Custom essays: Technological boost

The changes in all spheres of human life caused by technological boost urge to adjust learning system in order to enable children to become successful in future and to maintain the nation’s well-being. Alarming symptoms of inefficiency of current educational system have already been witnessed, such as poor results of US students on international assessments and contests (Mullis, Martin, Gonzalez, & Chrostowski, 2004) and decreasing ability of US workforce to compete internationally (Kagan & Stewart, 2004). Moreover, Prensky (2001) states that modern students, being greatly accustomed to technological novelties since childhood, “are no longer the people our educational system was designed to teach” (Prensky, 2001). All these symptoms show that there exists a growing gap between skills needed in the modified global environment and skills cultivated by current educational system (Partnership for 21st Century Skills, 2005).
The aim of this essay is to discuss the perspectives of improving learning achievements and changing educational paradigm by the use of computer technologies in education and by applying the concept of formative assessment in this environment for the purpose of enhancing learning process and adjusting it to requirements of time.
1. Computer technologies and learning achievements
1.1. Impact of technology on education
In the context of the proclaimed need for using new technologies for learning and the importance of ICT skills for children, it is reasonable to determine whether integrating computer technologies into learning shows positive results, which activities are enhanced by computerized learning, and what changes follow as a result of technological progress.
Positive correlation between the use of educational software and achievements in reading and mathematics was found, especially for students in early grades (Murphy et al, 2001); according to O’Dwyer, Russell, Bebell, and Tucker-Seeley (2005), fourth grade students more exposed to computer technologies are likely to have better results in language studies and writing. The suggestion to enable middle school students with wireless laptops resulted in reading proficiency increase (eSchool News, 2005). Distance educational programs lead to better results due to individualized approach compared to traditional classroom learning.
Nevertheless, using new technologies does not always lead to improved skills: Wenglinsky (1998) found out that computerized learning gave negative results for low order thinking skills, but enhanced problem solving and comprehension. Some researchers suggest that new approach to measuring student achievements has to be accepted, with focus on the abilities to find, interpret and synthesize information. Interactive learning environments and collaborative methods of learning create more diversified learning space, and create additional educational stimuli.
Finally, Roschelle, Pea, Hoadley, Gordin, & Means (2000) have determined four key characteristics in learning environments shaped by technology: active individual engagement, collaborative and group learning, constant feedback and interactions, and connections to real practical contexts. Also, it has been found that technological improvements are more efficient when they are part of global educational reform. Moreover, it is impossible to implement new technologies without changing the whole system: the functions of teachers shift from lecturing to coaching, teacher’s perception of students and level of individual approach also changes. Thus, measuring educational achievements only is a complicated task, since technological changes affect the whole system.
1.2. EETT initiative
As an attempt to foster integration of learning environment and technological advance, the program called Enhancing Education Through Technology (EETT), mostly known as NCLB, title II, D, was signed in 2002 (Bramble & Panda, 2008). Its main goals are to improve student achievement via introducing new technologies, assist students in crossing the “digital divide” and stimulate technological integration in education. Under this program, grants may be given to those individuals who introduce programs complying with 12 criteria of EETT. However, its funding decreased every year; this decision was explained by the fact that schools are already equipped with necessary technological innovations, and it is necessary to focus on achievements. Critically reviewing this statement, it is possible to conclude that the approach to integrating technology without changing other fundamentals of educational system will not lead to significant results. Moreover, several researchers state that the whole NCLB program is damaging the quality of education (Meier & Wood, 2004). Thus, a more complex and systematic approach is needed.

PLAN OF THE PAPER
Introduction
1. Computer technologies and learning achievements
1.1. Impact of technology on learning environment
1.2. NCLB initiative
1.3. Risk factors caused by technological boost
1.4. Necessary conditions for learning improvement
2. Concept and benefits of formative assessment
2.1. The Concept of Formative Assessment
2.2. Types of Formative Assessment
2.3. Implications of formative assessment
3. Formative assessment and new technologies
3.1. Technological background for implementing formative assessment
3.2. Strategies of online formative assessment
3.3. New perspectives of formative assessment approach
4. Recommendations on learning improvement
4.1. Guidelines for enhancing learning achievements
4.2. Limitations caused by new technologies
Conclusion