Implementing technology within the K-12 classroom has become the ‘thing-to-do’. It is thought that in a modern classroom, with students who live in a world of I-Pods, MSN, and the Internet, that it would be less than professional to ignore those technologies in school. Additionally, it is generally known that, whichever methods a teacher employs, that method can (and perhaps should) be augmented with technology. Where most people have problems is in finding hardware and software which complies with their goals as educators.
For the most part, schools ought to be equipped with a computer network consisting of at least enough computers to suit a single, small class of students at any given time. This provides a classroom teacher with tremendous opportunities in terms of employing educational software. The major setbacks for teachers seems to be related to (i) his/her personal comfort level when it comes to using technology ; (ii) the resources available within the school; and (iii) lack of access to (or knowledge of) suitable programs.
The CSI Model for Software Evaluation is designed for teachers who are generally familiar with using technology themselves. We strongly recommend that any teacher who wishes to implement lessons based on the use of technological resources make sure that s/he has a good working knowledge of the software and hardware that s/he intends to employ. This is, by no means, meant to deter interested parties but it is important to be pragmatic in matter – not being familiar, at least to a degree, with technology could result in frustration, wasted time, and perhaps most significantly, the loss of interest in planning lessons which include appropriate technologies.
Finally, it is necessary always to maintain a global approach to education when considering whether or not to implement lessons which include computer software. The goals of the students, educator, course, school, school board and the department of Education will all influence choices in this context.
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