Technology Oriented Students

Rather, professionals in the future moldiness possess generalized knowledge and critical thinking skills that leave alone enable them to adapt themselves to impertinent situations and challenges (Grabe & Grabe, 1998, p. 16).

Even more significantly, the calculating machine applied science and the proliferation of accessible information via the profits have to a fault transformed gild's assumptions roughly the role of nurtures and the objective of pedagogy. While the handed-down function of education has been to deliver knowledge from teachers to students, it has become increasingly evident that no individual can be judge to absorb all the information that is available. Thus, the original assumptions about education and how students should be taught in order to prepare them aptly for society in the future have been undermined with the emergence of computer engine room. kind of of teaching students to memorize a vast amount of knowledge, teachers essential now be able to religious service students learn how to call useful information, utilize them meaningfully, and apply them in relevant situations (Grabe & Grabe, 1998, pp. 16-18). This new educational function in turn entails changes in society's assumptions about teachers and their teaching approaches, which have led to the support for integrating educational engineering science into classroom instruction.

In my opinion, changes in educational technology will affect my approach to education. First and for

Hargis, J. (2001, Summer). Can students learn science using the Internet? Journal of Research on Technology in Education, 33(4), 475-480.

In order to address these disadvantages, teachers must come across that educational technology is integrated into their curriculum and fulfill their educational goals. Essentially, the role of educational technology is to provide educators with a powerful tool to help them teach their students effectively, non to supplant the teachers' educational objectives and philosophy. Therefore, in employing educational technology, teachers must engage in comprehensive planning, establish the larn objectives and determine whether the use of educational technology will be effective in realizing these objectives.

Furthermore, they must constantly evaluate their writ of execution of the curriculum to ensure that their educational objectives have not been subverted by the use of education technology (Grabe & Grabe, 1998, p. 6).

Armstrong, A., & Casement, C. (1998). The child and the machine: why computers puts children's education at risk. Toronto: Key Porter Books.

Finally, to ensure that the heraldic bearing and soul of my school will not be undermined by the possible changes brought about by new technology, it is vital that the school administrators and educators be able to account for their investment in educational technology. The techniques that will allow schools to control the impact of the educational technology are highlighted in Lemke and Couglin's (1998) discussion on accountability. Essentially, these techniques will ensure that the implementation of educational technology in schools will not undermine their values and objectives.

Second, the educational technology should be intentional to enhance the students' academic performance. In other words, principals and educators need to be able to monitor the academic performance of the students to determine the validating or negative effects of educational technology in the classro
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