CHARTER SCHOOLS AND NEW TECHNOLOGIES

Charter Schools and New Technologies in Class

After having a moment with a teacher in a chartered school, the role of technology became apparent. These schools do not receive the best funding but they have found a niche in technology. With technology, the teacher revealed that students have time in digital environments that are self-directed. In these environments, students are able to access instant feedback and quickly learn from mistakes. In essence, the student owns up to their learning and as such, get more motivated to critically consider their academic goals.

Technology gives teachers the impetus to individualize instruction. Teachers utilize data generated from digital platforms and help students with customized learning. Combined with new ways to deliver content, teachers are handed new ways of handling education and as such, they can uplift students who would naturally be left behind in the traditional teaching. They do this using online tutorials, interactive content, and videos. With features such as mapping tools, assessment tools, and social platforms allow peer-to-peer support, learning becomes fun for the students and in so doing, they get more engaged and share their opinions and problems online.

I find the assertions by the teacher true and a representation of the truth. Martone (2015) agrees that individualized instruction is finally possible with technology and student centric learning experience is the new frontier in education. Ahn (2011) agrees that cyber schooling has provided a supplemental teaching mechanism that allows both tutors and students to be in positions of power with regards to information in the current age. Students are able to go further since they are in positions of handling their affairs ranging from assessment and further instructional material.

References

Ahn, J. (2011). Policy, technology, and practice in cyber charter schools: Framing the issues. Teachers College Record, 113(1), 1-26.

Martone, N. J. (2015). Using Student-Centric Technology for Educational Change. Global Education Review, 2(4).