Technology Based On The Classroom - 764 Words

Due to being highly accessible, web-based technology has transformed how we teach and learn. Technology is now incorporated in most curriculums and plays a vital role in learning. According to IGI Global (2016), they define technology-based learning as â€Å"learning which is based on technology. This technology could be electronic, digital or physical. It is introduced to make the student work on the learning topic individually or collaboratively to discover the phenomenon associated with the learning topic† (IGI Global, (2016). In case 4, I will explain one method that may be used to create and develop technology-based activities, I will identify challenges and obstacles to implementation of technology-based activities, and propose strategies for overcoming barriers related to the implementation of technology-based learning activities. One method that may be used to create and develop technology-based activities: One method that can be used to create and develop technology-based activities in the classroom is to create a class blog or website (Teach Hub). This can allow the teacher to post tips, tricks, lessons and other handy information for students from time to time. Students can periodically check this blog and become familiar with using this form of technology. They would be able to develop confidence when accessing information online and using the Internet as a learning tool. Moreover, such a blog/ wiki can help the teacher create online discussions where students canShow MoreRelatedTechnology As A Tool For Technology931 Words   |  4 PagesTechnology in the Classroom Many classrooms across the country are immersed with technology. Technology is used in a plethora of ways in today’s classrooms. The widespread use of technology in classroom instruction dates back to universities trickling down to pre-schools. When technology exists daily in the classroom; strategies are endless when dealing with classroom management. According to Khatib, (2014) â€Å"the use of the Internet as a tool for technology-enhanced instruction has educatorsRead More Teachers Education Essay1648 Words   |  7 PagesTeachers Education Not only do the rapid growth of technology changed the way we live, from the way business is conducted to the way we communicate with each other, technology advancements are also affecting the way we teach and learn. According to the National Council for Accreditation of Teacher Education (NCATE), new skills needed in the workplace are catalysts that spur technology use in the classroom. It is clear that the business world demand schools to prepare educated workers who areRead MoreEducation and Students1205 Words   |  5 PagesWith advancements in technology, some students have chosen to complete their schoolwork through the Internet, rather than in traditional classrooms. Those who support a traditional classroom approach to learning argue that it provides more of an opportunity for students to interact with the teacher and other students. Those who feel that learning over the Internet is better argue that it allows students to learn anytime and anywhere they choose. Do you feel e ducation is better provided in traditionalRead MoreHow Technology Improves Academic Success in Students 867 Words   |  4 Pagestime, and continues to morph every year with new standards and new technology. The idea of utilizing technology in the classroom is a controversial one for many reasons. Some argue that it is too costly and ineffective to justify. While many people argue that the use of technology in the classroom is too expensive, offers an unneeded distraction, and is ineffective for the student, there are many positive factors that technology can have such as improving the lives of students with learning disabilitiesRead MoreThe Challenges Of Learning That Teachers And Students Are Being Faced With Now1268 Words   |  6 PagesThis article examines the challenges of learning that teachers and students are being faced with now in the â€Å"traditional† classroom. It is believed that students are not being able to use their â€Å"higher-order† thinking be cause they are not being provided with contextual support that enables them to actually apply what they are being taught. It has been said that the lack of focus on higher order learning is due to the state standardized testing that the students are required to take each year. Read MoreTeaching Mathematical Problem Solving Math, Technology Education, And Special Education989 Words   |  4 PagesMathematical Problem Solving to Middle School Students in Math, Technology Education, and Special Education Classrooms.RMLE Online: Research in Middle Level Education, 27(1), 1-17. There were two instructional approaches, Enhanced Anchored Instruction (EAI) and text-based instruction (TBI), compared in this study. Both teaching methods were used to teach sixth-grade middle school students how to solve math problems in technology, special education classes and math classrooms.The purpose of thisRead MoreTechnology And High Tech Technology1197 Words   |  5 Pages Technology has played an integral role in our everyday life. It can increase efficiency at work, improve the quality of life, and serves as a helpful tool that allows us to accomplish many tasks that we might not be able to otherwise. It has found its way into nearly everyone’s home in various forms such as: a computer, medical equipment, and security system. Some people might even go as far as claiming that they cannot live without it. When parents hear of â€Å"technology† in the classroom, they immediatelyRead MoreTechnology And Its Benefits For Students Learning Essay1517 Words   |  7 Pages Technology is becoming increasingly important in everyday life, however; many believe that technology in education is lagging behind other key sectors important to society. The science curriculum is based on the Te Kete Ipurangi which outlines the guidelines for New Zealand curriculum. The importance of chemistry is that students should be able to make connections between concepts of chemistry and their applications and show an understanding of the role chemistry plays in the world around them.Read MoreIntegrating Instructional Technology Essay1046 Words   |  5 PagesIntegrating Instructional Technology Rationale The intention of the Comprehensive Classroom Technology Plan is to enhance the use of technology in the classroom to improve the education that students receive in their learning and communicating. The detail found within the Comprehensive Classroom Technology Plan will describe the ability of the teacher to use technology in an effective manner within the classroom while providing a safe, secure, and educational environment for students to learnRead MoreTechnology Is Not Good For Students1623 Words   |  7 Pagestodays society technology is becoming more popular in our school systems, and even in our workforce. Many people may argue that technology is not good for students, but I disagree. Technology in the classroom is very important for students not only for their social, or learning lives but also when they get into the workforce. If students learn technology in their early years they will not have a difficult time when they enter the workforce to find that there is a lot of t echnology being used. Since

In-Class Portion of Final Exam Free Essays

IT630 – Computer Simulation Modeling In-Class Portion of Final Exam (50 points) Dr. Seidman June 10, 2010 DIRECTIONS – READ THIS FIRST INTRODUCTION Exam is from 6:00 pm to 9:15 pm. Answer both questions. We will write a custom essay sample on In-Class Portion of Final Exam or any similar topic only for you Order Now Total of 50 points. This is an open book, open notes, and open computers exam. This is an individual exam. No collaboration of any kind is permitted. No network connections until you post your answer files to Blackboard when you are done with the exam. You are on the honor system. You have your instructor’s implicit trust. But, you must still hear the consequences of any cheating: immediate failure of the course and a report to the School of Business Dean for possible expulsion from the university. DELIVERY OF ANSWER FILES Put all of your answer files into one folder named: yourNameIT630InClassFinalExam located on your computer desktop. Zip this file. Zip file name should be: yourNameIT630InClassFinalExam. Post to Bb Deliver Here in folder named: WEEK 11: IN-CLASS PORTION OF FINAL EXAM. Check with instructor to see that zip file is posted correctly. After this, you may leave the exam room. QUESTIONS: If you have any questions during the exam – ask your instructor. DIRECTIONS – READ THIS FIRST INTRODUCTION Exam is from 6:00 pm to 9:15 pm. Answer both questions. Total of 50 points. This is an open book, open notes, and open computers exam. This is an individual exam. No collaboration of any kind is permitted. No network connections until you post your answer files to Blackboard when you are done with the exam. You are on the honor system. You have your instructor’s implicit trust. But, you must still hear the consequences of any cheating: immediate failure of the course and a report to the School of Business Dean for possible expulsion from the university. DELIVERY OF ANSWER FILES Put all of your answer files into one folder named: yourNameIT630InClassFinalExam located on your computer desktop. Zip this file. Zip file name should be: yourNameIT630InClassFinalExam. Post to Bb Deliver Here in folder named: WEEK 11: IN-CLASS PORTION OF FINAL EXAM. Check with instructor to see that zip file is posted correctly. After this, you may leave the exam room. QUESTIONS: If you have any questions during the exam – ask your instructor. Question #1 Airport Terminal Arena model (25 points total) PART I: BASE MODEL (10 points) Management wants to study Terminal #1 at a hub airport with an eventual eye toward improvement. The first step is to model it as it is (i. e. , BASE model) during the eight hours of the busiest part of a typical weekday. You will create an Arena model of the check-in and the security operations, only. Once passengers get through security they are on their way to their departure gate and leave the system. Passengers arrive one at a time through the front entrance from curbside ground transportation with interarrival times distributed Expo(0. 5) minutes. [All time units are in minutes. ] Of these arriving passengers, 33% go left to an old-fashioned manual check-in counter. And, 57% of the arriving passengers go right to a new automated check-in counter. These two types of passengers take no time to move from the front entrance to their check-in locations. The remaining 10% of arriving passengers do not need to check in at all and go directly from the front entrance to security. It takes these passengers Unif(3, 5) to move from the front entrance to security. There are two agents at the manual check-in station, fed by a single first-come-first-server queue. Manual check-in service times are Triangular(1, 2, 5). After manual check-in, it takes passengers Unif(2. 5, 6. 5) to walk to the security area. The automated check-in consists of two kiosks and is fed by a single first-come-first-server queue. Automated check-in times are Triangular(0. 5, 1, 1. 5). After checking in, these automated check-in passengers take Unif(1, 3) to walk to the security area. Notice that all types of passengers eventually go to the security area where there are 6 check-in pods fed by a single first-come-first-serve queue. Security check-in times are Triangular(1, 2, 6). This time covers the many security activities in a pod like: x-ray, metal detector, bag search, etc. Once through security, passengers head to their gates and leave the model. Simulate this system for 8 hours and 1 replication. The performance metric of interest is the average total time in the system of passengers (for all types combined). Place this average somewhere on the model in a text-box. Arena file name: YournameIT630Q1BASE. doe. Place file into folder: yourNameIT630InClassFinalExam. Warning: It is your responsibility to make sure that your files are present in your yourNameIT630InClassFinalExam folder and that they open properly. Question #1 (continued) PART II: ALTERNATIVE MODEL (5 points) In PART I, the airline noticed that a lot of people who opt for the manual check-in really don’t need the extra services there and could have used the automated check-in. Instead of the original 33% manual check-in and 57% automated check-in, suppose that the airline is able to encourage only 15% of the arriving passengers to go to the manual check-in and 70% to go to the automated check-in. The other 15% of the arriving passengers go right to security. Nothing else in the Part I model changes. * Revise your Part I Arena model to reflect these changes and name it YournameIT630Q1ALT. doe. Simulate this system for 8 hours and 1 replication. The performance metric of interest is the average total time in the system of passengers (for all types combined). Place this average somewhere on the model in a text-box. PART III: ARENA OUTPUT ANALYZER (10 points) You will need to run the both models for 100 replications. Using the Arena Output Analyzer, compare the average total time in the system of the BASE model against the ALT model to determine whether or not the changes you made actually made a statistically significant difference. Hint: Use the Statistics module. [You may want to turn off the animation to speed things up. Run/Run Control/Batch Run (no animation). ] Place a screen shot of the Output Analyzer comparison results on the YournameIT630Q1ALT. oe model. In a text-box on the same model, say whether the changes made make a statistically significant difference. * Save the Output Analyzer file as: OutAnalyzCompareQ1BASEALTdrg. ————————————————- ALL PARTS OF Q1 Arena file names: yournameIT630Q1BASE. doe yournameIT630Q1ALT . doe yournameOutAnalyzCompareBASEALT. dgr Place these three files into folder named: yourNameIT630InClassFinalExam. Warning: It is your responsibility to make sure that your files are present in your yourNameIT630InClassFinalExam folder and that they open properly. Question #2. Restaurant Arena model (25 points) ————————————————- ————————————————- One customer at a time enters a restaurant according to an Exp(3) minutes distribution. [All time is in minutes. ] This is the lunchtime crowd that eats here between 11:30 am and 2:30 pm. ————————————————- ————————————————- Each customer waits Exp(5) for a table. At the table, the customer places an order which is sent from the customer to the kitchen. The kitchen takes Uniform(5. 5, 9. 5) to prepare the food and then it takes Exp(1. 5) for the lunch food to be sent from the kitchen to the customer’s table. Of course, the food must match up with the particular customer who sent the order. Hint: Use a Separate module (and other associated modules) to accomplish this. ————————————————- ————————————————- When the order arrives to the customer who sent it, it takes the customer Uniform(12, 17) minutes to eat the meal. Then, the customer leaves the table and queues up at the single cashier where it takes the customer Expo(2. 5) to pay for the meal. The customer then leaves the restaurant. ————————————————- * ————————————————- The performance metrics of interest are the 95% Confidence Interval of the average length of time a customer spends in the system and the 95% Confidence Interval of the average number of customers leaving the system after they eat lunch. ————————————————- ————————————————- Run the model for 3 hours and make 20 replications. Report the performance metrics in a text-box on the model. Also, if necessary, note any assumptions you made on a text-box on the model. ————————————————- Arena file name: yournameIT630Q2. doe. Place file into folder: yourNameIT630InClassFinalExam. Warning: It is your responsibility to make sure that your file is present in your yourNameIT630InClassFinalExam folder and that it opens properly. ————————————————- ————————————————- ———————————————— ——————à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- ————————————————- ————————————————- ——————————————————————————————————————— ————————————————- ————————————————- END OF IN-CLASS PORTION OF FINAL EXAM —————†”——————————- You may leave when done. ————————————————- How to cite In-Class Portion of Final Exam, Papers

Attending Green Camp, Bali Essay Example For Students

Attending Green Camp, Bali Essay During the school holidays, I participated in a camp called Green Camp Bali. The camp was organized by Kinderworld Educare Centre. Green Camp Bali, is located in a famous international school, Green school, in Ubud, Bali. There was a total of 20 pupils aged 9-18 who participated in the camp and two teachers accompanying the trip. The date of the camp was from the 29th of May to the 3rd of June. On the 29th of May, the participants and the teachers gathered in Kinderworld Educare Centre and headed off to LCCT International Airport by bus and boarded a plane to Balis International Airport in Denpasar. The flight took about 4 hours. When we reached Denpasar, we had our lunch in a cafe and headed to Ubud by bus. Two hours later, we arrived at a small village in Ubud, carried out bags and walked in a narrow path to enter the school. As we walked along the narrow path, we saw many different types of plants and trees. There were birds and colourful butterflies flying all around as well. When we reached the school, I was amazed at how wonderful and extraordinary it was. We had some local snacks and some drinks as well. Next, we went to a small room, put down our bags and we listened to a simple Green Camp orientation by some camp instructors. We also introduced ourselves. Later on, we had a tour of the Green School. The school was very big. The whole school in including the walls, floors, tables, chairs and stairs was built primarily from bamboos, a local, natural, renewable resource. There was no air conditioner there too. We also saw the classrooms and library which were also made from bamboos. The field was very big as well. And what surprised me the most was the schools composting toilet. It is a dry toilet with no water to flush it and they use saw dust to cover up the smell. Later, we were brought to our yurts to unpack our stuff, take a bath, and get some rest. The following days had been a blast. We played many different games, we enjoyed a Wayang kulit show which is a Balinese shadow puppetry. We made some organic chocolate, a Balinese Kite, we also played a Balinese Treasure Hunt. We also enjoyed ourselves by playing Mepantigan which is a Balinese Mud pit Martial arts. It was very funny and interesting. We went on a 3 hour hike on the paddy fields near the school as well. Although it was tiring, it was a good treat to see the beauty of nature. Words cant describe how good it felt to be standing in the middle of a huge paddy field, enjoying the breezy wind and the breathtaking scenery. We also visited a Night Safari, we saw different types of snakes, bugs and reptiles. My favourite part of the camp activities had to be the adventures in the Ayung River which was located between the main building and the cafeteria. We also swang the Tarzan Rope and jumped into the river. The meals in Green Camp was mouthwatering. We had a Balinese Satay, Organic Spaghetti and Balinese Style Chicken and lots of other varieties of food. My favourite dish was definitely the organic pizza. We created our own pizza, we roughed the dough and made it into crazy shapes and put the ingredients that we liked and put it in the oven to bake. My pizza was square and half the pizza had tomato, cheese and mushroom while the other half had strawberries and chocolate chips!