Technological Vs. Traditional Approaches to Term Paper

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As they will fully engage in the learning experience through immersion, children learn to link goals and roles.

Technology-Based Learning Techniques

DGBL's interactive learning techniques range from an general memorization to complicated, sophisticated problem. Common benefits include, but are not limited to:

Through repetition, along with feedback, students receive valuable practice.

Students learn by doing.

Students learn from their mistakes. Sometimes, when a student makes an error, he/she must return to the start and begin again.

Students experience goal-oriented learning, which in turn, motivates them to attempt to conquer their challenges.

Students engage in discovery learning and "guided discovery," along with solving problems.

Students complete task-based learning as they solve a series of increasingly, more difficult problems or challenges.

Students are offered guidance and modeling to help them learn and improve their skills.

Students reason during question-led learning sessions.

Students engage in and role-playing activities, and reflect upon actions, a vital component of learning.

Students learn to consider options.

Students are coached as they learn to solve problems and move through various stages of the a game.

Students may participate in accelerated" (multisensory) learning, which utilizes the memory techniques; an effective technique in learning foreign languages and.

Students make choices from learning objects which permits them to link independent content modules and particular "on demand" interactions to customize their experiences.

Students' engagement in intelligent tutoring proffers specific feedback based on their and errors.

When students participate in mastery learning, which can be incorporated into DGB and, in line with the NCLB accountability movement, they learn to master one level before progressing to the next. (Deubel, 2006)

In examining technology and social issues related to video games, Eisenman (2004) stresses that due to the complex components regarding negative and positive impacts of video games, no simple conclusion is possible. He contends that even though video games can contribute to increasing learning, aggressive or violent video games can contribute to increased aggression in children.

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According to the Congressional Office of Technology Assessment (OTA 1995), only three percent of teacher education graduates confirmed that they had confidence in their abilities to integrate technology into their students' curriculum. For teachers who had trained in this area, albeit, the ISTE (1999) survey on technology use in teacher education notes training coursed did not significantly impact prospective teachers' integration of technology in their technological skills or in teaching plans. (Timmerman, 2004) (Timmerman, 2004) also poses questions regarding elementary teacher's preparations to teach with new technology.

This author reports that one online Base-Ten Blocks Program, designed for teachers and students to utilize interactive technology, helps teach the concept of base-10 numerical systems (place value). When students use this program, they can:

click on "any of three different block sizes that represent 1 unit, 10 units, and 100 units and then drag them into a working panel. Once inside the panel, students can click on the blocks so they can move, rotate, break, and glue the blocks to do all types of arithmetic (and even extended to algebraic) operations. On a more basic level, they can use it to figure out and better understand place value and base-10 arithmetic. Other than needing access to a computer, it would be helpful for the students to have both worksheets and additional hands-on manipulatives to reinforce what they are learning by using this program." (Timmerman, 2004)

Better Than Using "Real" Physical Blocks?

Timmerman (2004) reports that although the creator of the Web site he explored, Base-Ten Blocks Program, seemed to propose that using this program "is better than using 'real' physical blocks," she contends using both would provide the most benefits.

Figure 1: Traditional Base-Ten Blocks (Base Ten Blocks)

Real" Base Ten Blocks are advertised as a "great way to teach 2-8 graders place value, addition, subtraction, multiplication and division." The child using this traditional learning tool borrows a rod when he/she subtracts, rather.....

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