Higher Education and Society

Institutions of education, and the system of which they are a part, face a host of unprecedented challenges from forces in society that affect and are influenced by these very institutions and their communities of learners and educators. Among these forces are sweeping demographic changes, shrinking provincial budgets, revolutionary advances in information and telecommunication technologies, globalization, competition from new educational providers, market pressures to shape educational and scholarly practices toward profit-driven ends, and increasing demands and pressures for fundamental changes in public policy and public accountability relative to the role of higher education in addressing pressing issues of communities and the society at large. Anyone of these challenges would be significant on their own, but collectively they increase the complexity and difficulty for education to sustain or advance the fundamental work of serving the public good.

Through a forum on education, we can agree to: Strengthening the relationship between higher education and society will require a broad-based effort that encompasses all of education, not just individual institutions, departments and associations.

Piecemeal solutions can only go so far; strategies for change must be informed by a shared vision and a set of common objectives. A “movement” approach for change holds greater promise for transforming academic culture than the prevailing “organizational” approach.

Mobilizing change will require strategic alliances, networks, and partnerships with a broad range of stakeholders within and beyond education.

The Common Agenda is specifically designed to support a “movement” approach to change by encouraging the emergence of strategic alliances among individuals and organizations who care about the role of higher education in advancing the ideals of a diverse democratic system through education practices, relationships and service to society.

A Common Agenda

The Common Agenda is intended to be a “living” document and an open process that guides collective action and learning among committed partners within and outside of higher education. As a living document, the Common Agenda is a collection of focused activity aimed at advancing civic, social, and cultural roles in society. This collaboratively created, implemented, and focused Common Agenda respects the diversity of activity and programmatic foci of individuals, institutions, and networks, as well as recognizes the common interests of the whole. As an open process, the Common Agenda is a structure for connecting work and relationships around common interests focusing on the academic role in serving society. Various modes of aliening and amplifying the common work within and beyond education will be provided within the Common Agenda process.

This approach is understandably ambitious and unique in its purpose and application. Ultimately, the Common Agenda challenges the system of higher education, and those who view education as vital to addressing society’s pressing issues, to act deliberately, collectively, and clearly on an evolving and significant set of commitments to society. Currently, four broad issue areas are shaping the focus of the Common Agenda: 1) Building public understanding and support for our civic mission and actions; 2) Cultivating networks and partnerships; 3) Infusing and reinforcing the value of civic responsibility into the culture of higher education institutions; and 4) Embedding civic engagement and social responsibility in the structure of the education system

VISION We have a vision of higher education that nurtures individual prosperity, institutional responsiveness and inclusivity, and societal health by promoting and practicing learning, scholarship, and engagement that respects public needs. Our universities are proactive and responsive to pressing social, ethical, and economic problems facing our communities and greater society. Our students are people of integrity who embrace diversity and are socially responsible and civilly engaged throughout their lives.

MISSION The purpose of the Common Agenda is to provide a framework for organizing, guiding and communicating the values and practices of education relative to its civic, social and economic commitments to a diverse democratic system.

GUIDING PRINCIPLES

I believe social justice, ethics, educational equity, and societal change for positive effects are fundamental to the work of higher education. We consider the relationship between communities and education institutions to be based on the values of equally, respect and reciprocity, and the work in education to be interdependent with the other institutions and individuals in society.

We will seek and rely on extensive partnerships with all types of institutions and devoted individuals inside and outside of higher education.

We realize the interconnection of politics, power and privilege. The Common Agenda is not for higher education to self-serve, but to “walk the talk” relative to espoused public goals. We understand the Common Agenda as a dynamic living document, and expect the activities it encompasses to change over time.

THE COMMON AGENDA FRAMEWORK The general framework for the common agenda is represented in the following diagram. It is clear that while goals and action items are organized and aliened within certain issues areas, there is considerable overlap and complimentarity among the issues, goals and action items. Also, following each action item are names of individuals who committed to serve as “point persons” for that particular item. A list of “point persons,” with their organizational affiliation(s) is included with the common agenda.

ISSUES

ISSUE 1: MISSION AND ACTIONS

Public understanding more and more equates higher education benefits with acquiring a “good job” and receiving “higher salaries.” To understand and support the full benefits of higher education the public and higher education leaders need to engage in critical and honest discussions about the role of higher education in society. Goal: Develop a common language that resonates both inside and outside the institution. Action Items: Develop a common language and themes about our academic role and responsibility to the public good, through discussions with a broader public.

Collect scholarship on public good, examine themes and identify remaining questions. Develop a national awareness of the importance of higher education for the public good through the development of marketing efforts.

Goal: Promote effective and broader discourse. Action Items: Raise public awareness about the institutional diversity within and between higher education institutions.

Identify strategies for engaging alumni associations for articulating public good and building bridges between higher education and the various private and public sector companies. Develop guidelines of discourse to improve the quality of dialogue on every level of society. Organize a series of civil dialogues with various public sectors about higher education and the public good.

ISSUE 2: DEVELOPING NETWORKS AND PARTNERSHIPS

Approaching complex issues such as the role of higher education in society that requires a broad mix of partners to create strategies and actions that encompass multiple valued perspectives and experiences.

Broad partnerships to strengthen the relationship between higher education and society involves working strategically with those within and outside of higher education to achieve mutual goals on behalf of the public good.

Goal: Create broad and dispersed communication systems and processes.

Action Items:

Create an information and resource network across higher education associations Create information processes that announce relevant conferences, recruit presenters and encourage presentations in appropriate national conferences Develop opportunities for information sharing and learning within and between various types of postsecondary institutions (e.g. research-centered communities).

Goal: Create and support strategic alliances and diverse collaborations.

Action Items: Establish and support on-going partnerships and collaborations between higher education associations and the external community (e.g. civic organizations, legislators, community members) Explore with the public how to employ the role of arts in advancing higher education for the public good Promote collaboration between higher education and to address access, retention, and graduation concerns

ISSUE 3: INSTILLING AND REINFORCING THE VALUE OF CIVIC RESPONSIBILITY INTO THE CULTURE OF HIGHER EDUCATION INSTITUTIONS

Education should attend to the implicit and explicit consequences of its work, and reexamine “what counts” to integrate research, teaching and service for the public good to the core working of the institution.

Goal: Emphasize civic skills and leadership development in the curriculum and co-curriculum.

Action Items: Develop and implement a curriculum in colleges and universities that promote civic engagement of students Create co-curricular student and community programs for leadership and civic engagement development Develop learning opportunities, inside and outside of the classroom, that promote liberty, democratic responsibility, social justice and knowledge of the economic system Develop student leadership and service opportunities that focus on ethical behavior Teach graduate students organizing and networking skills, and encourage student leadership and Diversity education

Goal: Foster a deeper commitment to the public good.

Action Items: Work with faculty on communication skills and languages to describe their engagement with the public, and educate faculty for the common good Identify models for promotion and tenure standards Identify models for faculty development

Goal: Identify, recognize, and support engaged scholarship.

Action Items: Identify and disseminate models and exemplars of scholarship on the public good Encourage the participation in community research Help institutions call attention to exemplary outreach. Establish a capacity building effort for institutions

Goal: Bring graduate education into alignment with the civic mission.

Action Items: Work with disciplinary associations to hold dialogues on ways graduate student training can incorporate public engagement, involvement and service Promote “civic engagement” within academic and professional disciplines according to the disciplines’ definition of “civic engagement” Incorporate the concept of higher education for the public good into current graduate education reform efforts

ISSUE 4: EMBEDDING CIVIC ENGAGEMENT AND SOCIAL RESPONSIBILITY IN THE STRUCTURE OF THE HIGHER EDUCATION SYSTEM

Promoting the public benefits of higher education requires system efforts beyond institutions to intentionally embed values of civic engagement and social responsibility in governance practices, policy decisions, and educational processes.

Goal: Align governing structures and administrative strategies.

Action Items: Develop ways to improve student and the community involvement in the governance and decision making process of educational institutions. Identify and promote ways for institutions to improve involvement with the public and the practice of democracy within their own institution. Establish public good/civic engagement units that orchestrate this work throughout institutions.

Goal: Publicly recognize and support valuable engagement work.

Action Items: Offer public awards that reward institutions with demonstrable track record in serving the public good in order to encourage institutionalization of performance around the public good and civic engagement.

Develop a comprehensive inventory of funding sources, association activities, initiatives, and exemplary practices that advance the public good. Identify, recognize, and support early career scholars who choose to do research on higher education and its public role in society.

Goal: Ensure that assessment and accreditation processes include civic engagement and social responsibility.

Action Items: Identify service for the public good as a key component in provincial and federal educational plans (e.g. Master Plans, provincial budgets, and professional associations).

Bring higher education associations and legislators together to broaden current definition of student outcomes and achievement, and develop a plan for assessment.

Develop strategies and processes to refocus system-wide planning, accreditation and evaluation agendas to consider criteria assessing the social, public benefits of education.

Goal: Cultivate stronger ties between the university, federal and provincial government.

Action Items: Develop a 2-year implementation plan that joins the university rector / Pro-rector and Director with provincial legislators to engage in an assessment of the needs of the public by province Host a series of dialogues between trustees and provincial legislators to discuss the role of universities and public policy in advancing public good at a local, provincial, and national level.

Essentials Of Highly Healthy People

1.0 INTRODUCTION AND DEFINITION

Health is derived from the old English word “whole”. The definition of Health is intended to include those things that “make a person whole” which means more than just physical well-being.

In 1948, World Health Organization (WHO) defined health as a state of complete physical, mental, social or relational well-being and not merely the absence or disease of infirmity. The enjoyment of the highest attainable standard of health is one of the fundamental rights of every human being without distinction of race, religion, political belief, economic or social condition.

In 1984, WHO added spirituality to its list of factors necessary for optimum health. If we are to be truly healthy, the physical, mental and spiritual elements must be functioning as God designed them to function. The physical may be the most unimportant of the three because with good mental and spiritual health, we can still be content even though our bodies may be unhealthy.

From ancient to modern times, authoritative sources indicates that health is continually defined in terms of the physical, emotional, mental, relational and spiritual well-being.
Health is a major topic in the Bible and it is viewed primarily as the restoration and strengthening of one’s personal relationship with God. It is also viewed as a healthy lifestyle (physically and emotionally) that focuses on passing healthy relationships with your family and with other people.

Being highly healthy means being healthy in every area of your life during every stage of your life. It means being balanced in these areas: body, mind, spirit and community usually taken as the four “wheels” of Health. By balancing these aspects of health, you can become blessed and thus, highly healthy.

2.0 PRINCIPLES ESSENTIAL TO BEING HIGHLY HEALTHY

a. The essential of balance
b. The essential of self-care
c. The essential of forgiveness
d. The essential of reducing SADness (Stress, Anxiety and Depression)
e. The essential of relationships
f. The essential of spiritual well-being
g. The essential of positive self-image
h. The essential of discovering your destiny
i. The essential of personal responsibility and
j. The essential of empowerment
k. The essential of team work.

These are designed and programmed into the very core of our beings. It is important they are understood, learnt and applied in our daily living in order to become highly healthy.

3.0 FOUR WHEELS OF HEALTH

These wheels are likened to the four wheels of a stable car with strong spokes for each wheel all wheels in balance. They represent the:

a. physical health – the well-being of one’s body

b. emotional health – the well-being of one’s mental faculties and one’s connection with his or her various emotions.

c. relational health – the well-being of one’s association with family, colleagues and friends in the context of a community that is healthy and

d. spiritual health – the well-being of one’s relationship with God

Further indepth into them shows:

(a) The physical wheel

Maximum physical health occurs when the body with all its chemicals, parts and systems is functioning as closely as possible to the way God designed it to function. For a person to be physically healthy, disease must be prevented whenever possible and treated as needed. When illness or disorder is incurable, physical health involves learning to cope with and adapt to physical disease.

With good emotional, relational and spiritual health, a person can still be highly healthy, even though his or her body may not be “whole”.

The major determinants of physical health are the activities you engage in (exercises, walk), rest hours (sleep, relaxation, vacations, recreation). Intake into the body (water, good, and toxins) fruits and vegetables, mineral in-take of caffeine, tobacco, soft drinks, saturated fats, highly processed foods, fast food and sweets, illicit drugs, alcoholic drink, beverages); elimination (urine, stool, bowel movements).

(b) Emotional wheel

This is the state of maximum emotional and mental well-being. It is not the absence of emotional distress which is unavoidable for any imperfect human being. Being emotionally healthy requires learning to cope with and to embrace the full spectrum of human emotions each of us faces everyday throughout our lives. It requires healthy brain function. If the brain dyefunction is untreated, it becomes non-functional and throws his physical, emotional, relational and spiritual wheels out of balance. This has to do with stimulation (too hot, too cold or just right). If you experience too much or too little stimulation, if you are too busy or exceptionally bored, you are suffering from emotional health. Enough quiet is required in everyone’s life. Another aspect which is quietness (peace, tranquility in one’s soul), lack of self-worth, lack of intimacy with others, loneliness associated with accumulated grudges towards others or yourself, lack of intimacy with God are the major causes of emotional pain. Any of these lacks can lead to simmering, embittering anger towards others or yourself or God.

Life long learning is important to one’s health. As the physical exercise helps the heart, muscles and bones, stay healthy, your brain benefits from mental actuality. Continuing to educate yourself and staying mentally active are ways to protect yourself from dementia and Alzheimer’s disease. Regular reading, having a challenging job and participation in ongoing education is linked with sharper mind later in life. Teaching, crossword puzzles, class or church education all help the maintenance of emotional wheel.

(c) Relational Wheel

This is the state of maximum well-being in all our social relationships – those with family, friends, neighbours, colleagues, co-workers, broader community. Relational stress and discord are inevitable as we interact with fellow human beings. We have to do all we can to prevent and “treat” disordered relationships. Relational wheel involves trusting people and relations, parents, children, spouse, extended family, friends and support groups.

The relationship you have with your parents plays a critical role in determining your ability to have good relationships with others. If your parents balanced love with discipline, freedom with limits, and nurture with training, and if your relationship with them when you became adult was healthy, enjoyable and affectionate, then you have a good relational health. The same with children and spouses. Our relations – sisters, brothers aunts, uncles, cousins and nephews have profound impact on our mental, physical and spiritual health.

Friends also play important role in predicting premature death and disease. People who have nobody caring for them, who do not feel close to anyone, have no one in whom to confide are likely to suffer premature death or disease more. Having friends who love, care for us with unconditional support give us powerful positive health benefits.

(d) Spiritual wheel

This is defined as the state of maximum well-being in our personal relationship with our creator. To be spiritually healthy, any separation or disharmony on our relationship with God must be prevented or treated. This is the most crucial one of all the other aspects of health.

Healthy people make their spiritual well-being a consistent priority by actively seeking to understand Gods plans and design for them in terms of their physical, emotional, relational and spiritual condition, seeking and accepting their creator’s personal instructions and direction in their lives. If the spiritual wheel is given less attention than the other three, we cannot be highly healthy while, we are not promised a perfectly healthy physical life, the Bible promises those who have a vital personal relationship with God an abundant life one that will be full and meaningful – infused with purpose, contentment and joy.

To have spiritual health, trust in God, pray and meditate and fellowship in a faith community and faith sharing.

4.0 HOW TO BECOME A HIGHLY HEALTHY PERSON

The Essential of Balance: Set a wise balance in your life – the “health car” with its four “wheels of health” cannot run smoothly without all wheels running well i.e. being in balance. Neglecting one or more of your wheels of health will result in imbalanced health problems. You cannot become a highly healthy person without first diagnosing your unique areas of disease and maintenance.

b. The Essential of Self-care: Be proactive in preventing disease.. The secret to becoming and staying highly healthy is to prevent “disease” in body, mind, spirit and in relationships as much as is possible.

i. Exercise makes you feel healthier than eating does. Regular exercise help to control weight, improve overall health, reduce risk of such medical problems as diabetes, heart disease and osteoporosis.

ïi. Exercise for at least 30 minutes five days per week.

iii Exercise regularly and consistently to control your weight

iv. avoid highly processed foods.

v. eat nutritious diet and do not over eat. Eat foods with high fibre content, whole grains, nuts, sugar yogurt and low in calories, salt, saturated fats and refined sugars. Health enhancing fish is important too.

vi. drink lots of water and do not smoke.

vii. consume plenty of fresh fruits and vegetables.

viii. do not consume alcohol or tobacco products.

ix. Practice and enjoy regular sex with your legal spouse in mutually monogamous relationship.

c. The Essential of Forgiveness: Practice acceptance and letting go.

F = Forgiving is highly healthy
O = Organize your thoughts by writing
R = Review your experience
G = Give the Boot to anger and Regret
I = Invest in removing resentment
V = Victory comes in forgiving others
I = Increase your gratitude for the past pain
N = Navigate to inner place
G = Give comfort to others.

d. The Essential of Reducing SADness-stress, Anxiety and depression). Lighten your load.

1. STRESS is any change that required you to adapt or change the way you are doing something. Stress is virtually unavoidable in contemporary life. Stress can come from big things – retirement, job change, pregnancy, new baby, loss of loved one, new school, new job or from little things – change in weather, flat tyre or traffic jam, sudden deadline, misplaced house keys or an electrical outage. These events are technically called stressors. Some stress is good. We are made to withstand some amount of stress which can help us grow physically, emotionally, relationally and spiritually. Too much stress at one single time or for too long a time usually called chronic stress can lead to weakness in all 4 of our health wheels. We are created to respond to stress in a variety of physical, emotional, and spiritual ways. When confronted with more stress than we are designed for – a large stress all at once or smaller amount of relentless.

Stress, our blood pressure and pulse increase. In the short run, this is healthy but in the long run, if the natural fight (stress) response becomes our way of life and can hurt in many ways:

ii. it can damage blood vessels and heart

iii. it can cause the body to release hormons that cause the liver to release sugar, store fat.

iv. it can cause adrenal glands to “poop out”.

v. it can cause our muscles to tense up

vi. it can increase the release of stomach acid and affect the motility of the intestine and colon leading to a variety of gastrointestinal upsets and disturbances.

vii. it can suppress the immune system – possibly making us more susceptible to infections and to certain chronic illnesses.

viii. Too much stress can and will keep you from becoming a highly healthy person.

2. ANXIETY in its most basic form is healthy – designed by our Creator to arouse us to and get us ready for action. Anxiety can prepare you physically and emotionally for a threatening situation. Anxiety is designed both to help us cope and to assist us in performing at a high level. But an anxiety disorder occurs when normal anxiety does the opposite – instead of helping you cope, it prevents you from coping and dramatically disrupts your daily life.

General anxiety disorder comes on without any trigger. People with general anxiety disorder worry about health, money, job, family or work. They are unable to relax and often have trouble falling asleep or staying asleep. Their worries are almost accompanied by physical symptoms such as trembling, twitching, muscle tension, headaches, irritability, sweating or hot flashes; nauseated, go to bathroom frequently, have palpitations or atypical chest pains, feel tired, cannot concentrate and suffer depression. This is more common in women than in men.

3. DEPRESSION weakens the emotional wheel and prevents people from becoming highly healthy. It often accompanies anxiety disorder. Depression is commonly accompanied by feeling of sadness, apathy and hopelessness as well as changes in appetite or sleep. Depression can also make it difficult for some people to concentrate. Some types of depression can be treated using modern anti-depression medications, dietary supplements, nutritional therapies, exercise, light therapy, pastoral counseling or psychotherapy. Some researchers conclude that depression is caused by an imbalance in the hormones of the brain.

4. The Essential of Relationship: Avoid loneliness. Loneliness leads to evil plans. If your brain stays idle, it becomes sick and deteriorates into the devil’s workshop and you become automatically the devils work tool. Always engage yourself in meaningful ventures.

i. live with and depend on the extended family who offer cradle to grave security and support.

ii. avoid loneliness, relationships with neighbours, family and friends are vital.

iii. respect the elders so that when they become elderly, they enjoy the admiration, honour, esteem and affection of their families and of society.

iv. Build family intimacy.

5. The Essential of spiritual well-being: Cultivate a time for spirituality.

The Bible promises that if we choose to trust God and live according to the purpose he designed for each of us or we can rely instead on our own finite plans and efforts. It promises also that if we choose God to fill and empower our very Souls, then we will develop spiritual fruit that endures, regardless of our circumstances or the state of our physical, emotional, or relational health. All the good things of life – right marriage, right job, right kids, right amount of money, right car or house or clothes can only be added to the most important element of wellness, namely, seeking, knowing, and pleasing God. If we believe in and trust God, if we make an intimate relationship with him a priority, if he controls and empowers our lives and we seek our purpose in his grand design, then we will experience wholeness at the deepest level of our being.

Spiritual healthiness ensures longer life, lower Blood pressure, improved surgical outcomes, shorter hospital stays, improved mental health, overall well-being:

i. Place your relationship with God at the centre of your life

ii. Read, memorize and meditate on Bible passages daily.

iii. Spend time on meditation and prayer daily.

6. The essential of a positive self-image: See yourself as your Creator sees you.

Our human nature is to compare ourselves to others. This results in feelings of inferiority. This is called compare and despair problem.

If your self-esteem is low, you need to do these:

i. Avoid negative self-talk

ii. Think positively

iii. Aim above the normal standard

iv. Do the things that bring joy and satisfaction

v. Serve others.

Other essentials necessary for healthy living are:

7. The Essential of Discovering Your Destiny (Nurture your hopes and dreams)
8. The Essential of Personal Responsibility (Be your own health care controller)
9. The Essential of Empowerment (Imitation is limitation as you can get to the level you wish in
your life setting your own goal for yourself).
10. The Essential of Team Work (Team up with winning health care providers)

5.0 CONCLUSION

You can decide today to live a highly healthy life having seen the methods, benefits and consequences of being healthy and not. Your destiny is in your own hands and the choice is yours. Spend time each week with highly healthy people and you will change for the better is yours. Spend time each week with highly healthy people and you will change for the better.

The Impact of Technology in the Classroom

How has the use of technology impacted teaching and learning in the PK-16 classroom?When is comes to behaviorism technology has made it even easier. It used to be just like Pavlov’s dog, when the student does something right they get praised verbally or with a good grade versus a treat or a scratch behind the ear. Shaping behavior is important and we need to ensure there is a baseline. Technology almost guarantees that specific learning will take place as the objectives are determined by the teacher. Teachers can set specific goals and the students will know what they need to do to get there. Benjamin Bloom first came up with the idea that the student will succeed in learning the task if they are given a specific time to do it. Technology allows for you to more easily chunk lessons into specific times. Students will perform better, especially when they succeed and get the praise of the teacher. Although the stimulus is provided by the teacher, it will do no good if the students do not receive it equally. (Snowman & Biehler, 2003)
Other ways computers assist is that they offer the ability for repetition and feedback to the student. Teachers can also incorporate the appropriate enforcer’s to the lesson whether it is text, video or audio. The student does the task right they can get a smiley face , text telling them they are “Correct” or audio saying “Good Job!”. (Parkay & Stanford 2004)Social Learning is learning occurs when students learn from each other whether it be through modeling, imitation or observing within the social context. How can you do that with technology? Normally the students work on their own computer, but you can have them do a group project. When students do a project together they will observe how other groups are proceeding and imitate them if it is working well. The teacher usually also models what they are requiring the students to accomplish. Even when working individually the students will assist each other as one knows more than another.There are cognitive factors in social learning as well as behaviorism. There is a clear line between learning by observation and student imitation. The cognitive process maintains that the attention of the student is the critical factor in the learning process. The expectations and consequences that are reinforced will bring about similar future behavior. (Ornstien & Lasley 2000)
Cognitive learning is learning that occurs when a learner process information. This is similar to behaviorism but the student has more input to accomplish how they reach the planned outcome. The teacher can model a project but the student may have other information that will aid them in accomplishing the outcome. An example would be how I instructed my students how to set up an Excel spreadsheet. I had them set up a basic spreadsheet showing how much their parents spent on them in a month. This was relevant to the students and caught their interest. They went beyond the initial project and had boarders, colors, etc. on their spreadsheets. The students who did this were praised aloud and the other students wanted to know what they did and how. This tied in the social learning as well as the behaviorism theory (Didn’t even realize it at the time).When is comes to designing and developing lessons to incorporate technology the constructionist have the nod. Seymour Papert of the MIT Media Lab stated,”Constructionism holds that children learn best when they are in the active role of the designer and constructor.” When the student is actively involved they have the buy-in to the success of the project or assignment. The students will be more apt to complete and learn more from it when they have some ownership. The students in turn will share their new found information when doing the assignment with the other students allowing for the constructionist learning. This form of teaching eliminates the grade and goes more with a go, no go process. Teachers assess the students by the completion of the assignment or lack of completion. This is better because of students being able to play a greater role in the process and assessing their own progress.We teach ourselves how to learn. This is the constructivism theory on how we learn. With technology this couldn’t be truer. Most students have a basic understanding of the computer. They can download songs, play games and set up Myspace web page. What they can not do is build a spreadsheet or power point presentation. The teacher will give them a basic understanding but the students will learn from trial and error and construct their own learning.History of the computer use in the classroom started off slow. Saloman and Globerson (1987) suggested that underachievement in schools is because of the lower expectations on the part of the teachers, parents, and society. That was because the teachers themselves really hadn’t been exposed to the marvels of what a computer and the associated software could do for them. The Commodore 64, Apple II along with the Macintosh began their strong emergence in the early 80′s. Software programmers had a vision about the computer and how it could be used in the classroom. They developed software that teachers could use along with their instruction. Apple began teaching the teachers and Macintosh soon followed suit. This was the beginning of incorporating the use of computers in the classroom. (Jonassen 2000)Using computers in the classroom allows for all the learning theories to come to fruition. A computer allows for the cognitive process to bloom and brings about the social learning as well. When a student is given an assignment or project on the computer they will strive to complete it. The different things they learn they will share with other students especially if they think it is the bomb, cool or whack. On the flip side it can inhibit learning if the student is completely computer illiterate as frustration sets in as they cannot proceed as well as others. The computer also allows the teacher to develop lessons for all the multiple intelligences.With the advances computers and programs are taking on a daily basis, it is allowing for more interaction in the classroom(s). It is even allowing students from different schools to interact. Technology also allows for time to be better utilized, the outcomes of the objectives to be more easily determined and goals easy to implement and automate.