The Effects Of Conafe On Educational Outcomes Of Children

The Effect of CONAFE on Educational Outcomes of Children in Mexico Introduction Education is seen as the gateway to economic well being, making the quality of the education provided a more important issue in need of attention in both developed and developing countries. Economic growth and poverty reduction cannot prevail without an educated and skilled workforce. In developing countries, one additional year of education adds approximately 10 percent to a person’s earnings (A Global Impact on Learning 2011). Thus it is imperative that developing countries invest in the education of its people so that its entire country can prosper. There is an abundance of literature on analyzing the effects of demand-side inputs on education and the†¦show more content†¦The National Council for Educational Development (CONAFE) is a decentralized body of the Mexican federal government instituted by President Luis Echeverria Alvarez on September 11, 1971 (CONAFE, 2009). CONAFE aims to provide every Mexican with a basic education so that its society ca n gain the education and skills needed to promote economic growth. As demand-side polices continue to show the potential to increase human capital investment, it is of interest to policy makers to find out whether supply-side policies, which aim at increasing the quality of institutions and policies, are effective alongside large demand-side programs. According to the Secretary of Public Education (SEP) CONAFE currently serves 320,000 children who fall under high levels of marginalization. It was created in an effort to address Mexico’s homogenous and rigid educational structure that used to cater to its incredibly diverse population. Despite its good intentions CONAFE has failed to address the issue of providing quality schooling to Mexico’s most impoverished children. As enrollment rates rise in Mexico due to the efforts of Prospera, schools are finding it

How The Civil War Affected On Slaves - Free Essay Example

Sample details Pages: 7 Words: 2045 Downloads: 9 Date added: 2019/06/10 Category History Essay Level High school Tags: Civil War Essay War Essay Did you like this example? The focus of this investigation will be â€Å" How the Civil War impacted the lives of the Slaves?† This question is showing how meaningful was the Civil War and did it impact the lives of the slaves ( African-Americans) the way we all think it did. This will also evaluate did the Civil War really hold a meaning of changing slaves ( African-American) lives. In order to evaluate both sides of this question, I have two main sources to evaluate. Don’t waste time! Our writers will create an original "How The Civil War Affected On Slaves?" essay for you Create order â€Å"Life after slavery for African-Americans† and â€Å"What happened after slavery ended by David Kenneth† This source is for the educational purpose, would really be significant in explaining the impact of African American lives after slavery was ended with the Civil War. It talks about the Thirteenth Amendment which abolished slavery. It explains in good details about the Reconstruction period and how long it took and how maybe that reconstruction was still going after the Reconstruction period ended. How education was really a strong fundamental for many African Americans and black churches. Also how many African Americans still stayed in the south in rural poor areas for decades after the Civil War ended. The purpose of the source was to educate people and give them a better understanding of the topic. This source is the main limitations is its content. Although it holds very good content it is for educational use for everyone to understand so it does not go into as much detail as you would like it to about life after slavery. When talking about education which was something that slaves wanted the most ( besides freedom) this source briefly talked about freedom Bureau from 1865 to 1870. this only gives me an idea of what acts they had in order after the Civil War but it doesnt really explain what the freedom Bureau is. This other source which is an article that was made by a professor in African American history really helps answer the question based off of the content. It goes in depth with black codes, how previous slave owners were to finesse the system even after slavery was banned. The limitations of the source are pretty impeccable it gives you all the details that you need and more. This source value is useful and many different ways because it talks about topics that we normally dont talk about and gives you a better perspective of how it really was. It also helps because in the article it lists all the sources of where the author of the article got their sources too. This secondary source Main lim itations would be its purpose. From what I understand the author would only write this for an educational purpose. Based off of the authors background of being a history professor and what the author does. A war had broken out when the Confederates bombarded Union soldiers at Fort Sumter, South Carolina on April 12, 1861. A war that had lasted until 1865. This war was fought between state rights, north versus the south, whether the institution of slavery should be allowed. One side is the south believed that it should have the right to keep slavery while the north thought otherwise. These states fought a long four-year war that left an impact on everybody but to be more specific, the impact that it left on the slaves. Although slavery was over there was still rules they had to follow, they still weren’t human in the eyes of many whites. Even though the Thirteenth Amendment (1865), ended slavery and gave them hope for a normal life. They had things like Black codes, Jim Crow laws, and the KKK; they also had some good things like the fourteenth and fifteenth amendment and the freedom bureau. These are the main reason how the civil war impacted slaves, some for the better and some of their lives stayed the same. Slavery had big economical advantages before the war and black codes had made sure it stayed like that. Black codes were created in 1865 to keep the whites in power in the southern states and to keep the African- American as slaves. These codes were designed to maintain the social and economic structure of racial slavery in the absence of the â€Å"peculiar institution.† Even though blacks were free they weren’t allowed to vote, denied the right to serve on juries, and denied the right to carry weapons and or to own or rent land. In this fact, many southern legislators were trying to reinvent the enslavement of blacks. These black codes were put into place to keep slavery. Many of the white owners would â€Å"hireâ€Å" African- Americans and give them little or no money and still treat them the same.. Many freeman African-Americans were forced to sign a contract to work for the white man, which some still received the same treatment or very low wages. If these contra cts were broken many were beaten, fined or was arrested. Although slavery had been outlawed by the Thirteenth Amendment, it effectively continued in many southern states. The northern states eventually stepped in around 1866 when the reconstruction had shifted to the radical wing to the Republican party in Congress. Once Black Codes were gone many people were furious about this, the same year 1866 when the black codes were outlawed the Klu Klux Klan was created. The Ku Klux Klan was a white supremacist terrorist group that emerged during Reconstruction. It took egregious, violent steps to undermine the Republican party, hoping to maintain black economic instability and ensure white racial and economic superiority in the antebellum South. The Klan was known for its very violent acts trying to keep its white supremacy. They were dressed mostly in disguise of a long white, flowing robe and hood, capped by horns. The Klan primarily performed heinous crimes against African Americans, especially those running for office in the South. In addition , many white Republicans and sympathizers were also targets of Klan violence. It is estimated that the KKK performed over 3500 racially-motivated lynchings in the South between 1865 and 1900. The Klan went after everybody who wasnt in agreement with them, Democrats were relying on the klan to secure elections. They would threaten or kill republicans candidates and if the Democrats didn’t get the desired results, the Klan would often time would do literacy test and or conduct voter fraud on a black voter. The Klan disassembled African American and Republican community-organizing initiatives by terrorizing black churches, as well as many schools established by the Freedmen’s Bureau. The klan maintains control for a very long time due to its violent acts and everyone feared them. Congress eventually made the force acts of 1870 making southern states Guarantee equal protection due to the 14th Amendment and one year after 1871 made the Klu Klux Klan act to forbid there violate acts and f or their undesirable hate crimes on abasias race. But around the 1920s the Klan had reemerged with the navisit movement, and another uprising in 1950’s following the brown v.s. Board of education. The KKK had four million members nationwide dedicated to intimidating, torturing, and killing African Americans and allied activists. The KKK still exists today. This Klan made it very hard for African- American to be free or anyone who associated with blacks. Freedmen’s Bureau was established in March of 1865 to help freed people achieve economic stability and secure political freedoms. Many wanted to improve them their condition by seeking what was denied to them land, financial security, education, and the ability to participate in the political process. The Bureau also took up the fight for African American education, establishing scores of public schools were freed people and poor whites could receive both elementary and higher education. By 1870, it is estimated that over 3,500 educational institutions were created for freed persons. But also many things did go wrong, Land reform and the establishment of a minimum wage were significant failures of the Freedmens Bureau. African Americans believed that freedom was manifested in land ownership and, therefore, expected the federal government to supply them with plots of land. But President Andrew Johnson did not believe that freedmen were entitled to the land. Instead, Johnson dec ided to return all acquired land to white, ex-confederate soldiers through presidential pardons and his Amnesty Proclamation. The fourteenth and fiftfifteenth which was passed on 1865 and the other 1870 made based of the anger that the Republican Congress had on the black codes. They felt as if it was another form of slavery, therefore they passed the then this two amendments. The Fourteenth Amendment, ratified on July 9, 1868, granted African Americans citizenship in both the nation and their respective states. Now citizens, African American males received the right to vote through the Fifteenth Amendment, ratified on February 3, 1870. These amendments were the last of the Reconstruction, which helped establish many rights for blacks. Overall this affected African-Americans in many different ways. It didn’t give them all the rights that they originally thought they had. Like when the black codes were made to keep the white people in power even after the fourteenth and fifteenth amendments were passed to stop things like this from happening. It took away many of their powers and that they had was still treated as slaves many not getting any better conditions.Or even when hate groups were made to keep them from getting anything, for example, the Klu Klux Klan. How they destroyed many things that were blacked own like churches and stores or would even hang you if they were to see you all alone.But they had many good things in stored like Freedmen’s Bureau which help the established goal for them as a whole ( African- American). Like getting schools for education and working on some of their rights like voting. Based on the completion of this investigation on African- American lives after the civil war and how it affected them I know have an insight into how historians do many of there methods. Like using my primary source which was a document, for example, the thirteenth amendment which helped change slaves ( African-American) lives forever. This showed me how useful these documents and articles are very important to writing paper and presentations to a historian. But not only that I also had a Secondary source which was a book named the â€Å"Encyclopedia of black studies† which gave me a lot of insourcing that had a lot of new information of the what happened during this time period. It had a lot of information packed into this one book which was very useful and gave a different perspective. Some limitations I had was knowing whether or not it was a historical moment. Some moments within the time p eriod of 1865- 1900 when slavery was a heavy issue sometimes it was difficult to determine whether this was a historical topic to talk about. Like when I talked about the freedom bureau it was hard to determine was this a historical event or just something I could put in my paper as an example. Also to describe the events in a non biased way was very difficult, but one thing that helped solve this issue was that I had to remember that I had to write it like a Historian. But also to only right the facts about the events form the resources that I had. I had to remember to play the role of a historian to tell a story that is based on evidence and the events that happened in the past and to get many different perspectives over it. To make sure that it was easy enough for people to understand the concept of the topic and that it was also interesting to many people. Endnotes Black Codes. Khan Academy.https://www.khanacademy.org/humanities/us-history/civil-war-era/reconstruction/a/black-codes.( Accessed November 07, 2018.) Ama Mazama. Encyclopedia of Black Studies. (Thousand Oaks, CA: Sage, 2007.),120 Ibid Ibid Ibid Ibid Ibid David Kenneth.What Happened After Slavery Ended? The Classroom | Empowering Students in Their College Journey. September 27, 2018. Accessed November 07, 2018. https://www.theclassroom.com/happened-after-slavery-ended-12750.html. Adam Richards. The Freedmens Bureau: History Defini. Study.com. Accessed November 07, 2018. https://study.com/academy/lesson/the-freedmens-bureau-history-definition-quiz.html. Ibid. Ibid. Bibliography Kenneth, David. What Happened After Slavery Ended? The Classroom | Empowering Students in Their College Journey. September 27, 2018. https://www.theclassroom.com/happened-after-slavery-ended-12750.html. (Accessed November 07, 2018.)

Comparsion of Sandra Cisneros´ Barbie-Q and Annie Chopin´s...

In Sandra Cisnero’s short story ‘’Barbie-Q,† a Barbie doll is used to portray the author’s inner struggle to achieve perfection, and how her young age and innocence clouds her identity. Throughout the text it is very clear that the author, a young girl, had come from an underprivileged family and faced the issues many families of lower socioeconomic background typically face. In the short story it is also evident that her gender plays a massive role in damaging her self-esteem and confidence, as both the media and the author’s social background have continuously portrayed women as weak, powerless figures. Similarly, in â€Å"The Story of an Hour† by Annie Chopin, the protagonist, once again a female figure represented the life of domesticity a woman is expected to hold by society. Although Chopin’s story was written in the late 1800s and â€Å"Barbie-Q† is a very modern story, both depict the protagonist females as very hel pless, incapable figures that trail after the overpowering men. In the second paragraph of â€Å"Barbie-Q,† the author speaks from a first-person perspective while describing how she typically plays pretend using her dolls. The narrator explains to the reader that, â€Å"Your Barbie is roommates with my Barbie, and my Barbie’s boyfriend comes over and your Barbie steals him, okay? Kiss kiss kiss. Then the two Barbies fight. You dumbbell! He’s mine.† This text openly reveals how the young author, who presumably has not even reached her teen years yet, has been deeply

The Conflict in Darfur and United States Involvement

The conflict in Darfur refers to the fighting that is happening in the western region of Sudan known as Darfur. These fights have been taking place since 2003 and have continued to today. Similarities can be made to the Rwandan Genocide; there is a government funded and armed militia that is not officially supported by the government that is killing a local population. The citizens of the region of Darfur that are being killed are not Arabic, like the majority of the rest of Sudan is, however, they are more similar in culture and other aspects to the citizens of South Sudan, Sudan’s neighboring country to the south with which Sudan has had multiple wars with. Despite the fact that there is a militia that is killing citizens, there are also other militias that are fighting for the Darfuri people. These two sides have been fighting each other for close to ten years. Even though citizens of a certain group are being targeted by a militia, the conflict in Darfur is not a genocide. The United States should not get involved militarily in this conflict because it is only a conflict and not a genocide. It is a war between two groups over disputes between these groups. Instead, the United States should use diplomacy to help end the conflict happening in Darfur. A genocide is the systematic attempt to eliminate a group of people based on race, religion, ethnicity, or other defining group characteristic. This should not be misconstrued with a war between two groups where each group isShow MoreRelatedSudanese Government And State Sponsored Militia Carried Out The Darfur1641 Words   |  7 Pages Darfur is located in the western region of Sudan, adjacent to Chad and Central Africa. In early 2004, the Sudanese government and state sponsored militia carried out the Darfur genocide. The targets of the genocide were black African tribes. The genocide in Darfur has claimed approximately 300,000 lives and displaced over 3 million people. 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Effects of Computer Technology as a Teaching Method Free Essays

string(25) " at the 50th percentile\." Effects of Using Instructional Technology in Colleges and Universities: What Controlled Evaluation Studies Say. This report and related issue briefs are available at:    © 2003 SRI International Early studies of effectiveness By 1991, this author’s research team at Michigan had carried out meta-analyses of findings from 121 controlled studies of teaching in colleges and universities (J. Kulik et al. We will write a custom essay sample on Effects of Computer Technology as a Teaching Method or any similar topic only for you Order Now , 1980; C. Kulik Kulik, 1986; C. Kulik Kulik, 1991). The studies contained results from a variety of computer applications in a number of different disciplines. Among the 121 studies were a substantial number on computer tutorials and computer simulations in science. The results from these early studies provide a good standard for gauging recent contributions of tutorials and simulations to science teaching, and are therefore reviewed here. Listed in the 1986 and 1991 reviews were achievement effect sizes from 37 studies of computer tutoring in college courses. Results of these studies favored the computer-tutored students by a small amount. In 26 of the 37 studies, the tutorial group outperformed the control group; in the remaining 11 studies, the control group scores were higher. The effect sizes in the 37 studies were between –1. 20 and 1. 25. The median effect size was 0. 15. This effect is not large enough to be considered educationally meaningful. It suggests that computer-tutored students would perform at the 56th percentile on relevant achievement tests, whereas conventionally taught students would performat the 50th percentile. Results of computer tutoring in science courses were similar to results in nonscience areas. These reviews also contained findings from 13 studies of computer simulations in science. Results of these studies were favorable to the groups that worked with the computer simulations. In 11 of the 13 studies, the simulation group outperformed the control group, but in the remaining studies, the control group outscored the simulation group. The effect sizes in the 13 studies were between –0. 14 and 1. 27. The median effect size was 0. 25. Effect sizes of 0. 25 and over are usually considered to be educationally meaningful. By this standard, the effects of computer simulations are just large enough to be judged as educationally meaningful. An effect size of 0. 25 suggests that students who worked with simulations would perform at the 60percentile on relevant achievement tests, whereas conventionally taught students would perform at the 50th percentile. You read "Effects of Computer Technology as a Teaching Method" in category "Essay examples" Computer tutoring Seven studies of computer tutorials from the 1990s were identified for this literature review. The studies examined two kinds of instructional outcomes: student achievement and student attitudes (Table 7). Effects of computer tutorials on both outcomes were mixed. Large or moderate positive effects. The effects of computer tutoring were large and positive in two studies (Kitz Thorpe, 1995; Vitale Romance, 1992). Both of these studies examined effectiveness of videodisc software from Systems Impact Corporation. Conclusion It is clear that computers can contribute substantially to the improvement of college teaching. Evaluation studies of the past decade usually found that college courses taught with computer help were more effective than similar courses taught without such help. These recent studies produced far more favorable results than did studies of the 1960s, 1970s, and 1980s. In 119 studies carried out between 1967 and 1986, the median effect of instructional technology was to raise scores on examinations by 0. 30 standard deviations (C. Kulik Kulik, 1986, 1991). In the 46 more recent studies reviewed in this report, the average effect of instructional technology was to raise student scores by 0. 46 standard deviations. Both gains are large enough to be considered educationally meaningful, but a gain of 0. 46 standard deviations on achievement tests is clearly a more important gain. There were clues in the earlier reviews that computer applications were becoming increasingly effective as the years rolled on, but early reviewers did not chart the change in evaluation results over time (e. g. , C. Kulik Kulik, 1986, 1991). Now, the time trend is impossible to ignore. Analysis of results in the earlier reviews shows that the median effect size was –0. 13 in 5 evaluation studies of instructional technology published during the 1960s, 0. 22 in 85 studies published during the 1970s, and 0. 35 in 35 studies published during the 1980s. This review found a median effect size of 0. 46 in 46 studies published during the 1990s. In other words, computer-based teaching was as likely to shortchange college students as to help them in the early years of the computer revolution, but today’s students are likely to gain substantial educational benefits when their teachers incorporate instructional technology into their courses. The effectiveness of computer applications in college courses is not restricted to a single area. This review shows that computers have made significant contributions to a variety of instructional areas. Computer contributions were clear in mathematics courses, where computers are being used as algebra and calculus tools; in science courses, where older computer applications such as tutoring and simulation programs are being used along with such newer applications as computer animations; and in the field of language learning, where a diversity of computer approaches are now being tried. Of all the results reviewed in this report, the most notable came from studies of computer and calculator use in algebra and calculus courses. Twelve studies focused on this topic. Six of the 12 studies took place in algebra courses. The remaining six studies took place in calculus courses. In each of the studies, experimental group students used computers or graphing calculators while doing coursework, whereas control group students completed their coursework without using such tools. In the typical study, computer and calculator use raised student scores on tests of conceptual understanding a total of 0. 88 standard deviations. This means that students who used computers and graphing calculators while studying algebra and calculus scored 0. 88 standard deviation units higher on conceptual tests than did students in the control group. If control group students scored at the 50th percentile on a conceptual test, scores of students using computers or calculators would be at the 80th percentile or above. Evaluations of educational innovations rarely report average effect sizes this high. 40 Results on computational exams, on the other hand, were strongly influenced by the conditions under which the exams were taken. In studies in which experimental group students were permitted to use computers or calculators on final exams, they outscored control group students by a large amount on computational items. In studies in which neither the experimental group nor the control group was allowed to use computers and calculators on final exams, students in the experimental group performed computations about as well as students who learned in more traditional classes. Overall, these studies suggest that students who used calculators and computer tools when learning algebra and calculus did not suffer in their ability to solve computational problems with paper and pencil alone. Finally, a review of study results did not yield any definite conclusions about the effects of computer and calculator use on student attitudes toward mathematics. In two studies, mathematics attitudes were clearly higher in the experimental groups, but in three other studies, mathematics attitudes were not significantly different in the experimental and control groups. No definite conclusion about computer and calculator effects on attitudes can be drawn from such conflicting results. Studies of computer effects on science learning examined both older and newer instructional approaches. The two older approaches still being evaluated during the 1990s were computer tutoring and computer simulations. The newer approach that was extensively evaluated during the 1990s was computer animation. Reviewed in this report were 7 studies of tutoring, 11 studies of simulations, and 9 studies of animations. The seven studies of tutorial instruction examined two kinds of instructional outcomes: student achievement and student attitudes. Effects of computer tutorials on student achievement were mixed. Four of the six studies of student learning reported significant positive effects of tutoring, and two studies reported trivial effects. The median effect size in the studies was 0. 33. Tutorial effects on attitudes were likewise mixed. One study reported strong positive effects of computer tutoring on student attitudes; one study reported a strong negative effect; and one study reported a nonsignificant positive effect. Eleven studies of computer simulations in science also presented a somewhat mixed picture of effectiveness. In 7 of the 11 studies, effects were large enough to be considered statistically significant and educationally meaningful, but in 2 other studies computer results were nonsignificant and in the remaining 2 studies results were significant and negative. Median effect size in the 11 studies from the past decade was 0. 9. While the most likely outcome of using simulations in teaching was an increase in student test performance, using simulations could also have a negative effect or no effect at all on student test scores. The studies suggest that computer simulations can be valuable tools for teachers, but teachers must use some care in deciding on how to use simulations and which simulations to use. Computer animation is the most recent addition to the science teacher’s toolkit, but this instructional innovation has already compiled a record of strong contributions to science instruction. In each of nine studies of computer animations, the group that viewed the animations outscored the control group, but the effects differed in size from small to large. In seven of the nine studies, the improvement was large enough to be considered educationally meaningful. The remaining two studies reported positive effects of animations, but the effects were not large enough to be considered practically important. The median effect of computer animations in the nine studies was to increase student scores on science tests by 0. 8 standard deviations. As a group, therefore, these studies suggest that animations can help students substantially in their attempts to understand scientific phenomena. Computer searches yielded a total of only seven controlled quantitative evaluations of computer-assisted language learning (CALL), and these studies were extremely varied in focus. 41 Each of the studies examined its own approach to improving language instruction with technology, and so the st udies do not provide a sound basis for conclusions about CALL effects. Several years ago, Miech and his colleagues observed that the area of CALL lacks an agreedupon research agenda (Miech et al. , 1996). Their point seems to be as valid todayas it was when they first made it. Diverse though evaluations of CALL may be, they have yielded enough strong positive results to encourage CALL enthusiasts. In each of seven evaluations, CALL had at least a small positive effect on instructional outcomes, and in five of the seven studies, CALL effects were large enough to be considered educationally meaningful. The median effect of a CALL program in the seven studies was an increase in language test scores of 0. 60 standard deviations. This is a moderate to large improvement in student performance, equivalent to a jump in scores from the 50th to the 73rd percentile. These results suggest that a number of approaches to CALL may have positive results on student learning. Although the various approaches still need in-depth examination, the future of CALL appears to be promising. Overall, computer-based teaching approaches have come a long way during the last four decades. Originally almost a hindrance to learning, computer-based instruction is now an important ingredient in many successful college courses. The growing effectiveness of instructional technology in college programs should not come as a great surprise. Computers have improved dramatically during the last three decades. They are faster, friendlier, and vastly more sophisticated in their operations than they were 35 years ago. In addition, many educators have become sophisticated designers of instructional software, and most college students have become proficient users of computing technology. Recent evaluation studies suggest that instructional technology can thrive in this climate and that computers—which have transformed society in so many ways—are also making college teaching more effective. The Effects of Computer Assisted Instructions in Teaching Learning in Primary Education By Kara Schmidt, eHow Contributor Computer-assisted instruction provides another avenue to academic success. Computer-assisted instruction offers teachers and students another avenue to learn the required academic material. Educational computer programs are available online, at computer stores or through textbook companies. Stick with programs that are user-friendly and hold your students’ attention. Make sure the programs are at the correct grade level. Decide if you want the computer program to supplement your lesson, practice basic skills, or assist in teaching a new concept and make sure it does just that. 1. Student Benefits Computer-assisted instruction provides differentiated lessons for varied levels of learning, including students with disabilities and gifted students. Students are able to work at their own pace while receiving instant feedback which enables them to self correct before moving on to the next skill. If a student answers incorrectly, the computer programs will provide instructions to assist the student in correcting their work. The programs are interactive and students can work individually or in groups. This allows them to compete with their individual scores or the scores of the students within their group. Students also gain valuable computer skills which will continue to benefit them throughout life. 2. Teacher Benefits Teachers are better able to track their students’ strengths and weaknesses through computer-assisted learning. Computer programs can enhance the essons and allow teachers to pick different levels of a program or different programs altogether for students who may be behind or students who are advanced. When students are learning and actively involved with learning, teachers will have less behavior problems in the classroom which in turn sets up a cycle for more learning to take place. Computer-assisted learning benefits teachers by allowing them to work with small groups of children on a particular skill while the other students in the class are working on their computer program. The nature of the program allows the students to work independently; minimizing distraction to the teacher while she works with the other students. Disadvantages Computer programs can evaluate students’ progress on many levels although it is the teacher’s responsibility to make sure students develop critical thinking skills which are essential to solve problems encountered throughout life. Too much time spent learning through computer programs can also reduce time students spend interacting with each other and their teacher. This can result in less time for learning appropriate social skills. Computer-assisted learning can be a great asset to the classroom and curriculum as long as they are not overused. Too much of any mode of teaching can lead to boredom and frustration in the students. Use good judgment and find computer programs that enhance the learning process. Sponsored Links * Bulk Email–Free Trialwww. iContact. com Email marketing to fit your needs. Start a Free 30-Day Trial Today. * Educational Technologywww. met. ubc. ca International Master’s Program 100% Online – Apply Now * The Knowledge Engineerstheknowledgeengineers. om/ Leading digital training company, accelerate your digital knowledge * Search Cebu hotelsAgoda. com/Cebu_Hotels Instant confirmation. Trust Agoda. Save up to 75% Don’t miss out! Related Searches: * Teaching Students * Teaching Career * Computer Technology * Video Teaching * Learning Online Read more:  The Effects of Computer Assisted Instructions in Teaching Learning in Primary Education | eHow. com  http:// www. ehow. com/list_7408273_effects-teaching-learning-primary-education. html#ixzz1qFW4xJoO Brief History of Computers in Education Computers and related technologies are now in most of the schools in all around theworld. Advancements in technology are inevitably reflected in educational systems. In most of the developed countries education has been penetrated by informationtechnologies (IT); schools have computers, a large numbers of teachers usecomputers and new technologies while teaching, and more  over textbooks have someparts devoted to new  technologies. New technologies are integrated into disciplines and more disciplines are beinginfluenced by the new technologies in an integrated way. Most of the educators andresearchers try to use technologies in various subject matters, and this integrationchanges the nature, concepts and methods of work in each subject. For example, inmathematics education, the way of teaching and learning, the roles and functions of  the most concepts have changed with the use of  technology. 19Although the wide-spread interest in computers as an instructional tool did not occuruntil the 1980s, computers were first used in education and training at a much earlierdate. Much of the early work which computers introduced in education was done inthe 1950s by researchers at IBM, who developed the first Computer AssistedInstruction (CAI) author language and designed one of the first CAI programs to beused in public schools. Students followed the commands on the computer screenreceiving rewards for correct answers within the framework of behavioristapproaches. In 1959, PLATO, the first large-scale project for the use of computers ineducation was implemented by Donald Bitier at the University of Illinois (Carter,2003). Atkinson and Suppes’ (1959) work led to some earliest applications of  computers at both the public school and university levels during the 1960s. By theearly 1980s many educators were attracted to microcomputers because they wererelatively inexpensive, compact enough for desktop use, and could perform many of  the functions performed by the large computers that had preceded them. The dominant use of computer-based instruction in the 1980s was typified by theemploy of â€Å"behavioral-based branching† software that based greatly on drill-andpractice to teach programmed content and/or skills. The  educational software that ranon the computers of the early 1980s were at first based on Skinner’s â€Å"methods of  branching†: first separating into small sections, rewarding combined responses, andteaching disconnected facts. Although the learning is passive where learners do notwork together with problems and content, research studies indicate that learner didadvantage from the technology when the learning objectives were behavioral. During the 1990s, computers eventually started to have a major impact oninstructional practices in schools. With the help of advances in technology andlearning, science researchers consider learning with technology as means forconstruction problem-solving skills and for achieving learner independence. Thecognitive approach to instructional technology emphasized â€Å"looking at how we knowrather than how we respond, and analyzing how we plan and strategize our thinking,remembering, understanding, and communicating† (Saettler, 1990, cited inhttp://www. ncrel. org/ tplan/cbtl/toc. htm,  2003). Besides,  students  would  also  tolearn through playing games and simple simulations with the help of cognitive 20school of thought. The worth of using a word processor has been discovered bywriting teachers and almost immediately students were using the advantages of wordprocessor by writing, deleting, formatting and revising with effortlessness. Othersubject matter teachers perceived the importance of the computer in creating a richlearning environment by using databases, spreadsheets, presentation, and researchtools. Since 1995, rapid advances in computer and other digital technology, as wellas the Internet, have led to a rapidly increasing interest in and use of these media forinstructional purposes (Reiser, 2001). Swiftly there was a volume of informationobtainable to students with a network of people all through the world that improvedcommunication and the exchange of thoughts. Additionally, distance educationcourses are offered and in this way students in geographically isolated schools haveextended learning opportunities in a diversity of  subject areas. For example in UnitedNations, Kalu (2006) states â€Å"the proportion of instructional rooms with Internetaccess increased from 51 percent in 1998 to 93 percent in 2003† (p. 3). Theoreticalexplanations could now be demonstrated and manipulated with the help of  technology innovations. A complete innovative learning environment becamepossible. Since the advent of the personal computers in the mid 1980s, computers have rapidlybecome one of the key instructional technologies used in both formal and informaleducation. The computer’s role has changed because of two factors: first, it canprovide rich learning experiences for students and secondly, computer givingstudents the power to manipulate depth and way of their learning. Furthermore,teachers can use the computer as an aid to manage classroom activities; it has amultitude of roles to play in the curriculum which can range from tutor to studenttools. How to cite Effects of Computer Technology as a Teaching Method, Essay examples

The Sandwich free essay sample

Middle child syndrome – a term I’ve heard my whole life and that I have apparently been diagnosed with. Growing up with two older siblings and one younger has left me perfectly sandwiched, but more of the tomato than the turkey. In a well-crafted, scrumptious sandwich, the turkey and tomato are always on the inside. Even though both are in the middle, the turkey is given more credit and attention than the measly tomato. In my case, the turkey is my older brother. The fact that he is the only boy against three girls has outweighed him being a middle child, thus he shows less symptoms of middle child syndrome than me. It is never easy to have an older sister whose personality will fill any room, an older brother with a genius brain wired for computers, and a younger, perfectionist sister who got all the good looks. As a little girl, I always found myself wishing I was something other than the tomato of the sibling sandwich, I don’t even like tomatoes. We will write a custom essay sample on The Sandwich or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When I was in elementary school, my two older siblings were in junior high. I found myself jealous of the â€Å"homework time† that they received from my parents and fantasized about the day when I would have difficult homework that would require assistance. Homework became my new favorite hobby – looking back, I don’t know what I was thinking. Because I was stuck in the middle, I made it my sole purpose in life to work harder than ever to become noticed. As high school came around, I soon discovered that this tactic had been embedded into the depths of my soul. It was no longer merely about schoolwork, I wanted to shine in everything I did. It wasn’t necessarily about the attention anymore; it was more of a self-determined â€Å"you can do it!† kind of thing. Seeing all my siblings made me feel like I was never good enough. I would sit there, staring at the mirror, trying to figure out what I could possibly have that they don’t. Finally, I came to a major realization. The turkey can never be a tomato. Being a middle child is what sets me apart. Most people realize the symptoms of middle child syndrome, but never acknowledge that there are results from it. Being a middle child cultivates a need to be noticed, a need to be different. This comes off as selfish, but it is the exact opposite. I want to make a difference in the life of every single person I come across in life. There’s no way to do this unless I break free from the shadows. Although I may not have specific dreams and aspirations set in stone, I’m not worried about it because I know I will make it happen. Call me crazy, but I can’t help it – I have middle child syndrome.

Office At Night Essay Example For Students

Office At Night Essay Edward Hoppers painting Office at Night creates a psychological puzzle in the viewers mind. It appears as if the man is the boss of the woman, who seems to be his secretary. The way the man and woman are both positioned in the picture suggests that either the woman has asked the man and question and she is waiting for a response, she is expecting him to give her a new order, or she is standing by Just to see what he will say or do next. Either way many viewers will interpret their actions differently as well as the relationship they have. Rolando Perez conceives the elationship of the couple differently than what most may perceive from the painting. Perezs poem, Office at Night, theorizes that the man and woman are actually want an intimate relationship with each other but neither of them can express it to the other. The artwork Office at Night by Edward Hopper and the poem Office at Night by Rolando Perez and were written and painted during separate times, but are professedly connected to each other. Additionally, the poem expresses their silence in ways that have often been used to characterize the atmosphere of the painting verall. Furthermore, Hoppers painting expresses a story about a man and a woman in which each viewer can interpret differently. The artist has organized the picture to seem as if two people belong in the office during whatever time period it may be, whether being at night or during the day. The typewriter on the opposing side of the room adds definition that there should be two people in the office. The painting seems to represent a story about a man and a woman who are potentially interested in each other, but neither are able to express their feelings. The woman seems to ant the man more than the man wants her, her stance gives the viewer a feeling of desire. By the looks of her positioning she could be thinking or day dreaming, possibly about the man she spends most of her time with in the office. The man looks down at his desk in a state of concern, as if he is contemplating work or deep in thought, possibly about the woman (Painter). The mood is evoked from the painting as warm and calming, giving the viewer the sense that there are two people alone in the office at night. The woman gives off her own feeling of wish, like she is wishing for the man to give her the attention she needs. The man gives off a questioning mood as if maybe he is already committed to someone yet his feelings about the woman in the office are getting in the way of his commitment. Papers are scattered on the office desk which suggests that there is turmoil and more than Just work going on in the office. The womens form fitting dress and heavy make up contributes to the idea that there is more fun than work as well(Painter). Although most painting do not seem as if they go directly with a poem, Office at Night by Edward Hopper and Office at Night by Rolando Perez seem to go hand in hand.