Currently, many students including those in K-12 use sophisticated machines, in their studies. These technological advancements have introduced more sophisticated technology like the I-pad. However, it is important to note that serious implications have been evident. For instance, the learning environment keeps struggling to embrace the social implications created by speed and globalization (Brown & Diguid, 2000).
Deliberate change of culture is deeply required for any learning organization. It needs to be adjusted to fit into the perceptions held by students. This would ensure that compatibility and relevance is achieved for the student’s benefits. Apparently, culture and technology collide because students only change their mode of communicating other than their mode of thinking. Computers promote this kind of change in any learning institution and, thus, cultural considerations need to be supported. This would be helpful in the process of abandoning old skills and instincts in favor of new ones. The technological change, thus, has been influential in creating a conflict that needs to be addressed adequately. Flattening previous formal issues requires that matters should be addressed on a wider scope, as observed by Senge (1990). Technology through computers in schools supported the application of emails and other methods that completely eliminated the round-table form of learning. This forced students to only learn in twos as opposed to group learning. In other words, the social sphere was neglected; thus, difficulties were evident (Brown & Diguid, 2000). Learning institutions that fail to embrace the spirit of the community in terms of cultivated thoughts are set to be left behind (Seely, 2003).
The social system pushed back, and the process is still evident in contemporary settings. There is every need to develop software that addresses the entire social system in the issue.