Role of Technology in Education - Research Paper Example

Role of Technology in Education Introduction Technology may be viewed as the use of techniques, tools or machines tomodify, organize, improve and solve an existing problem or achieve a goal, as well as improving an existing solution to a situation (Postman 9). Application of technology significantly affects the ability of people to adapt and control their environments. On the other hand, education may broadly be termed as a form of learning where skills, habits and knowledge are conveyed from one group or generation to another by training, teaching or research, and it impacts on the formative effects on the way people think and act (Ross 1). Thus, the technology in education consists of an array of tools facilitating the advancing of student learning, measurable by how and why students behave the way they do. With its rapid growth and advancement, it is becoming difficult to quantify the kind of learning technology has best enhanced. However, results from researches indicate that there are now deeper understandings on ways to optimize the benefits of technology and its roles to learners via a range of technology rich educational surroundings (Grauwe 4). Problem Statement This paper will research on the role technology plays in education. The method employed will be reviewing past studies and researches conducted on the same topic. Research Objective The objective of this research is to highlight earlier researches conducted on the role of technology and outline their finding on how technology has impacted education. It also intends to suggest to learning institutions ways of implementing technology into their teaching strategies. Scope definition The scope of this research will be restricted to primary, secondary and university education and how technology has shaped them in the past two decades. Background to the Study The study has been necessitated by the need to understand how education may benefit from the ever growing technology and impart better quality education to students. Overview of Proposed Literature Sources Material for the study will be sourced from scholarly journals, reports, websites and interviews. Interviews will include teachers, students and technology experts. Plan and Timeframe Description The findings of the study will be availed to institutions not already using technology in their teaching processes. With the rapid advancement of technology, the suggestions are expected to remain viable for a maximum of ten years. Research Methodology Research will initially be conducted by use of questionnaires. Learning institutions that are using technology will share their experiences before and after making the shift. The results will then be presented to technology experts for review. Scholarly materials will also be presented to them for viability checks and suggested improvements. Terminologies and Key Concepts Proposed These are computers, the internet, websites, teleconferencing and mobile devices. Computers are the fundamental interfaces between man and technology. The internet and websites will refer to the network of private and public connections and resources. Teleconferencing is the technology that allows geographically separated parties to speak while viewing the other person and any communications to be shared visually. Mobile devices, like computers, serve as interfaces between man and technology, only that they are portable and an be used while one is mobile. The Study and Literature Reviews Researches in the past two decades (Grauwe 9) and a report from the United States Congress Office of Technology Assessment have indicated that learning via computer and telecommunications technologies are the factors bridging the gaps between society and learning institutions. In this literature, most of the emphasis was placed on the relevance of what the education processes could offer with or without using new technologies. It was unanimously concluded (Grauwe 12) that the impact of technology in education was only beginning to be felt and teachers should shift their ways to enhance the roles technology play. As indicated by a study (Barney 71), the education fraternity acknowledges that technology does not have to necessarily entail radically different ways of thinking regarding its role in the learning and teaching procedure than that given to other teaching methods. Rather, it should be viewed as offering wider varieties of teaching strategies. This was agreed upon by Jonassen who added that education processes have for long been conservative and reactionary and should, therefore, embrace technological innovations (Jonassen 39). An emphasis (Kumar 21) is put on technologies designed to counter inadequate instructor preparation, inappropriate contents in the curricula and inferior teaching and assessment materials and methods. In today’s knowledge and information based society, technology has improved the methods in which education was traditionally disseminated (Soni 12). Apart from being responsible for only generating much of the information, technology is also a significant tool in the manner in which the information is analyzed. Tailored software exist that enable students to analyze and build their own perceptions and understanding of ideas (Soni 12). Technology has made it possible for students to do what they could not do before and also carry out old learning activities in new and better ways (Barney 73). To be able to access online facts, learning institutions are employing various technological advances such as video conferencing, picture messaging, chat rooms, Skype, mobile technology and an array of social media. This has changed the dynamics of the whole learning and teaching process within the classrooms and beyond, enabling the linking of school to school and student to student across the globe. As revealed by studies, technology has played key roles in education. These are as discussed below. Transforming Education Integrating technology into classrooms has been a success for both teachers and students. Moving beyond the success has taken innovation and knowledge of how the technology will shape education’s future. To foster the transformations, technology should not be regarded as just an addition of new gadgets into old classroom surroundings. It should be considered as making existing routines and workflow easier and more interesting. As observed (Randolph 71), many students graduating and proceeding out of high school are now able to pursue degrees online, outside of the classroom environment. This offers a more engaging and dynamic learning environment than what is available in primary and secondary education systems. Experiences (Kumar 83) from the past indicate that online learning had a tendency to be less participatory and isolated and was viewed as different from using technology inside classrooms. But with the present day advancements, interactions are being used as a key measuring factor. Just in the same way people engage in sporting and entertainment activities online, students are also engaging more in online participatory learning experiences, both inside and outside classrooms. However, a separate research (Postman 24) shows that most teachers may fear fully taking up technology because it is a threat and potential substitute to their employment. Some researchers (Zevenbergen 165) also suggest that online courses produce half baked graduates. Teachers need to appreciate that although a subject may have no relation with technology, it is the technology that facilitates interaction, engagement and understanding. Furthermore, teachers need not know how to construct what the students constructed; rather, they should look out for their ability to communicate and understanding of the theme (Randolph 56). Technology is the key factor driving the ongoing transformations from primarily print based learning environments full of teachers’ guides, textbooks, supplemental and assessment materials (Postman 44). However, this drive is challenged in some learning institutions due to the fact that the available technologies they have are shared resources. A trend pointed out by a study (Postman 46) indicates that as the system makes the transition from print based to electronic and digital platforms, each learner will have their own device, hence facilitating collaboration with other learners within the same classroom and, indeed, across the globe. Technology is making it possible to integrate cognitive tutors and incorporate visualizations, simulations of complex concepts including animated demonstrations (Ross 9). It with this knowledge that authorities have set up national goals. They include using technology to increase the percentage of students with two or four year college degree programmes from 40 to 60. They also intend to make connectedness the characteristic of effective learning and teaching, as well as fund the research on how online communities can improve the education fraternity (Ross 10). It is intended to start a national initiative which defines education’s productivity and establishes measurement standards. Encourages Student Involvement This is a significant aspect because when learners are engaged, learning happens (Monahan 26). However, as pointed out by another researcher (Randolph 74), most teachers struggle with the task of finding means to tailor strategies that will improve lesson involvement among their students. A tactic that may counter this is the introduction of online involvement with learning materials. In as much as some students may be intellectually gifted, if the instructor is not able to command their involvement, the learning will have bleak results. It was also observed (Zevenbergen 170) that the situation tends to get worse with increasing numbers of students per instructor, whereby each student has their own levels of being lured into involvement. Technological tools at the disposal of a technically adept instructor will yield outstanding results. Evidence (Postman 14) has shown that teachers trained on technological teaching tools deliver knowledge more effectively, and it helps if they are within a network of other trained teachers with whom to share experiences. Online learning environments make sense and do not make the teachers’ presence redundant (Kumar 22). On the contrary, if the technological methods are embraced in classrooms by teachers, they will give better results. Selecting the aspects that work positively in the online environment and integrating them into a teacher led environment within a blended learning perspective will result in improved results (Kumar 23). It was also noted (Monahan 47) that with technology, apart from building students’ involvement, more room is allowed for personalized learning. It is easier to accommodate students’ choices, making sure that assignments are picked from appropriate levels, give indication for meeting point interests and allowing language and prior experience support learning. Again, with an awareness of the impact of technology on education, the National Broadband Plan of the Federal Communication Commission is focusing on access and discussing the national aim of broadband technology in education (Grauwe 16). Access has been declared a necessity for all ages of students countrywide. A project (Grauwe 17) was initiated to create the country’s visual map indicating broadband access where students will be able to look at their locations and compare what is available to them with what their neighborhoods have. They will then be in a position to know what they can ask and hope for and, ultimately, what can be replicated (Grauwe 17). Improving Education Outcomes Introduction of online and electronic environments within the field of education does not simply assist teachers in winning student participation. It creates an environment where students cover and absorb more lessons, ultimately improving academic results (Barney 68). It is worth mentioning that each student in a classroom has a different style and ability to learn and grasp concepts. However, it was noted (Barney 73) that their unique abilities to pursue their own pathways to the information and knowledge provided by technology is part of the lesson. A research by the United States Department of Education (Grauwe 27) found that, on average, students attending online learning programmes achieved better results at the end of their terms than those attending the conventional face to face lessons. Given that the research was conducted for a period exceeding 12 years, with more than 1000 empirical studies (Monahan 48), the results cannot be doubted. This further disputes an earlier argument that online education yields half baked graduates (Grauwe 27). Enhancing Distance Learning Most available definitions of distance learning are synonymous with the use of technology. Modern information and communication technologies have improved the flexibility, effectiveness and quality of distance learning and higher education (Barney 89). With students and teachers becoming more computer literate, universities and colleges are realizing that technology is one of the avenues towards innovation for students separated by time and distance to learn from them. Limited availability of slots into higher learning for persons in developing countries hinders the progressing of equality and poses a challenge towards the eradication of poverty (Jonassen 46). This is further complicated in the case of disabled persons and those financially challenged, though intellectually gifted. However, technology comes to the rescue of such gifted students, promoting both accessibility and geographically distributed learning. Through software, telecommunications and the internet, technology has been able to eliminate boundaries and walls. An example of the most notable beneficiaries is the student population of the sub Saharan Africa. Recent researches (Barney 90) indicate that virtual learning spaces have been created by multimedia technologies, web conferencing and online libraries. The online libraries organize the output content of the knowledge industry, harmonizing the virtual sharing of knowledge. Model shifts in patterns of distance learning have been exhibited by the advent of technological improvements. As noted (Grauwe 54) growing numbers of students prefer flexible, nontraditional learning schedules. It is a practice upheld by numerous universities and colleges as exhibited by the numbers offering programs in distance education, including businesses offering distance training programs. Caution should, however, be taken by educators to examine cropping issues that are generated by the paradigm shift (Barney 94). Researches (Soni 33) have shown that in the near future, distance education, thanks to technology, will not be what it is presently. Schools are bound to be open throughout the day and the year. Groups of students will be able to rotate in and out of sessions. With a new trend (Monahan 102) moving towards grouping multi ages, classrooms will be able to take up different ages of students from wherever they are geographically placed. Conventional 50 minute classes will have to either stretch, or give way to activities enabled by technology. Going back to the sub Saharan Africa example, it is beyond doubt (Grauwe 69) that Africa is already way behind the Western world in application of technology. Leapfrogging the present barriers will be the surest way to cover up the difference and stop Africa from back peddling at a rapid rate. In terms of education and technology, sub Saharan Africa has four key approaches to redeem itself. They include books, electricity, devices and, most significantly, cloud computing (Grauwe 66). Cloud computing additionally allows private sector institutions of education and governments to share common learning contents and models over different environments. With the increasing number of e-book readers and participants in e-learning, it is beyond doubt that countries in the sub Saharan Africa can surpass conventional book reading habits all together. Furthermore (Soni 29) most African schools in the public domain are challenged in availing printed material to students because of the high costs of acquiring and distributing them. Getting them into long distance classrooms, virtually, will circumvent the cost issue (Grauwe 63). In conclusion, while it is evident that technology is not attempting to replace education (Zevenbergen 169), it is time to ensure that each student owns a digital device for various beneficial reasons and have them in class, just like they have always had their textbooks. Most of the literatures used in this study suggest that the greater value of technology should be seen in the content it lends to learning experiences. Technology is part of the tools that makes learning more affordable, universal and interesting (Grauwe 33). To start with, digital devices are being developed exponentially and at affordable costs. Then, the quality and volume of digital learning content is bursting its borders and online interactive environments are getting more useful and easier to use and navigate through. The digital devices can be used to update and maintain portfolios, obtain grade updates, access information and news while managing the learning life. It has been noted (Grauwe 30) that some states are already developing policies allowing student owned devices. However, this move needs careful strategies in developing and planning policies (Grauwe 30). This fact has been supported by earlier studies (Monahan 31) indicating that the existing interfaces between teachers and technology pose open questions with unexplored paths occurring via distance learning and the internet. Using the internet will connect teachers to additional resources of professional development and assist in conducting classes. Works Cited Barney, Darin. One Nation under Google. Toronto: House of Anansi Press, 2007. Print. Grauwe, A. Without Capacity, there is no Development. Paris: UNESCO-IIPE, 2009. Print. Jonassen, D. H. Modeling with Technology: Mindtools for Conceptual Change. Boston: Merrill, 2006. Print. Kumar, K. L Educational Technology: A Practical Textbook for Students, Teachers, Professionals and Trainers. New Delhi: New Age International, 1997. Print. Monahan, Torin. Globalization, Technological Change, and Public Education. New York: Routledge, 2005. Print. Postman, Neil. Technopoly: The Surrender of Culture to Technology. New York: Vintage, 1993. Print. Randolph, J. J. (2007). Multidisciplinary Methods in Educational Technology Research and Development. Hameenlinna, Finland: HAMK, 2007. Print. Ross, Elizabeth. The Kindergarten Crusade: The Establishment of Preschool in the United States. Athens: Ohio University Press, 1976. Print. Soni, S. K. An Information Resource on Educational Technology for: Technical & Vocational Education and Training. New Delhi: Sarup & Sons Publishers, 2004. Print. Zevenbergen, R. Mathematics Education in Changing Times: Reactive or Proactive (pp. 165-176). Melbourne: Mathematics Education Lecturers’ Association, 1996. Print. Read More