Technology in Education

Software Support Tools According to Rogers (2008), â€Å"the landscape of the classroom is being transformed, with technology becoming a driving force† (p. 92). In today’s classroom there are numerous software support tools available to enhance learning and cater to the needs of all learners. Roblyer and Doering (2010) presented six categories of software support tools. They listed these as: material generators, data collection and analysis, graphics, planning and organizing, research and reference, and tools for the content areas. Material generators are software tools that are used for making instructional materials such as posters, brochures, quizzes, tests, rubrics, puzzles, worksheets, games, awards, and IEPs for special education students. Many teachers regard these tools as essential to the day-to-day operation of the classroom. Wellert (2008) stated that the use of games allow teachers to directly cater to the learning style needs of the visual and tactile learners, and that games can expedite the learning process when constructed with the different learning styles in mind. Data collection and analysis software tools allow teachers to collect information about their students and closely monitor their performance and progress throughout the year. According to Roblyer and Doering (2010), the electronic grade book is preferred by many teachers because of its special feature to analyse data from tests and print reports based on the information given. Student information systems (SIS) help teachers keep account of students’ data such as attendance and test scores. Roblyer and Doering also referred to computerized testing systems which offer benefits such as immediate feedback of results. Additionally, it allows students to take tests on screens or scanned sheets. According to the authors, these simplify test scheduling because everyone does not take the test at the same time. Graphic tools consist of draw/paint programs, image editing tools, charting/graphing tools, and clip art animation, sound, video, and font collections (Roblyer & Doering, 2010). These allow teachers and students to create, illustrate, modify, and combine drawings, illustrations, clip art, pictures, charts and graphs. They also give students the opportunity to create their own designs and show them on paper or screen. Additionally, teachers and students can insert these into documents and reports to give a more professional look. Catchings and MacGregor (as cited in Roblyer & Doering, 2010) believed that these programs aid in the development of students’ visual-verbal literacy and creativity. Planning and organizing software tools entails outlining and concept mapping, software, lesson planners, and scheduling and time management tools. Outlining tools assist students in outlining their story ideas and help them to get their stories started, while the other tools help teachers organize their time and prepare for instruction. Research and reference tools such as electronic encyclopedias, atlases, and dictionaries help facilitate research. Electronic atlases and maps are useful in the classroom because students get to see and learn information being taught, and are especially helpful because they are interactive. Wellert (2008) stated that students need to have active participation and involvement in lessons that include technology. Furthermore, student engagement is vital to ensure motivation during the learning process. Finally, the last category of software support tools put forward by Roblyer and Doering (2010) is content area tools. These support teaching and learning in the different content areas. Multimedia Multimedia refers to multiple media or a combination of media. Media can be still graphics, and photographs, sound, motion video, animation, and or text items along with products used to communicate information in multiple ways. Multimedia impacts the classroom in various ways. For example it increases motivation as it offers a variety of options for the user and encourages the learner to be proactive. For students who might not be strong in written expression but have visual aptitude, multimedia offers flexible learning modes. It also fosters the development of creative and critical thinking skills as it opens up creative avenues for students to apply higher thinking skills.. For those who struggle with organizing and presenting information, multimedia offers improved writing process as students are equipped to create characters and linking dialogue to it rather than simply creating a lengthy story. Creativity is encouraged by this process. The use of multimedia also decreases the time it takes to present lengthy presentations as information is presented in chunks as oppose to monotonous reports. According to Mayer and Moreno, 1998; Moreno and Mayer, 2002 (as sited in Roblyer and Doering, 2010) learners exhibited greater comprehension and retention of learned materials when pictures were accompanied by spoken words rather than by written words. They observed that the â€Å"split attention† effect was consistent with a model of working memory that had separate visual and auditory channels. As oppose to chalk and talk which rarely engage students, the use of multimedia encourages interaction and positive immediate feedback. Students are prompted when answers are incorrect giving them the option to correct their answers. Multimedia also provides easy navigation with clearly defined procedures. It is learner controlled for those who are less experienced as well as those who are advanced in technology. Color is also used to bring certain elements to the learner’s attention. Utility provides assortment of functionalities and features necessary to accomplish their instructional tasks, while usability deals with the effectiveness, efficiency and satisfaction of the user. Aesthetics on the other hand, represents elements of design which enhance or heightens the learner’s experience as oppose to just satisfying the pedagogical or instructional objectives. In addition (Lavie & Tractinsky, 2004; Wilson, 2005), research on emotion suggests that aesthetically pleasing objects positively influence our emotions which in turn help students to actively process material. Commercial multimedia products include instructional software such as tutorials, drills, simulations, instruction and problem solving tools. It also includes interactive storybooks and eBooks for toddler’s right up to adults. There are digital libraries, Google books, listening to books online, Grimm Fairy Tales as well as Clifford Interactive Storybooks. In addition to these, these products include reference materials such as Encarta (Encyclopedia), Almanacs, Atlases, newspapers and newsletters, collection of development resources like Clip art, Audio clips, Video clips and Animations, all of which can be used for learning. When producing power points and graphics, fancy fonts and animation can all be incorporated. Multimedia tools also provide editing systems which allows the polishing of the end product. The question about how to effectively integrate support tools, multimedia, and hypermedia into teaching and learning for the highest potential relative advantage, this question can be answered by simply choosing the right tools to meet specific needs of the audience being taught. It is no longer debatable whether or not these tools are relevant, but which tools are relevant for what and who is being taught. Hypermedia According to (Roblyer and Doering, 2010), Hypermedia is also known as â€Å"linked media†. It is a system in which information stored in various media is connected, often through the internet. Most multimedia products are also hypermedia products. There exist a synonymous connection of their uses and alternative purpose. The ability to get information using multimedia tools, from one media element to another, makes them hypermedia. There are six kinds of hypermedia formats, such as: commercial hypermedia software, presentation software, video production and editing systems, hypermedia design and development software, virtual reality environments and Web 2. 0. Hypermedia has been impacting the educational system in many ways. Students are able to attend classes in the comfort of their home. Teachers are able to peruse through a wide variety of activities to effectively and efficiently deliver lessons. Hypermedia is geared at providing multiple channels by which students are able to learn and process information. It has been stated by researchers that students who learn through verbal and visual means are better able to solve problems in comparison to those who learn only through verbal means. In using hypermedia in the classroom, it saves time. Students and teachers are able to search through multiple types of information in a short length of time, with little or no cost. It can be stressful and frustrating for those who are not fully equipped with the skills of navigating. Users can also use hypermedia to add, modify or share information. The software is designed to be easy to use and understand. The programs available can incorporate video and audio of CD’s and DVD’s on the web. This creates a merger of both concepts which can realize learning at its maximum relative advantage. In considering Gardner’s Theory of Multiple Intelligences, we can integrate support tools multimedia and hypermedia into teaching and learning. This can be done in various ways. Software programs that supports tutorials, drill and practice, simulation, instructional games and problem solving can all be incorporated using an interactive approach. Students as well as teachers are motivated to learn and present information. According to Edyburn (as cited in Roblyer & Doering, 2010), the accessibility capabilities of special needs students are often challenging. Special programs are provided along with software for these students, but in order to use the programs, one must be especially skilled. Roblyer and Doering (2010), further stated that in order for hypermedia to be used effectively, some hardware are needed in order for the software to function, such as: computer with keyboard, mouse and monitor, digital cameras, scanners, video digitizers, camcorders and other video output, microphones and audio speakers. Financial resources are necessary for this system to take place. Adobe Flash Reader has become the standard for creating interactive web based animation and other software tools. Flexible learning modes exist but teachers must carefully select programs that promote higher order thinking, which are few in the case of reading and language. The response based methods are critical and students are able to use their creativity to access information. Students can also make the distinction between various texts and think critically about which is appropriate and applicable. Teachers are able to assess students based on the outcome of assigned projects while challenging them to learn independently at times. Students use the Web 2. 0, and presentation software such as Microsoft Power point Presentation to deliver work the way they understand. Hypermedia helps students to generate new ideas, raise the bar for creativity and independence and thus provide a, variety of sources which students can use to understand and interpret information, thus reaching their highest potential relative advantage. Factors Influencing the Effective Integration of Technology Gorder (2008) stated that integrating technology is not about having technology available in the classroom, but more about how teachers use technology as a tool for learning. To effectively and successfully integrate support tools, multimedia and hypermedia into teaching and learning for the highest potential relative advantage, certain factors need to be considered. Franklin (2008) outlined four factors that influence the integration of technology: availability and access to technology, teacher preparation and training, good leadership, and time. According to the National Center for Education Statistics (as cited in Franklin, 2008), the availability of classroom technology correlates to teacher use of computers. This means that when more computers are available in the classroom, teachers tend to incorporate more activities involving technology. While the average elementary classroom in the United States has two computers (NCES, as cited in Franklin, 2008), classrooms in Belize are yet to experience that luxury. Access to computers in Belizean elementary schools is very limited, often through a computer lab. Oftentimes many of these computers are outdated, or not working. The lack of hardware and software tools do very little to promote the use and integration of technology in education. Teacher preparation and training is also an important factor in the effective integration of technology. Franklin (2008) indicated that teachers who feel better prepared to use technology are more likely to have their students use technology than teachers who feel unprepared. With the advent of numerous new technological advances, more experienced teachers are feeling unprepared to face the technological world. The NCES (as cited in Franklin, 2008) reported that only one third of elementary teachers in the United States felt they were well prepared to use technology in the classroom. Gorder (2008) referred to this as a change from educating students for the industrial age, to one of educating students for the technological age. This change will require teachers to become students again, seeking assistance from fellow teachers as well as from their own students. In light of this change, Ash (2007) felt that for teachers to implement technology effectively in the classroom there needs to be some form of professional development. Ash reported that in order to meet the professional development needs of teachers, some school districts have encouraged teachers to form on-line learning communities with their colleagues where they can seek technology advice, share resources and tips. Additionally, Ash suggested having a technology specialist on staff to assist teachers with new technology as well as to provide training for teachers in the form of after school training and workshops. Pitler (2006) said that most importantly teachers need to be provided with ongoing technology professional development. Ash (2007) believed strong leadership is required to effectively integrate technology into teaching and learning and considered the principal as the key factor to ensuring the successful integration of technology into the school curriculum. Hope and Stakenas (as cited by Gosmire & Grady, 2007) suggested three primary roles for the principal as technology leader: role model, instructional leader, and visionary. They stated that principals themselves need to have a good working knowledge of technology tools and be able to use these for their own administrative and managerial duties. When principals have a good working knowledge of technology they are more committed to its importance in teaching and learning and tend to impart this to their teachers (Franklin, 2008). Furthermore, principals are the instructional leaders of the school and are primarily responsible for overseeing technology integration. As a result, principals need to have a good knowledge of technology hardware and software to be able to acquire those that best fit the needs of their school. Hope and Stakenas emphasized that the most important thing is for principals to have a vision for technology in their school. They need to have a clear understanding of how technology will be used by teachers and students to better facilitate teaching and learning. Franklin concluded that principals who provide strong leadership â€Å"help create a climate in which experimentation with technology is looked on with favour and given encouragement† (p. 55). Finally, the fourth factor that influences the integration of technology is time. Franklin (2008) believed that for technology integration to be effective it is necessary to provide the time for teachers to learn, practice, and plan how they will integrate technology into the curriculum. She stated that this might, at times, require teachers to be released from their regular classroom duties in order to facilitate this experience. Apart from the time teachers need to learn and plan for technology, students also need time to use technology. Franklin indicated that time needs to be placed in the daily schedule when students will be using technology. Schacter and Fagnano (1999) also suggested several practices to aid in the successful implementation of technology in the classroom. These include: (a) getting students involved in discussions and debates where they will be required to work with a team to evaluate their work, as well as the work of others, (b) allowing students to analyse situations and think independently through self reflection and thought, (c) getting students to design programs that encourage critical thinking, judgement, and personal involvement, (d) using project-based learning activities, (e) engaging students in contextualized and meaningful projects, and (f) teaching students how to use computers to design projects. The authors emphasized that the effective use of technology increases students’ learning, understanding, achievement and motivation as well as develops their critical thinking and problem solving skills. Conclusion Hence, it is clear that in order to integrate technology into teaching and learning for the highest potential relative advantage, it is not just about having the technology and being knowledgeable about its use and benefits, but also about having a vision and plan of how technology will be integrated into the school curriculum and providing the necessary training for teachers. Pitler (2006) stated that all the new technologies in the world will not impact student achievement if the school does not have a clear vision of how and why they will use the technology. It is important to understand that the acquisition of technology alone will not improve the quality of instruction. Day (2010) emphasizes that â€Å"the fundamental determinants of instructional quality have always been the course content, the teachers, the learning activities in which the students are engaged and the students themselves† (p. 49). Technology in Education Software Support Tools According to Rogers (2008), â€Å"the landscape of the classroom is being transformed, with technology becoming a driving force† (p. 92). In today’s classroom there are numerous software support tools available to enhance learning and cater to the needs of all learners. Roblyer and Doering (2010) presented six categories of software support tools. They listed these as: material generators, data collection and analysis, graphics, planning and organizing, research and reference, and tools for the content areas. Material generators are software tools that are used for making instructional materials such as posters, brochures, quizzes, tests, rubrics, puzzles, worksheets, games, awards, and IEPs for special education students. Many teachers regard these tools as essential to the day-to-day operation of the classroom. Wellert (2008) stated that the use of games allow teachers to directly cater to the learning style needs of the visual and tactile learners, and that games can expedite the learning process when constructed with the different learning styles in mind. Data collection and analysis software tools allow teachers to collect information about their students and closely monitor their performance and progress throughout the year. According to Roblyer and Doering (2010), the electronic grade book is preferred by many teachers because of its special feature to analyse data from tests and print reports based on the information given. Student information systems (SIS) help teachers keep account of students’ data such as attendance and test scores. Roblyer and Doering also referred to computerized testing systems which offer benefits such as immediate feedback of results. Additionally, it allows students to take tests on screens or scanned sheets. According to the authors, these simplify test scheduling because everyone does not take the test at the same time. Graphic tools consist of draw/paint programs, image editing tools, charting/graphing tools, and clip art animation, sound, video, and font collections (Roblyer & Doering, 2010). These allow teachers and students to create, illustrate, modify, and combine drawings, illustrations, clip art, pictures, charts and graphs. They also give students the opportunity to create their own designs and show them on paper or screen. Additionally, teachers and students can insert these into documents and reports to give a more professional look. Catchings and MacGregor (as cited in Roblyer & Doering, 2010) believed that these programs aid in the development of students’ visual-verbal literacy and creativity. Planning and organizing software tools entails outlining and concept mapping, software, lesson planners, and scheduling and time management tools. Outlining tools assist students in outlining their story ideas and help them to get their stories started, while the other tools help teachers organize their time and prepare for instruction. Research and reference tools such as electronic encyclopedias, atlases, and dictionaries help facilitate research. Electronic atlases and maps are useful in the classroom because students get to see and learn information being taught, and are especially helpful because they are interactive. Wellert (2008) stated that students need to have active participation and involvement in lessons that include technology. Furthermore, student engagement is vital to ensure motivation during the learning process. Finally, the last category of software support tools put forward by Roblyer and Doering (2010) is content area tools. These support teaching and learning in the different content areas. Multimedia Multimedia refers to multiple media or a combination of media. Media can be still graphics, and photographs, sound, motion video, animation, and or text items along with products used to communicate information in multiple ways. Multimedia impacts the classroom in various ways. For example it increases motivation as it offers a variety of options for the user and encourages the learner to be proactive. For students who might not be strong in written expression but have visual aptitude, multimedia offers flexible learning modes. It also fosters the development of creative and critical thinking skills as it opens up creative avenues for students to apply higher thinking skills.. For those who struggle with organizing and presenting information, multimedia offers improved writing process as students are equipped to create characters and linking dialogue to it rather than simply creating a lengthy story. Creativity is encouraged by this process. The use of multimedia also decreases the time it takes to present lengthy presentations as information is presented in chunks as oppose to monotonous reports. According to Mayer and Moreno, 1998; Moreno and Mayer, 2002 (as sited in Roblyer and Doering, 2010) learners exhibited greater comprehension and retention of learned materials when pictures were accompanied by spoken words rather than by written words. They observed that the â€Å"split attention† effect was consistent with a model of working memory that had separate visual and auditory channels. As oppose to chalk and talk which rarely engage students, the use of multimedia encourages interaction and positive immediate feedback. Students are prompted when answers are incorrect giving them the option to correct their answers. Multimedia also provides easy navigation with clearly defined procedures. It is learner controlled for those who are less experienced as well as those who are advanced in technology. Color is also used to bring certain elements to the learner’s attention. Utility provides assortment of functionalities and features necessary to accomplish their instructional tasks, while usability deals with the effectiveness, efficiency and satisfaction of the user. Aesthetics on the other hand, represents elements of design which enhance or heightens the learner’s experience as oppose to just satisfying the pedagogical or instructional objectives. In addition (Lavie & Tractinsky, 2004; Wilson, 2005), research on emotion suggests that aesthetically pleasing objects positively influence our emotions which in turn help students to actively process material. Commercial multimedia products include instructional software such as tutorials, drills, simulations, instruction and problem solving tools. It also includes interactive storybooks and eBooks for toddler’s right up to adults. There are digital libraries, Google books, listening to books online, Grimm Fairy Tales as well as Clifford Interactive Storybooks. In addition to these, these products include reference materials such as Encarta (Encyclopedia), Almanacs, Atlases, newspapers and newsletters, collection of development resources like Clip art, Audio clips, Video clips and Animations, all of which can be used for learning. When producing power points and graphics, fancy fonts and animation can all be incorporated. Multimedia tools also provide editing systems which allows the polishing of the end product. The question about how to effectively integrate support tools, multimedia, and hypermedia into teaching and learning for the highest potential relative advantage, this question can be answered by simply choosing the right tools to meet specific needs of the audience being taught. It is no longer debatable whether or not these tools are relevant, but which tools are relevant for what and who is being taught. Hypermedia According to (Roblyer and Doering, 2010), Hypermedia is also known as â€Å"linked media†. It is a system in which information stored in various media is connected, often through the internet. Most multimedia products are also hypermedia products. There exist a synonymous connection of their uses and alternative purpose. The ability to get information using multimedia tools, from one media element to another, makes them hypermedia. There are six kinds of hypermedia formats, such as: commercial hypermedia software, presentation software, video production and editing systems, hypermedia design and development software, virtual reality environments and Web 2. 0. Hypermedia has been impacting the educational system in many ways. Students are able to attend classes in the comfort of their home. Teachers are able to peruse through a wide variety of activities to effectively and efficiently deliver lessons. Hypermedia is geared at providing multiple channels by which students are able to learn and process information. It has been stated by researchers that students who learn through verbal and visual means are better able to solve problems in comparison to those who learn only through verbal means. In using hypermedia in the classroom, it saves time. Students and teachers are able to search through multiple types of information in a short length of time, with little or no cost. It can be stressful and frustrating for those who are not fully equipped with the skills of navigating. Users can also use hypermedia to add, modify or share information. The software is designed to be easy to use and understand. The programs available can incorporate video and audio of CD’s and DVD’s on the web. This creates a merger of both concepts which can realize learning at its maximum relative advantage. In considering Gardner’s Theory of Multiple Intelligences, we can integrate support tools multimedia and hypermedia into teaching and learning. This can be done in various ways. Software programs that supports tutorials, drill and practice, simulation, instructional games and problem solving can all be incorporated using an interactive approach. Students as well as teachers are motivated to learn and present information. According to Edyburn (as cited in Roblyer & Doering, 2010), the accessibility capabilities of special needs students are often challenging. Special programs are provided along with software for these students, but in order to use the programs, one must be especially skilled. Roblyer and Doering (2010), further stated that in order for hypermedia to be used effectively, some hardware are needed in order for the software to function, such as: computer with keyboard, mouse and monitor, digital cameras, scanners, video digitizers, camcorders and other video output, microphones and audio speakers. Financial resources are necessary for this system to take place. Adobe Flash Reader has become the standard for creating interactive web based animation and other software tools. Flexible learning modes exist but teachers must carefully select programs that promote higher order thinking, which are few in the case of reading and language. The response based methods are critical and students are able to use their creativity to access information. Students can also make the distinction between various texts and think critically about which is appropriate and applicable. Teachers are able to assess students based on the outcome of assigned projects while challenging them to learn independently at times. Students use the Web 2. 0, and presentation software such as Microsoft Power point Presentation to deliver work the way they understand. Hypermedia helps students to generate new ideas, raise the bar for creativity and independence and thus provide a, variety of sources which students can use to understand and interpret information, thus reaching their highest potential relative advantage. Factors Influencing the Effective Integration of Technology Gorder (2008) stated that integrating technology is not about having technology available in the classroom, but more about how teachers use technology as a tool for learning. To effectively and successfully integrate support tools, multimedia and hypermedia into teaching and learning for the highest potential relative advantage, certain factors need to be considered. Franklin (2008) outlined four factors that influence the integration of technology: availability and access to technology, teacher preparation and training, good leadership, and time. According to the National Center for Education Statistics (as cited in Franklin, 2008), the availability of classroom technology correlates to teacher use of computers. This means that when more computers are available in the classroom, teachers tend to incorporate more activities involving technology. While the average elementary classroom in the United States has two computers (NCES, as cited in Franklin, 2008), classrooms in Belize are yet to experience that luxury. Access to computers in Belizean elementary schools is very limited, often through a computer lab. Oftentimes many of these computers are outdated, or not working. The lack of hardware and software tools do very little to promote the use and integration of technology in education. Teacher preparation and training is also an important factor in the effective integration of technology. Franklin (2008) indicated that teachers who feel better prepared to use technology are more likely to have their students use technology than teachers who feel unprepared. With the advent of numerous new technological advances, more experienced teachers are feeling unprepared to face the technological world. The NCES (as cited in Franklin, 2008) reported that only one third of elementary teachers in the United States felt they were well prepared to use technology in the classroom. Gorder (2008) referred to this as a change from educating students for the industrial age, to one of educating students for the technological age. This change will require teachers to become students again, seeking assistance from fellow teachers as well as from their own students. In light of this change, Ash (2007) felt that for teachers to implement technology effectively in the classroom there needs to be some form of professional development. Ash reported that in order to meet the professional development needs of teachers, some school districts have encouraged teachers to form on-line learning communities with their colleagues where they can seek technology advice, share resources and tips. Additionally, Ash suggested having a technology specialist on staff to assist teachers with new technology as well as to provide training for teachers in the form of after school training and workshops. Pitler (2006) said that most importantly teachers need to be provided with ongoing technology professional development. Ash (2007) believed strong leadership is required to effectively integrate technology into teaching and learning and considered the principal as the key factor to ensuring the successful integration of technology into the school curriculum. Hope and Stakenas (as cited by Gosmire & Grady, 2007) suggested three primary roles for the principal as technology leader: role model, instructional leader, and visionary. They stated that principals themselves need to have a good working knowledge of technology tools and be able to use these for their own administrative and managerial duties. When principals have a good working knowledge of technology they are more committed to its importance in teaching and learning and tend to impart this to their teachers (Franklin, 2008). Furthermore, principals are the instructional leaders of the school and are primarily responsible for overseeing technology integration. As a result, principals need to have a good knowledge of technology hardware and software to be able to acquire those that best fit the needs of their school. Hope and Stakenas emphasized that the most important thing is for principals to have a vision for technology in their school. They need to have a clear understanding of how technology will be used by teachers and students to better facilitate teaching and learning. Franklin concluded that principals who provide strong leadership â€Å"help create a climate in which experimentation with technology is looked on with favour and given encouragement† (p. 55). Finally, the fourth factor that influences the integration of technology is time. Franklin (2008) believed that for technology integration to be effective it is necessary to provide the time for teachers to learn, practice, and plan how they will integrate technology into the curriculum. She stated that this might, at times, require teachers to be released from their regular classroom duties in order to facilitate this experience. Apart from the time teachers need to learn and plan for technology, students also need time to use technology. Franklin indicated that time needs to be placed in the daily schedule when students will be using technology. Schacter and Fagnano (1999) also suggested several practices to aid in the successful implementation of technology in the classroom. These include: (a) getting students involved in discussions and debates where they will be required to work with a team to evaluate their work, as well as the work of others, (b) allowing students to analyse situations and think independently through self reflection and thought, (c) getting students to design programs that encourage critical thinking, judgement, and personal involvement, (d) using project-based learning activities, (e) engaging students in contextualized and meaningful projects, and (f) teaching students how to use computers to design projects. The authors emphasized that the effective use of technology increases students’ learning, understanding, achievement and motivation as well as develops their critical thinking and problem solving skills. Conclusion Hence, it is clear that in order to integrate technology into teaching and learning for the highest potential relative advantage, it is not just about having the technology and being knowledgeable about its use and benefits, but also about having a vision and plan of how technology will be integrated into the school curriculum and providing the necessary training for teachers. Pitler (2006) stated that all the new technologies in the world will not impact student achievement if the school does not have a clear vision of how and why they will use the technology. It is important to understand that the acquisition of technology alone will not improve the quality of instruction. Day (2010) emphasizes that â€Å"the fundamental determinants of instructional quality have always been the course content, the teachers, the learning activities in which the students are engaged and the students themselves† (p. 49).

Case Study Darling Chocolate

22. 11. 12 Case Study Darling Chocolate (Group 7) 1. The population is very huge in St. Petersburg and therefore there is high sales potential. The population has experienced improvements in living conditions and material well-being; however the standard of living was not that high and incomes are still very low. The annual average growth of income was 23% and average annual inflation rate was only 12%. The average spending on food is about 56% of family budget. Only 2% of monthly expenditures for food are spent on chocolate and candy.Due to several reasons the attitude of Russian consumers is more or less negative towards imported (foreign) products. They perceive that domestic products are at least as good as foreign products. So, in general they prefer domestic products. Hence, it is not very easy to create brand awareness, because Russian consumers are very skeptical and don not trust advertising blindly. Chocolate is mass consumption product. Hence, all people are potential buye rs. Russian consumers were desiring and increasingly demanding more variety in all kinds.The market can be divided into two categories, box chocolates which are seen as more luxury products and are often used for gifts; and chocolate bars which are used for personal (more spontaneous) consumption. The market experiences seasonal ups and downs; for example Christmas and New Year Holiday season and Women’s Day are very important times for selling chocolate. The intensity of consumption is around 4 kilograms per person per year. Consumers can be divided into heavy, medium and light user. There are many companies, foreign and domestic, are competing on the market.Foreign companies had been very successful due to low prices and aggressive advertising, but in recent years most consumers prefer domestic brands. The top three Russian companies in this business are Krupskaya, Azart and Red October. One of the most important characteristics entering the market in St. Petersburg is the price because it for customers it is the main decision criteria for purchasing or not. The second one is the specific target group due to the fact that different groups prefer different tastes, ingredients and quality.Additionally, the competitors are very important to take into consideration. In order to achieve brand awareness and to get acceptance from the Russian customers as a foreign brand the advertising expenditures are very high. 2. It seems to be very difficult to succeed as a foreign company in the Russian market, because customers are quite price sensitive and focused on domestic brands. Therefore, we recommend entering the market with chocolate bars first in order to create higher brand awareness due to higher sales in volume.With those products the company has lower costs for production, experiences economies of scale and can offer lower selling prices. Additionally, the heavy users which spent the most amount of money on chocolate are targeted with this strategy. Besi des, customers rely on opinions of others word-of-mouth advertising could be a benefit. Finally, an aggressive and huge advertising campaign is useful. After having brand awareness, the introduction of higher priced (luxury) chocolate could be easier. However, a good quality is necessary. . The most appropriate customer is the Heavy User, because those people are buying chocolate continuously and spontaneously. More or less, the younger and mid-aged target group should be the aim, because older people rely on their experience and are very loyal to domestic products. Advertising depends on the available budget for this project. In general we would recommend a very aggressive advertising campaign using nearly every media that is available. One reason is that there is a high level of competition.Very important in this case is advertising on Metro-trains and busses as well as at Metro and bus stations. At those points a lot of people spent much time and recognize the ads repetitive. Mor eover, our aimed target group is usually using these opportunities of transport and people are often commuters. This kind of â€Å"travelling† enlarges repetition effects and reinforces brand awareness at no additional costs. Additionally, advertising on TV and Radio has to be done as well because those are very important media in Russia to reach the target and therefore to create brand awareness.However, TV is preferred over Radio (although it is more expensive) because you can sell your message easier by pictures. Adverts in newspapers are also important because 70% of households read a daily newspaper. It is also a good medium to offer coupons and give away. But in order to reach younger people and advertise colorful (brand awareness) magazine has to be used for advertising as well. 4. The most important thing could be to convince the people that a foreign company is able to fit the needs of the customers in Russia. Therefore, it is very important to sell products with hig h quality at an affordable price.In order to get a higher market in whole Russia the company has to spread to Moscow and other important cities. Additionally, the product portfolio has to be enlarged to reach more people. At first, the introduction of higher priced products (box chocolates) is necessary in St. Petersburg. Depending on the time this introduction could be most successful when there is Christmas Holiday or Mother’s Day when people are seeking for special gifts. Probably the company can think about a production plant in Russia, employing domestic people, lowering transportation costs etc. getting a more positive image.

Latin American Insurgencies Essay Example | Topics and Well Written Essays - 500 words

Latin American Insurgencies - Essay Example The Zapatista was trending vigorously and thus was demanding for reforms as the government had failed to deliver. The EZLN are mostly native poor farmers based union with an intellectual organization leadership from towns and cities, it is deeply entrenched in Mexico and spreads all over the penury affected areas of Chiapas in Mexico. An area highly populated by the Indian communities and eliminated from any entrepreneur development, where high numbers of households lacking water and electricity. The Zapatistas majorly demands for Democracy, freedom and justice from the government, as this three rights have been since deprived resulting into unfair treatment and corruption. The type of democracy Zapatistas visualize should be based in a concordance manner, direct and exercised in a free and fair process. Their aim of freedom is needed to enhance original sovereignty and facilitate self-discovery. Civil and economic justice is vital for the rebellious Zapatistas in order to secure respect for the local culture. According to Schulz & Wager, (1994), the Zapatistas was a succession of the very many bad and serious economic, political and social problems that had dominated, not only in Chiapas but also in remote areas of Mexico. This essay is going to study how the rebellious group influenced the defense forces and their impact on political development of Mexico and among its suburbs. The Zapatistas is less influenced by political matters as they feel that all leaders in their political parties are corrupt and cannot be trusted to support the welfare of their people. The election of leaders symbolizes no importance to Zapatistas and the rebellious benevolent group neither supports the self-sufficient heads nor the common leaders (Botz 2014). However, EZLN organizes lobbies around the country through preaching against corrupt leadership and against

Ontological Arguments and Belief in God Assignment

Ontological Arguments and Belief in God - Assignment Example His argument, however, was wholly rejected by Thomas Aquinas. Aquinas’s suggestion was that there is no way that mere mortals can conceive what God’s nature is, and thus we surely cannot conceive God like Anselm has said we can (Oppy 122-3). Therefore, this argument can be used only by the ones who can understand the true essence of God and that cannot be anyone but God Himself. David Hume was another philosopher who went against Anselm’s argument. His criticism was that it has no evidential reasoning. His argument was that the existence of a being cannot be proved simply through a priori reasoning. Cleanthes has proposed this argument in the following words: ...there is an evident absurdity in pretending to demonstrate a matter of fact, or to prove it by any arguments a priori. Nothing is demonstrable, unless the contrary implies a contradiction. Nothing, that is distinctly conceivable, implies a contradiction. Whatever we conceive as existent, we can also conce ive as non-existent. There is no being, therefore, whose non-existence implies a contradiction. Consequently there is no being, whose existence is demonstrable (Fieser 232). Yet another proposal was made by Pascal regarding the existence of God; he stated that His existence cannot be decided upon by means of reason and that a logical person should consider that God does exist since there has to be one being who can only gain and not lose anything. However, Pascal’s suggestion was solely for the Christian God and he said there is a possibility of certain people not believing in God in spite of receiving enormous benefits after acknowledging God’s presence, even if for a bet. William Paley was a Christian apologist, utilitarian and philosopher and had his own belief in God. His book Natural Theology presents the proof regarding God’s existence. Paley, like Aquinas, felt that we cannot know about the qualities of God, even if He exists. The fact he argued for was t hat there are much more evidences for the statement that God exists than objections against it. Paul Davies, a theoretical physicist, cosmologist, astrobiologist and author, has written a book regarding the existence of God. His latest book deals with natural theology which suggests that proof for the existence and nature of God is possible to be derived from the reflection we make of the natural world. Davies has used the latest discoveries and scientific facts from physics and cosmology to come to a conclusion regarding the classical theological queries. Answer 2: Anselm has provided certain reasoning in favour of the existence of God. His proposal was that God is the greatest being. And He is perfect. His perfections themselves prove that He exists because perfection requires existence. If He is perfect he definitely exists, no arguments about that for sure. Pascal said that even if one does not have any proof of God’s existence it is better to believe in one rather than r isk his afterlife and lose everything later, while having the time of his life in the world. Pascal talked about the super-dominance argument which states that in case it is true that God really exists the theists would be able to have eternal paradise and atheists, on the other hand, would go through eternal damnation. However, if there is no God the theists would have complete but finite happiness before dying. Atheists would be the same except that they would not have the comforts of religion. Thus, whether God exists or doesn’t, it is the theists who are better off than the atheists. Another argument in favour of the existence of God was by Aquinas, and it was cosmology based. According to his argument the objects that we find to be moving are

Equity theory PowerPoint Presentation Example | Topics and Well Written Essays - 250 words

Equity theory - PowerPoint Presentation Example The most straightforward approach to see the equity at work, and presumably the most well-known way it does sway representatives, is when partners contrast the work they do with another person that gets paid more than them. Equity is at play at whatever time representatives say things like, John gets paid a great deal more than me, yet doesnt do as much work, or I get paid a considerable measure not exactly Jane, yet this spot couldnt work without me! In each of those circumstances, somebody is contrasting their particular push to-pay degree to another persons and is losing inspiration simultaneously Chuck 2000). The privilege to remunerate or expenses attributed to every data differ relying upon the social setting. In mechanical settings, resources, for example, capital and physical work are seen as "pertinent inputs" – inputs that genuinely qualifies the patron for prizes. In social settings, resources, for example, physical magnificence and consideration are for the most part seen as resources qualifying the holder for social prizes. Singular characteristics, for example, ill-manners and mercilessness are seen as liabilities qualifying the owner for expenses. Inputs commonly incorporate any of the

Theories of Development Essay Example | Topics and Well Written Essays - 750 words

Theories of Development - Essay Example This theory was developed by Jean Piaget. The developer of this particular theory is a Philosopher who belonged to Switzerland. This theory has provided many central concepts in the field of development psychology. The theory of cognitive development is mainly concerned about the growth of an individual's intelligence levels. "The cognitive theory prides itself on taking into consideration all parts of the mind - thinking, knowing, memorizing, and communicating - and how they work together. In this sense, they see the mind as a computer, hardware and software interacting to form the personality. This perspective also points to general learning and how it is handled, rather than individual experience, as the main factor in shaping the personality. It sees the mind as a set-out frame waiting to be filled, rather than one shaped by experience. It is most like the behavioral view, but has humanized it by including the idea of individual thinking, personal reward, anticipated reinforcemen t, and social relationships (Phillips, 1999)." When the theory of cognitive development is applied to one's individual life, it can be surely said that it has got its own influence. This statement can be justified in the following way. As individuals, we learn many things as we grow up. Our knowledge levels are not the same when compared to our childhood days to our present day life. As we progress in our learning period in schools, colleges and the universities, out knowledge levels definitely improve and the amount of things about which we get aware of increase drastically. Socio-cultural Theory The socio-cultural theory was brought into light by a psychologist named Lev Vegotsky who hailed from the Soviet Union. According to socio-cultural theory, thinking and speaking are two different concepts. Though, according to the socio-cultural theory, thinking and speaking are two separate concepts, both of them are strongly interrelated. According to Vegotsky, individual cognition occurs in a social situation. They cannot be separated which correlates with the integrated nature of holism. The group is therefore vital to the learning process for all initiates who learn higher forms of mental activity via more knowledgeable peers and adults who jointly construct and transfer this activity primarily through language (Jaramillo, 1996). "Constructivism has a spectrum of contributors whose divergent theoretical orientations subsequently provided this theory with a range of teaching styles. Although one end of the spectrum is delineated by Piaget's notion that we learn in various stages of development, rather than in leaps and bounds, Vygotsky's view is a nonlinear learning sequence, which constitutes the other. Vygotsky's version of constructivism, then, is a non-development view of education whereby a child's intellectual personality and socio-moral knowledge is "constructed" by students internalizing concepts through self-discovery (Jaramillo, 1996). In the classroom setting, students learn through interacting with their peers, teacher, manipulative, and their contextual setting (Jaramillo, 1996)." This theory when applied to individual lives is something different from the cognitive theory of development. According to the former, human beings learn in a step-by-step process. They gain knowledge of many things in various stages of their life as part of their study or through the surroundings. But, according to the

Changes in work place safety since the 1900's Term Paper

Changes in work place safety since the 1900's - Term Paper Example information prior to 1880s.Amesricans modified the route to industrialization in order to fit their geographical and economic needs, they encouraged labor and time saving machines and procedures. Employers made such developments under legal and regulatory system that rooted out employer’s interest in workplace safety. Therefore, Americans developed highly profitable production methods that were dangerous very often (Aldrich, 2001). Aldrich (2001) reveals that work safety has long been compromised due to the fact that accidents were cheap in American, employers could afford to risk employees. When heirs of injured or killed employee sue employers for compensation, it was too hard to get it. Employer could prove that it was worker’s own fault, some other worker’s fault or the worker has assumed the risk. Usually courts dismiss such cases and deny liability. Several surveys about 1900 work safety revealed that only about half of all workers recover from fatal injures while their compensation only amounted to only half a year’s pay. Employers didn’t have to pay much for accidents, therefore Americans industrial methods were not developed enough to take care of safety. According to Fisk (2003) when it comes to comparing American workforce at the beginning and ending of the century, changes are quite frequent, some of these changes are very dramatic and well-known while some are just the opposite. In some cases, statistical data is not sufficient for making quantitative comparisons but discernible in most of the cases. During 20th century, total size of workforce increased approximately six times. US Bureau of the Census reports that the workers who are 10 years of age and above were registered and reported to have a rewarding occupation was 24 million in 1900(part 1,p.127) while according to Employment and Earnings (2000, p.10) it became 139 million in 1999 for 16 years and above (cited in Fisk, 2003). Fisk (2003) further explains that it is not just a