current educational experience and the experience of society as a whole have been fundamentally altered by the rapid introduction of a high degree of technological advancement over the past several years. As compared to the traditional blackboard and lecture approach that has become so cliché and indicative of the classroom experience that was implemented for many decades, the classroom experience, as it exists today, increasingly relies on a host of technological aids. These aids are meant to both integrate education with the world around as well as to provide a more seamless means whereby the educator can attempt to integrate the lesson plan with the student. On the whole, most educators and analysts have accepted such a practice as something of a necessary means whereby education mirrors the societal changes that take place. However, the broader question which should be asked is whether or not these technological aspects of the educational process actually aid and assist the impartation of knowledge to the student, whether they affect little to no change, or whether they actually have a negative impact on the way in which literacy learners learn and apply the information that is sought to be imparted to them via the educator.
As a means of understanding the aforementioned research questions, this analysis will seek to lay out a framework of comparison whereby the preceding questions can be analyzed, weighed against existing and prior research, and determined based on the analytical levels of inference that this author is able to provide. Furthermore, a critique and analysis of the existing policies, structures, and rules that have thus far defined the process of education with respect to the means by which technology has been actively implemented will also be analyzed.
According to Ritzhaupt, technology itself should never be considered as a type of educator unto its own (Ritzhaupt et al 2012). Rather, the view put forward by these authors state that it ...Show more