Computers and technology are an integral component of human lives both inside and outside of school. From e-mail communication to Internet shopping and from grade reports to academic research, computers and technology have altered approaches to living and learning. In turn, as a result of their experience with computers and technology, students today often have different expectations of schooling than their counterparts did in the past. Because of the wealth of information available to them on the Internet and the speed with which they make discoveries with technology, students today are more likely to be accustomed to a faster paced way of learning than what they witness in traditional classrooms; they may also demand more choices, more relevancy, and more ways to connect what they are doing in school with their lives outside of school. If indeed computers and technology have altered the way many students perceive the learning process, there are apparent implications for approaches to teaching with technology as well. Rather than simply using computer-aided activities to transmit traditional forms of knowledge, instructors now have new opportunities to create activities that facilitate vital forms of critical thinking and analysis among their students. Rather than perceiving their students as mere consumers of knowledge, instructors can utilize new technological resources to help their students construct and actively reflect upon the knowledge they gain in their courses
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