Date of publication: 2017-09-05 08:04
There may be many uses of information technology in the classroom, and you may wish to acknowledge this in the beginning of the essay. However, the focus of your essay needs to be based on examining and explaining the best usage of information technology. It may be that there are several best methods available. Hence, you could then proceed to explain each of these and how they can be implemented in the classroom. Alternatively, there may be one overall best method amongst a group of very good methods, in which case you will need to highlight why one method is better than the others, and how this method can be implemented in the classroom.
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How to organize: like analysis questions, cause and effect questions ask you to trace something?s features, in this case, specific effects of a particular cause or vice versa. Using transitional words will help you organize coherently, especially ?because,? ?therefore,? and ?consequently.?
When writing to communicate, students move from their informal and more discovery-based writing to more formal, demanding and public expectations of particular discourse and rhetorical conventions. Learning the conventions for specific fields of study, developing different methods for analysis and argument, as well as fine tuning the details of grammar, documentation and mechanics are central to the mode of writing as communication.
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The following keywords and phrases were useful in searching for information for this assignment: computers and education, computers in schools, computers in classrooms, internet in classrooms, online technology and education, computer-mediated communication and classrooms, online classrooms, online schools, e-learning.
Many academic assignments ask students to write very specifically about what they've read. The following links provide helpful structures for such assignments:
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Seed sentences can help students get started writing and can then be further refined later in the process of writing. Working with seed sentences might also be a productive approach to writing to learn.
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Students can be asked to review everything they have written informally through writing to learn in order to determine a focus or direction for their more formal assignments in public communication. They may find an initial thesis for a specific topic emerging through their ideas for using writing to communicate in the classroom.
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A sense of purpose will connect to developing a central idea or thesis. Knowing what kind of writing is expected of them (informational? argumentative? expressive?) and reviewing the ideas present in their writing to learn assignments will help students accomplish the difficult task of determining a central idea. After reading, class discussion, and writing to learn, students will be more able to decide what they want to say and thus have a starting point.
How to organize: analysis involves a careful breaking of something into its various parts. Using transitional words like first, second, third? or next, another, in addition will add coherence to your analysis.