Demands The shift in worldwide computer usage and the need for computer skills in today's workforce have pushed the United States government to create guidelines for educators to ensure that students are prepared to meet the demands of the 21st century. The Core Curriculum Content Standards for education are aimed at preparing students with such skills demanded of those entering the 21st century learning environment as well as the 21st century and work environment. Changes such as this, along with the changes in the ways that 21st century learners communicate, have impacted the ways that classroom computers are utilized. Currently, teachers are tapping into the enhanced abilities of current classroom computer technology by utilizing various
Web 2.0 tools to enhance their instruction. Such tools are also being used to extend classroom communication outside of the campus through online collaborative tools. Centered primarily on collaboration and sharing, Web 2.0 computer applications encourage student self-expression; interaction with peers, and opportunity for authentic learning experiences Additionally, Wikis afford students the opportunity to express themselves using multiple modalities. Therefore, children who struggle to express themselves through the written word, are now at ease due to ability to insert music, graphics, video, and photos into their writing. With the help of this technology, students who struggle with language are now able to create multimodal compositions, allowing them to communicate meanings that were once inaccessible or not fully expressed through their printed word. Many
ELL and ESL students need additional support with defining commonly used language as well as with the pronunciation of new vocabulary. Other students, such as those with special needs have difficulty reading and reviewing complex texts. Accessing Podcasts and Vodcasts on classroom computers can easily provide helpful tools to address these students' needs.
Ineffective use Intrinsic barriers such as a belief in more traditional teaching practices and individual attitudes towards computers in education as well as the teachers own comfort with computers and their ability to use them all result in varying effectiveness in the integrations of computers in the classroom. Even with the increased access to computers within education systems the actual use of computers in the class room lacks meaningful activities that involve the students. Teachers also appear to abandon the intended educational uses of the computers purely for communication between staff and parents as well as preparation of more traditional learning materials. A
survey collected data from 306 in-service teachers from eight secondary schools. One concept that was found in the
research was that for the individual category, which included personal skills and feelings, saw that
anxiety and
computer self-efficiency had an impact on the teachers ability to teach. Through different organizational skill sets, technology could either be stressful and negative or reinforcing and positive for teachers. ==See also==