technology first and then investigate the educational applications of this technology only later.
Impact on student achievement
1. The positive impact of ICT use in education has not been proven In general, and despite thousands of impact studies, the impact of ICT use on student achievement remains difficult to measure and open to much reasonable debate.
2. There is an important tension between traditional versus 'new' pedagogies and standardized testing Traditional, transmission-type pedagogies are seen as more effective in preparation for standardized testing, which tends to measure the results of such teaching practices, than are more ‘constructivist’ pedagogical styles
Twizell, 2008
Impact on student motivation
1. ICTs motivate teachers and students During the last two decades higher education institutions have invested heavily in information and communication technologies (ICT). ICT has had a major impact in the university context, in organisation and in teaching and learning methods.
One puzzling question is the effective impact of these technologies on student achievement and on the returns of education. Many academic researchers have tried to answer this question at the theoretical and empirical levels.
Trucano, M. ,2005
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IMPACTS OF ICTs ON LEARNING & ACHIEVEMENTS
DeleteLooking at the link between ICT and student performan- ce seems nowadays a misunderstanding of the role and nature of these technologies. In fact, since ICT is gene- ral purpose technology (GPT), it needs to be specified in order to meet the needs expressed by students and to be adapted to the local context and constraints (Antonelli, 2003; Ben Youssef, 2008).
It is generally believed that ICTs can empower teachers and learners, promote change and foster the development of ‘21st century skills, but data to support these beliefs are still limited
There is widespread belief that ICTs can and will empower teachers and learners, transforming teaching and learning processes from being highly teacher-dominated to student-centered, and that this transformation will result in increased learning gains for students, creating and allowing for opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning skills, communication skills, and other higher-order thinking skills. However, there are currently very limited, unequivocally compelling data to support this belief. (infoDev)
The positive impact of ICT use in education has not been provenIn general, and despite thousands of impact studies, the impact of ICT use on student achievement remains difficult to measure and open to much reasonable debate. (infoDev)
According to Salman, Salim A S, it has been found that lCT does not increase learning over and above traditional methods. The more appropriate question should be:- How can the Educational technology together with Technology Education be implemented in the learning environment to facilitate learning and teaching process. When Educational Technology is integrated into classroom, students are able to access more information faster and in an efficient manner. In the absence of these fundamental changes to the teaching and learning process such classrooms may do little but to accelerate the ineffective processes and methods of teaching. The impact of ICT on learning process therefore excites and engages learner's interests.
Chiraz Karamti states that several studies supporting positive impacts of ICTs on achievement relate mainly to developed countries.
Yves Punie, Dieter Zinnbauer and Marcelino Cabrera says that the impact of the ICT on learning can be approached in different ways. There is no single concept of learning through the use of ICT. Many different types can be envisaged: computer- assisted learning, web-learning, computer-classes, online training, distance education, eLearning, virtual learning, digital training, etc.
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DeleteIMPACTS OF ICTs ON LEARNING & ACHIEVEMENTS
DeleteLooking at the link between ICT and student performan- ce seems nowadays a misunderstanding of the role and nature of these technologies. In fact, since ICT is gene- ral purpose technology (GPT), it needs to be specified in order to meet the needs expressed by students and to be adapted to the local context and constraints (Antonelli, 2003; Ben Youssef, 2008).
It is generally believed that ICTs can empower teachers and learners, promote change and foster the development of ‘21st century skills, but data to support these beliefs are still limited
There is widespread belief that ICTs can and will empower teachers and learners, transforming teaching and learning processes from being highly teacher-dominated to student-centered, and that this transformation will result in increased learning gains for students, creating and allowing for opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning skills, communication skills, and other higher-order thinking skills. However, there are currently very limited, unequivocally compelling data to support this belief. (infoDev)
The positive impact of ICT use in education has not been provenIn general, and despite thousands of impact studies, the impact of ICT use on student achievement remains difficult to measure and open to much reasonable debate. (infoDev)
According to Salman, Salim A S, it has been found that lCT does not increase learning over and above traditional methods. The more appropriate question should be:- How can the Educational technology together with Technology Education be implemented in the learning environment to facilitate learning and teaching process. When Educational Technology is integrated into classroom, students are able to access more information faster and in an efficient manner. In the absence of these fundamental changes to the teaching and learning process such classrooms may do little but to accelerate the ineffective processes and methods of teaching. The impact of ICT on learning process therefore excites and engages learner's interests.
Chiraz Karamti states that several studies supporting positive impacts of ICTs on achievement relate mainly to developed countries.
Yves Punie, Dieter Zinnbauer and Marcelino Cabrera says that the impact of the ICT on learning can be approached in different ways. There is no single concept of learning through the use of ICT. Many different types can be envisaged: computer- assisted learning, web-learning, computer-classes, online training, distance education, eLearning, virtual learning, digital training, etc.
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IMPACTS OF ICTs ON LEARNING & ACHIEVEMENTS
DeleteLooking at the link between ICT and student performan- ce seems nowadays a misunderstanding of the role and nature of these technologies. In fact, since ICT is gene- ral purpose technology (GPT), it needs to be specified in order to meet the needs expressed by students and to be adapted to the local context and constraints (Antonelli, 2003; Ben Youssef, 2008).
It is generally believed that ICTs can empower teachers and learners, promote change and foster the development of ‘21st century skills, but data to support these beliefs are still limited
There is widespread belief that ICTs can and will empower teachers and learners, transforming teaching and learning processes from being highly teacher-dominated to student-centered, and that this transformation will result in increased learning gains for students, creating and allowing for opportunities for learners to develop their creativity, problem-solving abilities, informational reasoning skills, communication skills, and other higher-order thinking skills. However, there are currently very limited, unequivocally compelling data to support this belief. (infoDev)
The positive impact of ICT use in education has not been provenIn general, and despite thousands of impact studies, the impact of ICT use on student achievement remains difficult to measure and open to much reasonable debate. (infoDev)
According to Salman, Salim A S, it has been found that lCT does not increase learning over and above traditional methods. The more appropriate question should be:- How can the Educational technology together with Technology Education be implemented in the learning environment to facilitate learning and teaching process. When Educational Technology is integrated into classroom, students are able to access more information faster and in an efficient manner. In the absence of these fundamental changes to the teaching and learning process such classrooms may do little but to accelerate the ineffective processes and methods of teaching. The impact of ICT on learning process therefore excites and engages learner's interests.
Chiraz Karamti states that several studies supporting positive impacts of ICTs on achievement relate mainly to developed countries.
Yves Punie, Dieter Zinnbauer and Marcelino Cabrera says that the impact of the ICT on learning can be approached in different ways. There is no single concept of learning through the use of ICT. Many different types can be envisaged: computer- assisted learning, web-learning, computer-classes, online training, distance education, eLearning, virtual learning, digital training, etc.
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Many studies find positive impacts of ICTs on student learning. The present paper tries to highlight some of the issues debated in the present context such as explicity and clarity of goals while using ICT. (A. Kumar and S. Kedar, 2014)
DeleteIn general, and despite thousands of impact of ICT use on student's achievement remains difficult to measure and open too much reasonable debate. It is believed that specific used appropriately to complement a teacher's exisiting pedagogical philosophies. Computer Aided (or assisted) Instructional (CAI), which refers genarally to student self-study or tutorials on PCs has been shown slightly improve student test scores on some reading and math skills, although whether such improvement correlates to real improvement in student is debatable. In many studies, there may be a mismatch between the methods used to measure effects and the nature of the learning promoted by the specific uses of ICT. For example, some studies have looked only for improvements in traditional teaching and learning processes and knowledge mastery instead of looking for new processes and knowledge related to the use of ICTs. It may be that more useful analysis of the impact of ICT can only emerge when the methods used to measure achievement and outcomes are more closely related to the learning activities and processes promoted by the use of ICTs. Uses of ICTs for simulations and modeling in science and math have been shown to be effective, as have word processing and communication software (e-mail) in the development of student language and communication skills. The relationships between in-class student computer use, out of class student computer use and student achievement are unclear. However, students in OECD countries reporting the greatest amount of computer use outside school are seen in some studies to have lower than average achievement (the presumption is that high computer use outside of school is disproportionately devoted to computer gaming). (Trucano, Michael. 2005. Knowledge Maps: ICTs in Education.)
Genarally, the following functions of the use of ICT in education are described in literature (SER, 1998. Moonen and Kommers, 1995. Pilot, 1998)
1. Education prepares students for the use of ICT in education, future occupation and social life.
2. ICT is used as a tool, for example whole making assignment, collecting data and documentation, communicating and conducting research.
3. ICT is a tool for teaching and learning.
It is generally believed that ICTs can empower teachers and learners, promote change and foster the development of ‘21st century skills, but data to support these beliefs are still limited.
The impact of ICT on learning is currently in relation to use of digital media, primarily computers and internet to facilitate teaching and learning. ICTs are the technologies used in conveying, manipulation and storage of data by electronic means, they provide an array of powerful tools that may help in transforming the present isolated teacher-centered and text-bound classrooms into rich, student-focused, interactive knowledge environments. It may be that more useful analysis of the impact of ICT can only emerge when the methods used to measure achievement and outcomes are more closely related to the learning activities and processes promoted by the use of ICTs.
ReplyDeleteDedicated ICT-related interventions in education that introduce a new tool for teaching and learning may show improvements merely because the efforts surrounding such interventions lead teachers and students to do ‘more’ (potentially diverting energies and resources from other activities).
It is believed that specific uses of ICT can have positive effects on student achievement when ICTs are used appropriately to complement a teacher’s existing pedagogical philosophies.ICTs are seen to be less effective (or ineffective) when the goals for their use are not clear. While such a statement would appear to be self-evident, the specific goals for ICT use in education.
In many studies, there may be a mismatch between the methods used to measure effects and the nature of the learning promoted by the specific uses of ICT. For example, some studies have looked only for improvements in traditional teaching and learning processes and knowledge mastery instead of looking for new processes and knowledge related to the use of ICTs. It may be that more useful analysis of the impact of ICT can only emerge when the methods used to measure achievement and outcomes are more closely related to the learning activities and processes promoted by the use of ICTs.
In general, and despite thousands of impact studies, the impact of ICT use on student achievement remains difficult to measure and open to much reasonable debate.
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All answers beyond this post are considered late...
DeleteICT's are very rarely seen as central to the overall learning process
DeleteEven in the most advanced schools in OECD countries, ICTs are generally not considered central to the teaching and learning process. Many ICT in education initiatives in LDCs seek (at least in their rhetoric) to place ICTs as central to teaching and learning.
An enduring problem: putting technology before education
One of the enduring difficulties of technology use in education is that educational planners and technology advocates think of the technology first and then investigate the educational applications of this technology only later.
Impact on student achievement
The positive impact of ICT use in education has not been proven In general, and despite thousands of impact studies, the impact of ICT use on student achievement remains difficult to measure and open to much reasonable debate.
Positive impact more likely when linked to pedagogy It is believed that specific uses of ICT can have positive effects on student achievement when ICTs are used appropriately to complement a teacher’s existing pedagogical philosophies.
‘Computer Aided Instruction’ has been seen to slightly improve student performance on multiple choice, standardized testing in some areas
Computer Aided (or Assisted) Instruction (CAI), which refers generally to student self-study or tutorials on PCs, has been shown to slightly improve student test scores on some reading and math skills, although whether such improvement correlates to real improvement in student learning is debatable.
ICTs are seen to be less effective (or ineffective) when the goals for their use are not clear. While such a statement would appear to be self-evident, the specific goals for ICT use in education are, in practice, are often only very broadly or rather loosely defined.
Traditional, transmission-type pedagogies are seen as more effective in preparation for standardized testing, which tends to measure the results of such teaching practices, than are more ‘constructivist’ pedagogical styles.
Mismatch between methods used to measure effects and type of learning promoted
In many studies, there may be a mismatch between the methods used to measure effects and the nature of the learning promoted by the specific uses of ICT. For example, some studies have looked only for improvements in traditional teaching and learning processes and knowledge mastery instead of looking for new processes and knowledge related to the use of ICTs. It may be that more useful analysis of the impact of ICT can only emerge when the methods used to measure achievement and outcomes are more closely related to the learning activities and processes promoted by the use of ICTs.
ICTs are used differently in different school subjects
Uses of ICTs for simulations and modeling in science and math have been shown to be effective, as have word processing and communication software (e-mail) in the development of student language and communication skills.
Access outside of school affects impact
The relationships between in-class student computer use, out of class student computer use and student achievement are unclear. However, students in OECD countries reporting the greatest amount of computer use outside school are seen in some studies to have lower than average achievement (the presumption is that high computer use outside of school is disproportionately devoted to computer gaming).
Users believe that ICTs make a positive difference
In studies that rely largely on self-reporting, most users feel that using ICTs make them more effective learners.