HOW TECHNOLOGY HAS CHANGED EDUCATION

The education of a nation's youth to a full height of academic rigor and standing is a complex process that nearly always spans more that a decade, requires tens of thousands of dollars, dozens of the teacher, and course, technology.. Not always the most recent techonology, mind you, but even the oldest Pentium one computer was once new
Techonology inside os education is somewhat problematic premise, an idea that generates controversy from the earlies of primary school grades right through to the top of the academic pyramid, graduate school. As you wel know , technology can be a powerful tool for learning, and it can be the same for cheating. It can be used to inform, and to distort. It can boldly open new door, while flinging open some that were perhaps best left closed; not every topic is appropiate for all groups. 






While some elements in the world ofd education still want to stress cursive penmanship and handiting, it is hard not to admit that technology, specifically and mostly the internet and personal computing, have transformed the modern world. These are things that modern studens were raised with, so completely that to not give the m their due would be to cheapen the impact of what might otherwisae be strong education.
Ask yourself this: would you rather a pupil taught how to quickly write in cursive, a full-page of their thousghts, or rather to lesrn how to adroitly employ any computing station put before their little haads? if you want the pupil to be competitive, you had best pick the secion option. Now, the question then becomes just this : what are the identifiable effects of our modern technology on education? let's try and get our arms around the topic.

"ADQUISITION LENGUAGE"

HOW MANY ADQUISITION LENGUAGE THE CHILDRENS




 THEORY
 JEAN PIAGET
 Piaget emphasizes the prominent sound of language and takes it as one of several aspects that make up the superstructure of the human mind. Language is seen as an instrument of cognitive and affective capacity of the individual, indicating that the linguistic knowledge that the child has depends on its knowledge of the world.
Their study and their theories are based on the possible functions of the language in the child. For Piaget the phrases spoken by the children were classified into two groups: those of egocentric and socialized speech, and these in turn are divided into the following categories:
• Egocentric Language: Repeated or Echolalia.Monologue.
The collective monologue.
• socialized speech: The tailored information.Criticism.
Orders, requests and threats.
Questions.
Answers.
Egocentric speech "feature is that the child keeps track of who speaks and if hearing (...) It is selfish because the child speaks more than himself, but mostly because it is placed on the point of view Your partner (...) The child only asks an apparent interest, but it becomes evident that illusion is heard and understood.
1.Repetición or Echolalia: the child repeats syllables or words that are heard but not much sense to him, are repeated for the sake of talking, without worrying about direct them to someone. From the social point of view, imitation seems to be a confusion between self and non-self, so that the child identifies with the object imitated, not knowing that he is imitating, repeating the belief that it expresses one's own idea .2.The monologue: the child talks to himself, as if thinking aloud. Not directed at anyone, so these words have no social function and serve only to accompany or replace the action. The word for child is much more tied to action in the adult. From this emerge two important consequences: first, the child is forced to speak while acting, even when alone, to accompany its action, and second, the child can use the word to produce what can not perform the action itself creating a reality with the word (fables) or acting on the word, no contact with people or with things (magical language.)3.Monólogo a couple or group, every other child associates his action or his momentary thoughts, without worrying about being heard or understood really. The speaker's point of view is irrelevant, the party will only work as exciting, as it adds to the pleasure of talking about it from monologue to others. It is assumed that the collective monologue everyone listens, but these are only expressions phrases aloud the thoughts of the group, with no ambition to try to communicate anything to anyone.Socialized speech:
Adapted 1.La information: the child really wants to communicate his thoughts, telling the caller something that may interest and influence over their behavior, which can lead to the exchange, discussion or collaboration. The information is directed to a particular party, which may not be interchangeable with the first come, if the caller does not understand, insists the child until it can be understood.2.La criticism and mockery, are the comments about the work or the conduct of others, specifically with respect to a party, which aim to assert the superiority of self and denigrating the other, its main function is thought to communicate meet the needs of non-intellectuals, such as fighting or self-love. Contain usually very subjective value judgments.3.The orders, requests and threats: the child's language is primarily a recreational purpose. Therefore, the intellectual exchange with tailored information represented is minimal and the rest of socialized language deals mainly in this category. While orders and threats are easy to recognize, it is important to make distinctions. These are called "prayers" for all orders placed on a non-interrogative, leaving orders placed in the category interrogative questions.4.The Questions: Most questions from child to child asking for a response so they can be considered within the socialized speech, but be wary of those questions that do not require a response from the other, because the child was given alone, these questions constitute monologue.5.The answers: are the answers to the questions themselves (question mark) and orders, and no responses throughout the dialogues, which fall under the category of "information tailored." The answers are not part of the child's spontaneous speech: enough peers or adults to do more questions for the child to respond more, raising the percentage of socialized speech.In conclusion egocentric speech decreases with age. Until the age of 7 years, children think and act in a more egocentric than adults.
The percentage of egocentric speech depends on the child's activity and its environment. In general, egocentric speech increases in gambling activities (especially the imagination) and decreases in activities that constitute work. With regard to the social, egocentric speech reduced when the child cooperate with others or when an adult intervenes on the child's speech, calling for dialogue.
AGES: To Piaget's in children under 7 years only to the extent there is understanding that they are identical and pre-existing mental schemes both in explaining how the listener.
After 7 or 8 years of the child, when he began his real social life, the true language begins
    



COGNITIVE APPROACH:
Constructivist Position: intelligence structures include the development of language. The subject has an active role in the development of intelligence in the cognitive construction, if an individual does not interact not develop the intelligence or language.
Piaget called concrete operational stage to the period from seven to eleven years old. The child at this stage is characterized by the ability acquires with the perception of different aspects or dimensions of a situation and understanding of how such aspects or dimensions are related. Thought pays more attention to the processes to the states. These changes enable the child to manipulate concepts, especially if things and ideas that they imply are not oblivious to reality. Similarly, the child's speech becomes less egocentric to the extent that it increases the need for communication and the obligation to recognize the importance of the listener. This situation is different than the child orally characterized in the previous stage or pre-operational (4 to 7 years), in which the child tries to meet their own needs more verbal than his listener. Most of the speech of a child at this stage has, according to Piaget, communicative intent. Thus, the verbal performance tends to be repetitive or of individual or collective monologue.
Piaget's stages are:
1.Etapa sensory-motor (0 to 24 months):• It is prior to language.• It provides for the existence of a period holophrastic, and even the end of the first demonstrations given by the symbolic.1.Etapa preoperational (2 to 7 years):• The schemes are beginning to be symbolized through words (telegraphic speech).• The last part of this stage is the emergence of socialization.• The language reaches a remarkable development. Appearance of the first fluid use complex sentences and verbal components.1.Etapa Concrete Operations (7 to 12 years):• Acquisition of social adaptation rules.• You learn that you can even transform reality through language.1.Etapa Formal Operations (12 to 15 years):• true reflections arise intuitive about language, judgments about acceptability or grammaticality of sentences in the case of conscious intuition.


Jakobson
 Not according to the steps as it considers that the period prelinguistic vocalizations are unrelated to those of the first words and their subsequent phonological development.
Watch a silent period between the two stages.
 






JESPERSEN
 Consider the babbling like an exploration of the sounds they make children, but speaking as a new way and it was the execution of other sounds.
 Mowrer
 With a more behaviorist believes that babbling was made towards all possible sounds of natural phonation and from contact with adults in the environment, strengthened and remained only the sounds of language itself.
 LOCKE
 He noted that 95% of babbling at 11 months based on 12 consonants p, t, k, b, d, g, m, n, s and the aspirate h wyjo glides, and that the CV structure, usually repeated was predominant.


   
 BARRERA LINARES
 Assuming that man is born to use language and to build thinking and thanks to it is what it is, for Linares is relevant to consider the whole process as one and the only period in life characterized by several states that if private:
Initial 1.Member interaction with the environment (and recognition of same), more or less relevant to the first three months of life (and here the age is not just a pedagogical reference) and associated with the issuance of crying and Twitter .2.What is your activation device for the Acquisition of Language (DAL), corresponding to what has traditionally been regarded as the period of babbling.3.What conformations for the first symbolic of reality, from the double articulation of language (first language signs, focusing on the recreation of their own concerning the physical environment and behavior of adults).4.This consolidation of basic grammar of the particular language being acquired, related to all formal and functional components of language.5.This the introduction of more complex structures of language, also inherent in the formal and functional components, but with particular emphasis on the beginning of the domain of pragmatic rules generated on the basis of increased verbal exchange with linguistic community members other than the family environment.6.Estado consolidation and realignment of pragmatic and discourse skills, marked by access to more abstract levels of language (discourse varied and complex forms).Each state involved in the preparation of sociolinguistic and cognitive conditions required as a minimum basis for the next step. All would be cumulative, not exclusive, nor avoidable. It is also likely from the second, each state is related in a relevant way with a specific discursive order.
 



STERN AND STERN (1907), LEOPOLD (1934-3949), Montes Giraldo (1,971, 1974) AND HERNÁNDEZ PINA (1,984)
 STUDIES Diarist: The work of this period are characterized by the so-called biographies of babies ", prepared by their own parents. They are distinguished by being highly subjective without specific theoretical orientation. Not attended much to the environmental conditions. Their language is developed based on certain conditions stimulated by the influence of environment.
 SMITH (1926)
 Oriented sentence length and vocabulary measurement.
 




HALLIDAY
 For Halliday's language acquisition is the progressive mastery of functional potential, which rises to a third stage, in which are recorded and language features adult roles.
This theory is based on that meaning is an important determinant of early child language, in which interactive processes are those who explain this language. The meaning and purely interactive process are the two pillars that support this theory, so Halliday concludes that the conditions in which we learn the language, are largely culturally determined. Known as part of social psychology.
Learning the language is the progressive mastery of macro functions or basic functions outlined and the formation of a semantic potential with respect to each of these functional components. Proposes seven basic alternatives in the initial stage of language development in normal children:
1.Instrumental: "I want", to the satisfaction of material needs.2.Regulatoria: "do as I say," to control the behavior of others.3.Interaccional: "You and I" to become familiar with others.4.Personal: "here I am", to identify and express themselves.5.Heurística: "Tell me why," to explore the surrounding world and domestic.6.Imaginativa: "we assume aa" to create his own world.7.Informática: "I have something to tell you", to communicate new information.What really matters is not the child has acquired this or that function but has internalized the fact that the language used for these purposes, you know it is good to talk.
Halliday believes that the process of language acquisition, the individual has three phases:
1.First Phase: (1 to 15 months): Master the basic features extra-linguistic. Functions under the language uses simple, non-integrated and necessary for the transition to adult, are considered cultural universals. The functions in this phase are discrete and their appearance is strictly in that order. Develop an articulated structure in expression and content. Produced sounds and meanings do not match are not identifiable.2.Segunda Phase: (16 - 22 months): Transition from child first language of the adult language. It is divided into two stages:• The pot or to "learn": a combination of personal and heuristic functions, which refers to the process of categorization and knowledge of the environment.• The pragmatic or "do": in which we combine instrumental and regulatory. The child through language meets the basic needs of communication and serves to connect to the environment. Means the first step toward using "informational" language. The dialogue, a factor of paramount importance for the theory of Halliday, involves purely linguistic forms of social interaction and also exemplifies the general principle that people adopt roles, assign or reject those assigned.1.Tercera Phase (22 months and older): The child enters a phase that involves the adequacy of child language to adult language. No longer will one correspondence between function and use, is characterized by a plurality functional. Are three new features:• ideative: to express content, the product of the speaker's experience and vision of the real world (using language to learn).• Interpersonal: works to establish and maintain social relationships.• Texture: the linguistic message in itself. Gives the speaker the possibility of making good use of meaning and potential of organizing a coherent way. Dominates a multi-functional, because he knows how to assign meanings.
 





SKINNER
 BEHAVIORAL: argues that language is a behavior learned in a gradual mixing with the kuffaar responsive reinforced. Skinner has reviewed the field of verbal human activity based on solid knowledge through thorough experience with animals and men. Its conceptual framework does not place special emphasis on the notion of form (as is traditional in other studies, language) but on the role.
Skinner denied that the language used to communicate. Instead he suggested that to understand speech, writing and other uses of language, first of all had to recognize that they are forms of behavior. Moreover, suggested that verbal behavior is no different in essence from any other form of behavior. Verbal behavior is learned in terms of functional relationships between behavior and environmental events, particularly of its consequences. It is the social environment which reinforces the verbal behavior.
Skinner, likewise, no never said that the language can be learned only from the imitation of adult speech. Nor proclaimed the need for all children are reinforced emissions. He noted that the language is considered by units that can give rise to new combinations. Skinner said the limitations of the general mechanisms outlined above to account for the productive nature of language.
In Verbal Behavior, Skinner argues that: Verbal behavior is characterized as behavior reinforced through the mediation of other people, listening activity. The behavior of the speaker and the listener together form what might be called a full episode.
In general we can say that Skinner:
1.Reemplaza the idea of ​​language as an entity (something that a person acquires and possesses) and a tool (tools to express ideas and mental states). Verbal behavior is studied as any other behavior. Its particularity is to be reinforced by its effects on people (other people first, but eventually the same speaker). As a result, is free of spatial relations, temporal and mechanical prevailing between operant behavior and social consequences.2.Se opposed to mentalism. Rejects the concept of language and use words to communicate ideas, shared meaning, express thoughts, etc. The language and conduct is the subject of study in their own right, without resorting to something else.3.Se causation precludes mechanistic stimulus-response model. Verbal behavior is a voluntary (operant) is selected for its environmental consequences, and investigated by functional analysis, based on the description of the three-term contingency.4.La peculiarity of verbal behavior with respect to other operating, is that the consequences of the speaker's behavior are mediated by others. The controllers are social variables: the behavior of others, controls the speaker's verbal behavior.5.The time to consider the language as a set of words that refer to objects, the meaning of words is investigated in terms of the variables that determine its occurrence in a particular instance. The meaning is understood by identifying the variables that control the broadcast.6.Propone the concept of "rule-governed behavior." In operant behavior distinguishes two subclasses: "conduct shaped by the contingencies" (CMC) and "rule-governed behavior" (CGR). The CGR occurs when the individual acts according to explicit rules, tips, instructions, role models, plans, maxims, etc.7.The "rules" are stimuli that specified contingencies. Directly or by implication from previous experience, the rule specifies an environmental consequence of certain behaviors (eg, "who passed with 7 unaccountable final exam"). Function as discriminative stimuli.8.The effect of a rule on an individual depends on learning the history of that individual regarding the behavior (operant) to "follow rules." A person will follow rules to the extent that the prior conduct in response to similar verbal stimuli (rules, tips) has been reinforced. Therefore, the selection result is central to the CGR, although less direct than in the CMC. Most human behaviors are the product of both contingencies and rules.
 




VIGTOSKY
 COGNITIVE: argues that language and thought are separate and distinct until two years ago, after which time both agree a new time-sharing. At this point the thought begins to acquire some characteristics verbal and speech becomes rational, expressive educt manipulated as is thought.
Vygotsky not only examines the issue of biological functions from the point, also cultural, taking language as a tool for human social communication. It argues that the word encodes the experience, which is the work of man, the word is linked to action and has a character simpráxico to become a coding system independent of the action. For Vygotsky the word gives the ability to mentally operate objects, where each word has a specific meaning to the situational context.