Score Well in Competitive Exams With SAT Ebooks

SAT is a standardized exam taken for obtaining admission in a US undergraduate college. It is a competitive test given by students from across the world, who wishes to be a part of some of the best colleges in the world. The name of this test has changed several times, from Scholastic Aptitude Test to Scholastic Assessment Test, and so has the pattern of scoring. Today, the acronym does not stand for anything.

A lot of preparation is required to perform well in this exam. Students spend a few years planning and preparing for these tests through SAT ebooks. Currently the test is for 3 hours and 45 minutes, and scores range from 600 to 2400. Three sections of mathematics, critical reading and writing are included, of 800 points each.

Along with memorizing concepts, taking tests is also important, so that the requisite practice can be gained. The exams are held online, which is different from writing on paper. SAT ebooks from McGraw-Hill has 4 practice tests inside, and 2 more that are online, to give students an all round perspective on the test.

Mathematics is a subject that is feared by many students during high school. The reason could be that concepts have been learned, but enough practice has not been achieved, or vice versa. Students must make sure that they take several full length Level 2 sample tests, without worrying about results. Explanations are usually given in various books, which have been prepared by mathematics experts.

One of the important things to study is to get familiarized with some of the trends observed in this competitive exam. The level of English is quite high in these exams, with a lot of emphasis on vocabulary. Several words that have been given in previous versions of this exam are outlined in certain SAT ebooks, and can give provide some understanding on the types of words asked.

Questions in the SAT are multiple choice-based, except for the essay and the grid-in mathematics section. Five choices are given, out of which the correct one is to be highlighted. For correct answers, on point is given, whereas one-fourth of a point is deducted for incorrect answers.

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Knowledge of Types of Listening - The Key To Understanding and Being Understood

Listening, the most neglected part of communication falls into several categories, the knowledge of which will help you choose the best kind of listening to be an effective communicator. This knowledge distinguishes the effective listeners from ineffective ones besides making one an effective listener.

The degree of attention, the perspective taken into consideration and the objective of listening determine the type of listening one engages in. The various kinds of listening can classified into two broad types: positive and negative. Positive listening benefits the listener, the speaker and society at large. Positive types of listening include sensitive listening, active listening, evaluative listening, relationship listening and appreciative listening. Negative listening is defective and hence does not serve the purpose of one or more of the parties to communication.

The following exhibit gives various kinds of listening.

Passive Listening

In passive listening, nothing of the speaker's words go into the mind of the listener. The words of the speaker don't activate the thought process of the listener. But the listeners are physically present though mentally absent. The listener may have decided to ignore the speaker due to either preconceived notion or boring introduction of the listener. The responsibility for this negative kind of listening lies with the speaker who may not have aroused the interest of the listeners.

Marginal Listening

Marginal listening, which is also referred as Selective listening, is a little better than passive listening in that the information of the speaker is listened to in bits and pieces rather than the whole of it. The listener occasionally raises his head to take some information, probably due to its being pleasant to him or agreeable to his existing views. But, he listener may be missing out on the important part of the speaker's message. This also can be classified under negative kind of listening since the important part of the message is ignored and the benefit of it missed out.

Projective Listening

In this type of listening, the listener takes and absorbs the information in accordance with the listener's own view or perspective which dominates the perspective of the speaker, even if the speaker's view is amalgamated into listener's own. In other words, broader view of the speaker is either ignored or given less predominant place and limited view of the listener retained. This also is classified as negative kind of listening. It is similar to a jaundiced person looking at the world and believing the surroundings as green. The view is far from being true.

Empathic Listening

Empathic listening, which is also known as 'sensitive listening' is the opposite of projective listening in that only the speaker's view is taken predominantly while that of the listener is either completely ignored or given less importance. If a proper balance between two views is struck, it could be classified as positive. Owing to dominance of only speaker's view, it has to be termed as negative listening and hence needs to be improved. Being too empathetic with others may leave the broader perspective to winds or lead to listener being exploited. But there are some features of this type of listening. They include building of trust, facilitating release of emotions, reducing of tensions, creating of positive climate for negotiations etc. (www.beyondintractability.org/essay/empathic_listening). The listeners must attend, support and empathize with the speaker.

Since empathetic listening build relationships, it can also be called 'relationship listening'.

Prof. Asha Kaul opines that empathetic listening coupled with active would prove to be the ideal listening wherein the objectives of the message are served the best. (Kaul Asha, Business Communication, Prentice Hall of India, New Delhi, 2004,p.41.)

Anecdote

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Dick Connor, the mentor of Jeffery P.Davidson, had a nice habit. When the latter used to meet the former for discussion of new articles and key ideas, which used to happen at dining table, the former used to tape-record the discussions.

Dick Connor gave for the first time to Jeffrey the taped cassette, which was recorded by Dick Connor when the discussion on new article and key ideas happened. Dick Connor was wont to tape-record discussions of important meetings. Jeffrey, when he for the first time started listening to the cassette tape, was surprised to get many valuable insights from the listening of tapes which he did not get during the live discussions however attentive he was and however diligently he took notes of the discussions.

In fact, the insights he got while listening to tape were better than those he observed and made notes of during actual discussions. Jeffery felt that note taking should be done after listening to tapes rather than during the discussions.

Davidson P.Jeffrey, How To Get Noticed And Get Ahead In The Business World, Jaico Books, Bombay, 1995, pp-81-82

Active Listening

Active listening can also be referred as 'attentive listening' or 'deliberate listening'.

Active listening takes place when the listener is active, which is born out by active participation of the listener. The listener displays forwarding-bending body posture, seeks clarification, and give feedback. Active listening is a highly involved listening.

The ideal listening takes place when active listening is combined with empathetic listening wherein the views of the both listener and speaker are merged with due balance.

The responsibility for active listening to happen solely lies with the speaker who should be able to generate interest on the topic by proper introduction etc.

Attentive listening requires attention skills, following skills and reflecting skills. (Raman, Meenakshi and Singh, Prakash, Business Communication, Oxford University Press, New Delhi,2006, pp.99-100.) Attentive skills include a posture of involvement, appropriate body motion, proper eye contact and non-distractive environment. Following skills include proper display of interest, proper invitation to the speaker, moderate encouraging nods, infrequent questions and attentive silence. Reflecting skills include paraphrasing, restating the emotions of the speaker, re-expressing the meaning intended by the speaker and stating the summary of the ideas at some intervals.

Evaluative Listening

In evaluative listening, the listener either assesses the value of the message or compares it with what is usually considered the best. He may do this either simultaneously while listening or by stopping for while. Since evaluation takes place in this kind of listening, the listener may decide either to continue listening or turn away from the listening. Alternately, he may engage himself in framing the statement of rebuttal. Hence evaluative listening may lead to either positive or negative outcome depending on the open-mindedness and intellect of the listener.

Fake Listening

The listener pretends to be listening though not listening actually. It is also referred to as Pseudo listening. He uses he bodily posture and fixation of eyes on the speaker to show that he is listening. This aim of such listening is to please either the speaker or the other observers. This is similar to passive listening except that there is no dishonesty on the part of listener in passive listening, whereas, the fake listening is born of dishonesty. This is the most undesirable negative kind of listening.

Informative Listening

Informative listening takes a lot of information with full concentration and thus helps one understand the message being given. Because of intensity of effort in taking most of the information, the message is understood almost close to what is intended. This is the best way to learn and an ideal kind of listening. While imbibing what is given by the teachers or while taking instructions from the superiors or when the subordinate is explaining the problem he is facing, the listener engages himself in informative listening. Informative listening requires a lot of attention.

Informative listening is the first stage of positive listening from which other kinds of listening like attentive listening, evaluative listening, empathic listening etc originate.

Informative listening requires good vocabulary, concentration and memory so as to be effective in achieving its purpose.(Raman, Meenakshi and Singh, Prakash, Business Communication, Oxford University Press, New Delhi,2006, p.98.).

Appreciative Listening

The primary purpose of appreciative listening is to appreciate and thus enjoy the way the message is being given, but not to take the benefit of the content or meaning of the message. Appreciative listening usually takes place while listening to the music or when one enjoys the style of the speaker or other features not related to the content.

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How They Grade Bar Exam Essays

You will spend close to two months, take dozens of practice essays, and spend a good two or three days in the bar exam. That's a lot of time to put into the exam, and how much time do you think the graders will invest into reading your essays? About three to five minutes per essay, at most.

At least once before the exam, it's a good idea to try the exercise of putting yourself in the shoes of the person who will be holding your fate:

1) Set the timer to five minutes

2) Click here to go to a sample essay answer on the calbar website

3) Read an actual essay exam answer

4) Come back when you're done

See, it doesn't actually take that long to read an answer. Keep in mind, the exam answer you just read is a 'model passing' answer, and believe me when I say this, it is an amazingly well-written answer! You don't need to be even close to writing like this to pass. But, hopefully you will see how CRUCIALLY IMPORTANT it is your essays are structured, organized, readable, and use headings (that topic is for a different post, coming soon). For a grader to get through your essay in this short amount of time, it will need to be very readable.

Now, if you really want to feel like a bar exam grader, repeat the exercise dozens of times at 10:00pm. You will be in a very similar situation to what the grader has to do, after spending a full day at work, coming home to his family, and is now trying to meet his deadline of reading 100 bar exam essays this week. He doesn't have a lot of time and needs to be very efficient and methodical in his reading. The easier you make it on him, the better.

Process of Bar Exam Grading

Here is a rough review of the process the graders go through when grading your exam.

Bar exam graders are attorneys who have passed the bar and sign-up to be a grader. They get paid a stipend (which is likely far less than what they make at their jobs).

After the bar exam is taken, a group of graders get together and take the same essay you just took. They write out a full essay, including all the rules and analysis. Then the graders meet together, look at what each of them wrote down, and create a 'model' answer.

Next, the graders get together with the student answers, and they'll each grade the same student answer, giving their opinion of what the answer should receive. They will then compare their opinions, discuss reasons why, and after several run-throughs, give a breakdown of how many points each issue is worth and a score of what they think that exam answer would deserve.

Then, they grade a second essay, running it through the same process and grading model they had created for the first essay, recalibrating any necessary point adjustments. Eventually they find a model answer and grading system that all the graders can use. Although, grading may seem subjective for each grader, believe it or not, if fifteen graders grade the same exam using this calibrated point system, each grader will typically fall within five points of each other. This is to ensure fairness, equality, and eliminate personal subjectivity amongst anyone grading the exams. Any grader who's scores are consistently more than five points off from all the other graders is typically removed.

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A Reflection on Developmentally Appropriate Practice

Developmentally Appropriate Practice (DAP) has been seen by many as the cornerstone of Early Childhood education since the National Association for the Education of Young Children (NAEYC) published the guidelines in 1987. The guidelines have been used widely in educare settings such as preschool and schools, with many educators accepting DAP as best practice for educating young children. Whilst DAP has been an highly successful approach for some educators, other alternative approaches to educating young children have recently been identified. Also, many criticisms of the DAP guidelines as they were originally written have been published. Two alternative discourses to Developmentally Appropriate Practice will be considered in this paper. These alternative discourses include an academic approach to early childhood education and the identified cultural bias of Developmentally Appropriate Practice.

NAEYC's Position Statement (1987) suggests that children learn most effectively through a concrete, play oriented approach to early childhood education (p36). A child-oriented, play based program should address the physical, social, emotional and cognitive needs of the children enrolled in the program. This type of program has been recognised by many as best practice in the education of young children. In practice, this may mean that children spend much of their day engaged in active, meaningful play with toys, their peers, craft materials, blocks, paints, adults, outdoor equipment, books and other useful equipment. Play can be seen as beneficial in terms of children's learning as it challenges them to create, collaborate, problem solve, predict, reflect and enhances their ability to communicate (Education Queensland, 2003).

Alternatively, there are educational programs for young children consisting of direct instruction that do not view play as a valid form of learning. These programs focus primarily on academic achievement (Spodek, Saracho, & Davis, 1987, p178). Academic programs may focus on skill and drills, learning of basic isolated facts and completing worksheets. Kessler (1992, p21) suggested that the increasingly academic nature of early childhood programs is due to their inclusion within school campuses. Academic programs are teaching children the concepts and skills that were previously taught in the first year of formal schooling. Play is often used within these programs as a form of relaxation after the children have completed their set work, rather than as valuable and meaningful learning experiences.

Elkind states that children learn best through direct encounters with their world rather than through formal education involving the inculcation of symbolic rules (1986, p1). These symbolic rules may include writing and number systems, which are extensively taught as part of academic programs. The children enrolled in these programs may have little opportunity to construct knowledge or understandings for themselves. Letters and numbers may be taught in rote like fashion, rather than construction of concepts (Kessler, 1992, p29). Teachers within these academic contexts may provide too much highly structured formal education for young children. Teaching methods can be too formal and are generally considered inappropriate for young children (Cotton & Conklin p1). These formal, content-centred teaching methods may involve a lot of seatwork and children will regularly engage in whole class activities. Less time will be devoted to play due to its apparent lack of educational value (Grover, 2001, p1). Play based, child centred programs provide a more open and flexible curriculum which should be more suited to meeting the educational needs of young children.

The type of program that teachers implement, either play based or academic may be impacted by many things including expectations of the school community. Given the context of the learning environment, different approaches to teaching and learning may be expected. My experiences have been impacted by the expectations of the centre and school administration and the parents of the children enrolled in the programs.

During my time as a preschool teacher working in a long day care centre, I was expected to implement a child centred, play based program based on DAP principles. A developmentally appropriate program was expected and encouraged by centre staff, administration and parents. Parents were encouraging of this approach and none requested a more formal, content based approach.

Alternatively I had a very different experience teaching a combined Preschool/ Transition class in a state school within a remote Aboriginal community. The school administration, staff and parents expected that the Early Childhood programs would be content based using formal teaching methods. A play based, developmentally appropriate program was actively resisted by the parents and they believed that the children were wasting their time engaging in play based learning experiences. Eventually I implemented a more formal academic style program, whilst still incorporating as many play based activities as possible. School learning, for this community meant children sitting at desks, completing worksheets, and learning the English writing and number systems. It also involved in whole class learning. Play was seen as a reward for working hard on academic tasks, not as a meaningful and engaging way of learning about the world.

I found it very challenging to teach using what I believed to be inappropriate pedagogy for young children. It was my experience that an academic program may encourage children to recite rote-learned facts. An academic approach failed to encourage the children to become active, engaged, questioning learners. It was also my experience that the inclusion of early childhood units within school campuses impacted on what the school community viewed as appropriate for young children. As most schools are academic in nature, one might expect similar to be occurring in the early childhood units, however inappropriate this may be.

The curriculum that I was encouraged to implement was very similar to that of a Year One class. This was challenging in itself as most of these children had no spoken English and were of a spoken tradition. The first years of schooling were used to maximise the children's English language acquisition and to learn expected school behaviours. Parents judged my effectiveness as a teacher by how well the children were able to recite basic number facts or the alphabet for example, rather than if the children had developed pre-reading skills and basic mathematical understandings. These children were encouraged to be quiet, passive learners, usually engaged in whole class or table work, not actively engaged in meaningful play-based learning experiences. Another challenge in implementing a quality program which met the needs of the children was related to the cultural bias inherent of the NAEYC's original guidelines.

Developmentally Appropriate Practice was promoted by many universities and teacher education courses as best practice for educating young children. It was assumed by many that it would meet the needs of all children within most educare contexts. This was not the case as the child development theories which underpin DAP were based on white middle class males and therefore have a cultural bias (Jispon, 1993). Due to this cultural bias, DAP may not meet the needs of all children, particularly those who do not share the monocultural values reflected in the guidelines. Goffin states that traditional reliance on white middle class norms should be re-examined in light of the cultural diversity of the children who participate in early childhood programs (1994, p195). Recent research has shown that developmental milestones and expectations vary from culture to culture (Nissani, 1993). What is valued and viewed as normal in one culture may not be reflected in any other culture. Therefore educators need to develop broad and meaningful understandings of their students' cultural backgrounds, goals for socialisation, beliefs about the nature of the child and various child rearing techniques (Nissani, 1993). These beliefs about children and how they develop may differ from culture to culture.

Teachers may need to establish wide networks and meaningful relationships with families and members of the community so they can develop sensitivity and understandings of their students' culture. By developing these understandings and working closely with community, educators are able to prepare a more effective and appropriate educational program. Implementing a curriculum which addresses the cultural heritage of children will certainly be more developmentally appropriate than using curriculum guidelines which are culturally exclusive and reflective of monocultural norms. It has been stated that DAP as curricula knowledge base failed to acknowledge multiple perspectives, tacit knowledge, subjective knowing and personal cultural involvement in making meaning, thereby reflecting a particular cultural worldview (Jipson, 1993, p128). It is important that curriculum is developed using many sources including relevant child development knowledge, individual characteristics of children, subject knowledge, the values of the culture, parents' desires and the knowledge children need to function competently in society (NAEYC, 1994, p23).

Educational programs aim to teach children the skills necessary to function as an active citizen within society. The skills, knowledge, beliefs and attitudes taught should reflect those that children experience within their home and community life. It is believed that children's learning is enhanced when they perceive a connectedness between home and school and when what is valued in one system in honoured in the other (Kostelnik Soderman & Whiren 1993, p48). DAP guidelines (NAEYC 1987) as they were originally published ignored the cultural impact on learning and did little to emphasize the importance of strengthened home-school-community links. DAP emphasised autonomy and focuses on the individual which may be in direct conflict with the ethos of other cultures, which may emphasise family groups and community over individuals. According to Jipson critics have identified major problems with trying to establish universality in child development theories to cultures which do not share the same worldviews, languages or social orientations (1993, p128). Jipson goes on to state that by redefining the interests of the child in terms of the traditions and expectations of his/her culture and by reconnecting the experiences of the child to the context in which he/she lives and the cultural patterns and values which she/he experiences, teachers could undermine the bias seemingly inherent in DAP. The concept of DAP could be transformed to become culturally appropriate practice (1993, p134). The issue of culture has had a huge impact on my practice over the course of my career and have used the DAP guidelines with varied success.

I found DAP guidelines to be an effective basis for curriculum whilst working as a Preschool teacher within a long day child care centre. My students were all white middle class English first-language speakers. I did not encounter any difficulties or feel that I was unable to address the children's needs and interests. I was of a similar cultural background and the program reflected the children's life experiences. My experience working in a remote Aboriginal community was very different. I did not share these children's cultural background. Nor did I speak the same language, or share the same child rearing beliefs or world view. Implementing DAP as I knew it proved to be ineffective and difficult, and was also met with resistance from community and school staff, as previously discussed. My challenge was to develop some basic understandings about the children's culture, day to day life, their interests and past times and world view. I also needed some information about expectations for normal child development and expectations regarding acceptable behaviours. Information about child rearing techniques was also valuable. Most of the approaches, expectations and practices by the Anindilyakwa people were very different from mine. What I knew to be 'true' about how children develop, behave, speak and spend their day was not reflected within this culture. For example, some of the children enrolled in the preschool program were still being breastfed through out the school day and their mother (or aunty or grandmother) was expected to attend school with their child to support their learning. The differences in child rearing techniques and expectations about how children develop were vast. A curriculum based on white, middle class mainstream norms did not address the needs, interests and life experiences of these children. So, I developed a program which was reflective of these children's realities, in conjunction with parents, a local language specialist, departmental advisors and representatives from the community who had education backgrounds. Eventually a program, although based on a more academic approach was developed and implemented with the help of members of the community. This program was sensitive to and actively addressed the cultural heritage of these children.

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The Real Value of an Admissions Essay

College admissions essays and personal statements will play a role in deciding who among an oversupply of well-qualified applicants present the most compelling case for admission. Why? Essays and personal statements provide one of only a few opportunities to present your unique personal qualities to committees through your voice. Although the essay will most likely not be valuable enough to overcome low grades and test scores, essays must be thought provoking, easy-to-read, and personable, to be effective. Outlined in this article are a series of practical tips that I present to students that come to me for help with their admissions essays.

Start the essay writing process as early as possible. Even before you begin to apply, perhaps during your junior year of high school, or the summer prior to your senior year (the most appropriate time, in my opinion), you can download applications on the web and 'mull' over some typical essay questions asked by schools that interest you.

Free write...the rewrite. Those of 'us' in the writing business know that the key to great writing is 'rewriting.' Begin first by taking time to write something down; a thought, a story, a life experience, whatever comes to mind. Then begin the process of reviewing, editing and reflecting. Write multiple drafts, and elicit objective reviews from one or two people that can provide constructive feedback (teacher, counselor, or mentor). Be sure to allow time for those that read your essays to review what you have written (hence...begin early).

Admissions committees seek students that present intelligence, maturity, and awareness. You can best demonstrate these qualities by following the guidelines set forth for your essay(s). Keep the length below established word limits, and stick to crisp, classical writing structure: well organized, strong introduction, and reflective conclusion.

Avoid the temptation to embellish your essay with achievements. It is appropriate, for example, to elaborate upon a single experience or achievement and relate that 'one' event to your application for admission (experience led to personal growth etc), but it is entirely different to splash the essay with items that are listed elsewhere on your application. It is a waste of time and a waste of what I refer to as 'quality character real estate.'

If you have experienced tragedy or hardship in life (which many of us, including myself, have as young people) be very careful about how you present those personal problems and traumatic events. If you really have not 'overcome' and grown from them it can backfire. It can be done effectively, and you should never shy away from telling your story, but you have to remember to be positive. Focus on what you have learned, what you have gained, or how you have grown or changed, from difficult experiences in life. Remember that adversity is something to be overcome - so, if you choose to write about something difficult or dark, talk about how you overcame the situation and how you will continue to grow in the future.

Avoid the urge to use language that you are unfamiliar with: use the essay as a dialogue. Some of the most inspiring essays I have ever read are void of any sense of adventure or eloquence. They were 'real:' a student talking about learning the values of hard work by working a job after school to help support their family, or talking about their passion for art, children, tall buildings. Regardless of the story or theme, inspiring essays commonly present positive thinking, intriguing perspective, and personable vocabulary.

Last but certainly not least, do not stress over the value of your admissions essays. An admissions essay is not nearly as valuable as three to four years of hard work - so, don't forget that if you find yourself staring a blank Word document for some time when you attempt to write yours. Your essay will not overcome a poor grade average at many competitive institutions. With the said, do remember that the true value lies in what can be learned about you - present the person behind the academic record and test scores and your essay will serve you well.

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Custom Essay Writing - Should You Buy Essays Online?

Custom essay writing services are rampant on the web these days. Every time I turn around, it seems like there is a new website selling essays to unsuspecting college students around the world. These companies are unethical and doing their customers a major disservice.

Keep reading to find out why you should never pay money for an essay online.

Where do essay writing services get their essays? Although many of these companies would like you to believe that they are creating essays with a qualified team of writers, most of these so-called essay writing services actually outsource their writing to India and other countries. Think of it: someone in New Delhi is getting paid a few bucks an hour to write your college paper.

Why is it so bad to buy an essay that was produced in a foreign country? Besides the obvious waste of an opportunity to grow intellectually and the apparent waste of your college tuition, an essay written by a foreigner is simply not going to reflect the expectations of a college writing class in the United States.

Many custom essay writing services will also provide you with a finished document that is recycled from previously composed work for other customers. Some of these essays even get reproduced online and become easy for your instructor to catch and dismiss as simple plagiarism.

As a college writing instructor myself, I have found it very easy to identify essays that students either buy online or pay someone else to write. It is not difficult and often very obvious when it happens. I want to urge you to think twice (even three times) about making this error next time you think about skipping an assignment and finding an essay for sale on the web.

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The Role of Technology in Education

In the current age we live in, technology has become an important component. Every day there is some new gadget or software that makes lives easier and improves on the technology and software that already exists. Making lives easier is not, however, the only role technology plays in our lives.

Technology is playing an increasing role in education. As technology advances, it is used to benefit students of all ages in the learning process.

Technology used in the classroom helps students adsorb the material. For example, since some people are visual learners, projection screens linked to computers can allow students to see their notes instead of simply listening to a teacher deliver a lecture.

Software can be used to supplement class curriculum. The programs provide study questions, activities, and even tests and quizzes for a class that can help students continue learning outside the classroom.

Technology has also become part of many curriculums, even outside of computer and technology classes. Students use computers to create presentations and use the Internet to research topics for papers and essays.

Students also learn to use the technology available to them in computer and tech classes. This ensures that after graduation they will be able to use the technology in a work setting, which may put them ahead of someone who didn't have access to a particular technology or software in their own school setting.

As technology advances, students have better access to educational opportunities like these. When something new and "better" is revealed, the "older" technology becomes more affordable, allowing it to be used in educational settings, even when schools are on a tight budget.

Technology has also advanced to help children even before they've started school. Educational video games and systems for young children helps them prepare for school and in some cases get a head start on their education.

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