An 

organization  is a social structure that allocates costs and benefits, both symbolic and
substantial. Because Organization Theory is an independent discipline with its history, it treats
organizations in a different way from what we have done with our images of the school as a
temple, factory, and town meeting.

Today’s schools must equip students with the knowledge and skills they’ll need to succeed in
an uncertain, constantly changing tomorrow. But many schools look much the same today as
they did a generation ago, and too many teachers are not developing the pedagogies and
practices required to meet the diverse needs of 21st-century learners. In response, a growing
body of scholars, educators, and policymakers is making the case that schools should be
conceptualized as “learning organizations” that can react more quickly to changing external
environments, embrace innovations in internal organization, and ultimately improve student
outcomes.

The school is one of the social organizations founded by the society to meet the educational
needs and to maintain the educational activities. In other words, the school is an organization
by which educational activities are conducted regularly and continually (Hunt, 1972). As an
educational organization, the school provides the students to gain knowledge, ability and
attitude in accordance with the aims and principles of the educational system. The school is a
social organization on its own as well as it can be handled within the context of the relations
and its place within the society. Within this context, the roles of teachers and students,
authority relations and disciplinary in the school are important (Brom and Selznick, 1963). The
school and the society are the structures within the complicated and interdependent relation.

For a long time, the pedagogues have dealt with the simple, pedagogical question of how good
education should be (Berner, 2013).The pedagogical process disconnected from the social
reality or a pedagogical independence like a “holy world” lead people to the blind streets of the
city of pedagogy (Berner, 2013).The teachers, union of the teachers and the students in the
school and the forces like political parties, association, groups of economy, religious
communities, science and scientific organizations out of the school affect the school and the
education in a direct or indirect way (Berner, 2013). For most parents, the schools are
institutions of education and instruction. Besides the virtues like care, harmony, cleanliness, it is
expected from the staff at the school to have social attitudes like trueness, being obedient and
helpful, having responsibility and will (Berner, 2013). The schools are organized educational
centres to achieve the educational function. Institutionalized for bring about a change on
students’ behaviors, the schools are general learning environments. Having similarities to the
learning content, the classrooms in the schools are much more specific environments where
the behavioral change is aimed to be achieved by means of the objectives on the common
curricula.

The classrooms are learning areas to meet the social learning needs rather than individuality.
As collective learning environments, the classrooms are the areas where the students’
behaviors are harmonized. There are varieties of learner characteristics in the classrooms
(Doğan, 2011). The society expects and asks the school to make the students adopted to the
society and also developed. Therefore, one of the areas of investigation in the educational
sociology is the school as a social system, because there is a close relationship between the
aims of the school and the expectations and values of the society. The society affects the school
and the school affects the society by its outcomes. Therefore, the society and the school can be
conceived as two sides of the coin. The students’ and society’s need of knowledge has been an
important factor on the constitution and development of the schools. On one hand, the
growing bureaucracy of educational system, one other hand the need for getting maximum
output from the educational institution have caused the arise of the school management as a
specific discipline (Mialaret, 2001).

The school is a distinctive association aiming at providing balance within the society, raising
people understanding and explaining the knowledge (Ülken, 1967).In the old periods that the
writing, press and technique had not been improved, the schools were regarded as the
institutions where the teachers do teaching. But now, the school has become an organization
including people gathered to achieve an aim. In the school as an organization, the students,
teachers, advisors, officers, employers and the members of parent-teacher association provides
the school to fulfil its functions. The relationship between these people can be analysed as a
whole. There is a correlative relationship and interaction between the curriculum and
organization type of the school and the structure of the society. The functions of the school
have changed in the course of time. Even though the education is grounded on national,
egalitarian and secular features, the aim of the education is to raise people according to the
specialized fields the society needs. As a social organization, the managers, teachers and the
students of the school have to function to achieve certain aims within the scope of specific
rules.
Today’s school has an important role in the developments of personality, formation of national
consciousness and awareness of humanity. The schools are the centers aiming at raising a
citizen having e developed personality and supporting psychological factors of personality, like
emotion and mind (intelligence and abilities) and consciousness of perception.

Benefit #1: Makes Students More Engaged and Helps Them Retain Information

Picture a bored student. The cliché easily comes to mind because it is so common. He or she
gazes out the window, recalling that movie or TV show from last night. Perhaps drumming
fingers on the desk, the student tunes out the teacher’s words with more entertaining
thoughts. In short, they are entirely unengaged.

Now, take that same young learner or teen and plug them into a tablet or other device and
watch the involvement in the learning process take flight. The interactivity excites, drawing the
learner in. Not only do students feel motivated and energized by technology in the classroom,
but they also participate in active learning, a most worthy educational goal.

It should be no surprise that studies show engaged students retain more of what they have
learned. This is just as true for the elementary classroom as it is for the lecture hall. A six-year
study of students at Rochester Institute of Technology in New York State is a case in point. In an
attempt to reduce the number of students who failed or quit the institution’s engineering-
technology program, more technology was introduced into the teaching process. An astounding
90 percent of the students involved said that technology helped learning and retention.

Benefit #2: Accommodates Multiple Learning Styles

It is tempting to use a one-size-fits-all approach with students. It’s faster and easier, of course,
but it’s not that effective. That’s because students – like the rest of society – are individuals.
That is, they have different strengths and respond differently to various teaching approaches.
It’s useful to break learning styles into three broad categories and to see how technology can
benefit each group:

 Auditory learners respond best to spoken rather than written words. For these pupils,
recorded lessons, audiobooks, and podcasts can effectively be woven into lessons.
 Visual learners rely more on sight than sound, however. They read faster than auditory
learners and tend to pay more attention to details when reading. When it comes to
integrating technology into the classroom for these types of students, ebooks and
interactive whiteboards are good choices. In addition, PowerPoint lessons with graphs
and other visually-oriented materials such as videos are beneficial.
 Tactile learners find active learning best, so teachers can encourage them to use their
sense of touch. This often presents a challenge for them and their teachers. Especially in
the past, traditional teaching was primarily thought of as a one-way street. Under that
model, students were forced to sit in seats for a long time listening to the teacher or
writing exercises. Tactile learners are more likely to get bored and distracted under
those conditions. Fortunately, this is where technology shines as it is very hands-on.
Allowing students to hold devices, click on mice, and swipe screens is especially tactile.
It helps these kinds of learners by appealing to their sense of touch.

Simply put, accommodating multiple learning styles allows education to be delivered in a more
personalized way. That makes it a definite win for the students.

Benefit #3: Encourages Collaboration

Among the many advantages technology brings to the classroom is that it promotes working
together. Through the Internet, ideas and opinions can be shared just as easily as files and
images can be transported digitally.

Outside the classroom, students love to share their experiences on social media such as
Facebook, Instagram, Twitter, and Snapchat. So, it is only natural that bringing technology into
the classroom will lead to greater collaboration. Internet connectivity can join students from
one class, an entire school or country, or even other cities from around the world. Imagine the
excitement a kid from America would feel when collaborating on an assignment with someone
from Peru or Italy.

Encourage Critical Thinking and Problem-Solving Skills—Teachers can create lessons that
encourage critical thinking and problem-solving skills with almost any given content area or
topic. Challenge students to rise above the bar because you know they can do it.

Understand Students' Personalities—Introvert, ambivert, and extroverted personalities all have

distinctive characteristics, and different areas of comfort when it comes to attending school.

When I went through all of my years of teacher training, I didn’t learn about students'
personalities until my last class during my M.Ed. I didn’t realize how every educator had a
significant impact on a student's learning experience when they didn’t understand the
differences among personalities. Teachers must know their students' characteristics, unique
learning needs, and plan accordingly to fit their learning styles best.

Focus on Careers— For older students, teach them how to focus on careers with their hearts
and their heads. This type of teaching means helping students make smart decisions when it
comes to college, careers, and future planning. Passion is critical, but we want our students to
land a job in a field where we expect growth to occur.

The College Narrative— Our society has changed rapidly, but the college narrative has stayed
the same for many years. It is important to let students know they have many choices. College
is not the best fit for everyone and is not the only path—and that’s okay. Also, going to college
today does not guarantee a great job right after graduation. Learning is a never-ending journey
that doesn’t stop. College can be critical especially for certain trained skills and potential future
earnings, but it is not the single journey to success today.
The college story should match the world we live in today—one filled with options, different
ways to learn, and work-study programs that can benefit students and leave them without
debt. Our students need to start above the ground—they should not come out of college at
such a young age with piles of debt, stress, and worry.

Learn with Students— When you learn with your students, you can connect with them. You are
showing vulnerability, and that can help raise a child's self-esteem. Grow with your students,
listen to their world—hear their stories.