Friday, January 24, 2020

The Use of Computer Technology in the Classroom :: Teaching Education Essays

The Use of Computer Technology in the Classroom The classroom as we know it is undergoing dramatic changes in the information age. New technologies have always been introduced into the classroom such as overhead projectors, televisions, and even instructor-operated computers, but they never significantly affected the process or the experience of teaching and learning. However, individual computers and the advent of digital textbooks have emerged to reshape and redefine the classroom. Many debate the effects of e-books and the Internet on students and the overall impact that it will have on the educational system as a whole. While keeping up to date with technology is an important aspect of growing up in the digital age, some traditional forms of teaching seem to benefit the individual student in ways that computers cannot imitate. The invention of the computer and the Internet has allowed enormous amounts of information to be accessed. This influx of information and the current rise of interactivity on the Web attract many schools eager to teach their students in a more modern fashion. The race to become a technologically advanced school has also resulted in a market push for items such as electronic textbooks and other interactive learning supplements. The information age definitely calls for a technologically based learning experience; however, many debate about how far technology should be allowed to penetrate into the classroom. Neil Postman's book, Technopoly, warns that technology produces winners and losers, and that sometimes the winner does not become clear until the loser has disappeared (Butler, 1). If this is the case, it is highly important that the affects of integrating a modern technologically advanced classroom equipped with individual laptops and e-books are studied before they are imposed up on innocent children. The debate against the implementation of electronic textbooks and the digital classroom has many elements. One of the hardest things to prove to educators and academics is the true effectiveness and advantages of e-books compared to other forms of learning. The U.S. National Science Board of Science and Engineering Indicators stated in 1998 that, â€Å"the fundamental dilemma of computer-based instruction and other IT-based educational technologies is that their cost effectiveness compared to other forms of instruction-for example, smaller class sizes, self-paced learning, peer teaching, small group learning, innovative curricula, and in class tutors-has never been proven† (Alliance, 1). It appears that in order for e-books and other technologies to enter the classroom they must prove that they have distinct advantages over traditional forms of learning, and currently there is no such proof.

Thursday, January 16, 2020

Lucky Jim Analysis

The conversation between Dixon and Bertrand is direct and to the point with the use of emotive and, at times, offensive language. For instance, Bertrand uses phrases like your so called mind' and you dirty little bar- fly, you nasty little Jumped up turf'. In between the speech Amiss is a great observer of human movement and highlights the tension between the two men with the language he uses and the use of short sentences, for example ‘Axon moved a pace nearer' and ‘he clenched his fists' and the Impact had hurt them rather'.Malls describes Bertrand breath as Whistling through his nose' which accurately depicts he image of someone beginning to get irate. Throughout the passage, out of the two men, Dixon is depicted as more in control and powerful than Bertrand even though being the lesser build of the two men. Bertrand says to Dixon you're simply not up to my weight. If you want a fight pick someone your own size, then you might stand a chance. ‘ Dixon, by his resp onse, is clearly not threatened by this at all.It could be seen as an empty threat because Bertrand does not expect Dixon to retaliate, but rather simply Just to back down considering their positions. Undeterred by the physical threats, Dixon moves ‘a pace rarer' and unleashes an articulate and fast moving annihilation of Bertrand character; you're a twister and a snob and a bully and a fool'. Bertrand Is shown to be clearly stunned by this as he makes ‘no attempt to interrupt'. Dioxins confidence is clearly rallied by the fact that he is armed with the information that Bertrand has been having an affair with Carol Goldsmith.Bertrand physical strength over Dixon is again highlighted by when it says that ‘he came and stood over Dixon'. Amiss adds slight humor to the passage as Dixon attempts to further wind up Bertrand and SSH him over the edge by saying What are we going to do, dance? , still staying fairly calm himself. Bertrand however triggers the fight that he so desires by calling Dixon ‘Sam'. Even then, Dixon Is shown to be more in control as ‘he took off his glasses and put them In his top Jacket pocket'.Malls again uses humor In his depletion of this rather ungainly scene as the two men ‘faced each other on the floral rug'. Malls' description of the rug as floral creates a contrast with the aggression of the scene and introduces the idea to the reader described as ‘elbows crooked in uncertain attitudes, as if about to begin some ritual f which neither had learnt the cues'. The way the passage is written emphasizes that both men are out of place as one would expect a vocal argument between an artist and a history teacher as opposed to a physical fight.The explosion of the china figurine as it hits the hearth 'emphasizing the silence which fell' highlights the awkwardness of the scene. In contrast to Dixon controlled manner Bertram is made to look clumsy and a character of ridicule in the way he is shown to †˜Jab' at Dixon face, loses his balance and is hit hard by Dixon on the larger and more convoluted of his ears'. The reader is to encouraged by the use of this description to feel any sympathy for Bertrand.His language is not eloquent in the same way that Dixon is, but relies more on taunts and school boy retorts like you've got it coming' and ‘I'll show you'. This threatening and childlike language is very different from Dixon more controlled responses like ‘I'm not the sort to do that' when Bertrand threatens him if he tells Christine about his indiscretions with Carol. Amiss uses repetition at the end of the passage when Dixon thinks about Bertrand as a ‘bloody old dowser-faced boot-faced totem poll' and then repeats this insult out odd.The use of repetition is not only humorous but it emphasizes the point and leaves the reader in no doubt with regard to who the winner of this fight is, both on a physical and intellectual level. It is also quite a breakthrough f or Dixon, almost more so than when he actually punches Bertrand, as it is the first point in the play when he actually says what he is thinking. The knocking on the door is even described as ‘discreetly applauding this terminology. Dixon is again shown to be a character of strength and control by the way he says ‘Come in' with ‘reflex promptness' and appears to be unpleased by the fight.

Wednesday, January 8, 2020

Impact Of The Industrial Revolution On The United States

The Industrial Revolution brought about an overwhelming amount of economic change to the United States. The first Industrial Revolution started in Great Britain and in Europe in the latter part of the eighteenth century and, it then spread to the United States and Germany. The Industrial Revolution itself refers to a change from hand and home production to machine and factory (Kelly). During this time period, America was growing in knowledge. The industrialization of America involved three great developments. Transportation was expanded, electricity was effectively harnessed and many improvements were made to several industrial processes (Kelly). Although this change greatly helped the United States economy, it had both a positive and negative impact on the lives of the American people. Transportation was improved. New forms of transportation included steam power, improved roads, railroads, bridges, canals and ships. These new improved mean of transportation allowed people to travel cross country and to ship goods to new markets in a matter of days as opposed to months. The railroads eventually became the nation’s number one transportation system, and remained so until the construction of the interstate highway halfway during the Twentieth century. The late 19th century belonged to the railroads. They were of crucial importance in stimulating economic expansion (American History). Another extremely important invention during the late nineteenth century that led toShow MoreRelatedSecond Industrial Revolution Essay871 Words   |  4 Pages An Industrial Revolution is the â€Å"change in social and economic organization that resulted from the replacement of the hand tools with machines and from the development of large-scale industrial production† (Danzer R50). 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