Education is an important factor in the development of a society. Evidently, the benefits of education go beyond the obvious advantage of improving life chances. Education empowers people not only with the skills, knowledge and means of succeeding in life, but also with the hope of a better productive and sustainable life. Education is thus an important tool in the realization of a prosperous and developing community. While the importance of education reigns supreme, it is important that education meets the requirement of the contemporary. Focus is given to the implementation of effective technological tools that would be helpful in delivery quality service for the youth of the county. The paper examines important ways that would make technological advancement relevant to the delivery of efficient learning skills while following state rule and guidelines.
Technology-altered involvement is an important constituent in advancing the student results. This would improve the learning transformation process since students move at a comfortable pace. This is referred to as the power of student-focused approach, where students can utilize the time required to comprehend the course with established realization. Some students may take longer than the regular stipulated semester, but not many. The teacher is still greatly drawn in, but spends a lot of time in small group mode rather than lecture mode. Technology interventions may lead to improved test scores, reduced dropout rates, course completion, and improved discipline. Second is changing management leadership by principle whereby leaders facilitate instances for teacher proficient learning and cooperation in any case monthly. Principals can guide by hosting collaborative deliberations and communities of practice and execute course group observations to ensure proper use of technology. Since principals are the leaders of professional development within learning institutions, they must lead in transforming administration to the essential school. They must also lead in use of data to instruct in the transition from teacher-guided to student-focused instruction (Theoharis, 2010). Thirdly, students can use technology for online collaboration through social media, simulations, and games. Online collaboration enhances learning efficiency and student engagement since students can use electronic association to speedily question a peer and find a solution. Productivity is greatly enhanced through eradication of distance, time constraints, and money (Killion, 2009). Brisk technological advancements in social media with no doubt may expand the benefits and contribution level. For example, current mobile phones applications can instantaneously handle multiple social media networks. Fourth involves incorporating technology into core courses more regularly. Daily use of technology in core subjects shows a relationship that is evidenced on students' performance; daily use correlates to better attendance and better discipline. Therefore, to successfully implement the daily use of technology, schools should move into one-on-one computer based directives. This will enable them to benefit from stakeholder buy-in, have adequate levels of professional development, invest in both the courseware and hardware, use computers for more transformative activities, and employ broader uses including digital content to facilitate information gathering (Kose, 2007). Technology has an affirmative impact, but for optimum results, schools need to invest in the re-modification of schools, not just technology itself. Accurately putting into service educational technology can be income-positive across all levels, local and nationally. Technology leads to lessen costs and increase output efficiency. Good technology execution results in positive results. The monetary benefits include direct expense decline and indirect income improvements that are achievable at county level. Examples of county-level overheads that can be minimized include shifting from paper-based to electronic administered tests and teaching of students who fail. In addition, the use of virtual trips is recommended, as they are more powerful than actual trips. Schools can at least make these trips monthly. Technology transformation is all about learning efficiency. It is much quicker to look something up on a computer than in a book. Students must therefore constantly start familiarizing themselves with technology to exhibit learning (Belfield, 2007).
Secondly, while implanting the technological plan, teachers must ensure that the new technology is diverse to meet the needs of all the students. Particular attention must be paid to the needs children with disability so that the IDEA requirement is not compromised. As part of the project intended to develop a learning tool to assist children with cognitive challenges, I have developed a collaborative participatory designed activities to design a computer based learning tool modified for helping children with learning challenges. The Computer Based Leaning Tool for Cognitive Disable Children provides assessment of the most salient aspects of readings for determining a student’s strengths and weaknesses. Even though the technology is an instrumental tool in the society, there is a need to have regulations that standardize what is subjected to children. One way regulating technology is through issues such social media and internet usage is controlled for class purposes. While the government can do little to change how the media affects the society, a great of authority is required on the part of the audience. Careful analysis allows the audience to judge what is wrong and right. Parents should also advise their children on the contents they should watch now that internet programs are not child-friendly
References
Fantini, M. D. (1981). Anticipatory leadership and resource management in the future. Theory Into Practice, 20(4), 214218.Marrero, M. E., Woodruff, K. A., Schuster, G. S., & Riccio, J. F. (2010). Live, online short-courses: A case study of innovative teacher professional development. International Review of Research in Open and Distance Learning, 11(1), 8195.Chambers, J. G., Lam, I., & Mahitivanichcha, K. (2008). Examining context and challenges in measuring investment in professional development: A case study of six school districts in the Southwest Region. Issues & Answers, REL-No. 037. Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED502699National Policy Board for Educational Administration (NPBEA). (2002). Instructions to implement standards for advanced programs in educational leadership for principals, superintendents, curriculum directors, and supervisors. Retrieved from http://www.nassp.org/portals/0/content/55089.pdfLearning Forward. (n.d.). Standards for professional learning: Quick reference guide. Retrieved from http://www.learningforward.org/docs/pdf/standardsreferenceguide.pdf?sfvrsn=0
