- Introduction
Since it was introduced to the public in the latter half of the 20th century, technology has accelerated man’s development and enabled automation and efficiency to aid day to day activities. It is a rarity even to find people who are not aware of these innovations, especially as technology can be seen anywhere: may it be at home or around the community. The use of technology at home is a given, considering the many applications it could bring. However, when it comes to education, sentiments regarding its use varies. On the one hand, there are groups – mostly educators and even some parents – see these changes as a hindrance to learning and even incite a lazy work ethic on students. On the other hand, supporters of using technology in classrooms – such as students and some teachers – see the benefits of technology in classrooms as it would make discussions easier and catchy for today’s generation. Despite the flaws and challenges posed by using technology, the use of technology in education would permit the development of a conducive, mobile and productive learning environment for students and teachers in any given location, which would help teacher-student relations and performance.
- Technology for Education
- What is Educational Technology
Like many aspects of society today, people have always been keen on improving certain aspects of life to make the transference of information to the younger generation. In education, Luppicini (2005) stated that experts and educators saw the benefits of technology as seen in the First World War when teachers used audio-visual instruction to train students. Experts then conceptualized that educational technology as a “branch of educational theory and practice primarily concerned with the design and use of messages, which control the learning process.” The definition was also used to define “audiovisual communication” given that it also transmits information through audio and visual means. As the years progressed, experts stressed that Educational Technology is more than just an “audiovisual communication”, stressing that multiple knowledge bases can be used to influence learning processes and education designing. By the 1970s, the Association for Educational Communication and Technology conceptualized the definition for educational technology as:
‘a complex and integrated process, involving people, procedures, ideas, devices, and organization for analyzing problems and devising, implementing, evaluating, and managing solutions to those problems, involved in all aspects of human learning’
This definition by the AECT was later on developed by educational technologists in recent years, stressing that educational changes should be done to improve social development .
- Historical overview
Contrary to popular belief, technology has long been a part of history even before the introduction of computers and the internet in the 20th century. In education, for instance, the use of technology can be traced back since the 1800s as stated by Purdue University (n.d). Early records of American colonists detail the use of wooden paddles with printed lessons known as Horn-Books, which can be considered one of the earliest forms of teaching aids in history. After 200 years, several technologies such as Magic Lantern was introduced in the 1870s. The Magic Lantern was designed to project images printed in a glass plates similar to today’s slide projectors. The invention became very popular and resulted to the circulation of almost 8,000 lantern slides by the time the First World War ended. After the introduction of the Magic Lantern. The introduction of Chalkboard in 1890 and the development of the pencil in 1900 also took the attention of the education sector. Throughout these improvements, experts recognized that students were becoming more used to the idea of using advanced educational tools to improve their learning capacity. In response to this growing trend, further inventions were improved and introduced such as the use of the radio as a learning tool in the 1920s to create on-air classes.
In the 1930s, overhead projectors were introduced similarly to slide projectors to project images in a larger magnitude. The ballpoint pen was soon added ten years later to provide an alternative writing tool for the pencil. By the 1950s, videotapes were used to record lessons or feature documentaries and other instructional materials. Sophisticated technologies were then introduced to make teachers have an easier time checking grades and education such as the Skinner Teaching Machine, which also doubles as a teaching assistant. The Scantron system was also divided into 1972 to provide teachers easier means to grade tests and counter-check them more accurately. Additional improvements such as the photocopier – published in 1959- and the handheld calculator – released in 1972 – were also widely accepted by the public. Both innovations permitted more natural material distribution and mathematical calculations for both teachers and students .
Computers were also presented as alternative learning tools since the introduction of the radio in the 1920s. According to Aslan and Reigeluth (2011), the introduction of computers was perceived as excellent alternative learning environments as it would provide interaction and communication done for students and teachers alike. The first known application of computers for education was in 1958 when IBM introduced the “Teaching Machines Project”, which introduced the IBM 650 unit as a teaching machine for binary arithmetic. Soon after, LOGO was introduced in 1967; a computer program designed to teach children how to draw a turtle. By the late 70s, programs- such as the Schoolbus Network (1983), the IBM Secondary School Computer Education Program and the Apple Classroom of Tomorrow (1980s)- as a means to facilitate computer use in schools. Computers around the 1980s were now capable of several key commands and functions, permitting the use of word processing, spreadsheets and database management that allowed both students and teachers to organize their lessons and projects. Since the beginning of the 21st century up to the present time, the World Wide Web and the Internet were brought in focus due to its range and additional functions.
- Impacts/Effects of Technology in Education
- Classrooms
The impacts or effects of using technology in education has several advantages and disadvantages for the classroom in its entirety, the teachers and the students. In the case of technology in the classroom, Knill (2007) stated that there are several risks with the use of technology for education. First and foremost, technology can be difficult to use especially when it comes to setting up and managing the system. Issues such as program and hardware compatibility, application crashes and even power outages may prevent the use of these technologies and eventually lead to the cancelation of classes. Technology also keeps on updating its system, making it difficult for outdated applications or files to be used in the current classroom setup. Technology can also be very faulty when it comes to its capacity to check grades and share information. Sometimes, it makes discussions boring due to the overload of information given or the reuse of former material through digital media . Ranasinghe and Leisher (2009) also added that technology for classroom use can be very costly as school administrators would have to purchase new software and hardware regularly to match the current syllabus and maintain its service. Additional training for teachers and the employment of computer staff would also increase the school’s expenses. A variety of applications and hardware specifications also makes technology use in the classroom difficult considering that these systems may not be accurate for use .
On the other hand, while it is true that technology use in classrooms may be difficult to comprehend and present several difficulties, its benefits are also boundless and advantageous in today’s society. Ranasinghe and Leisher (2009) stated that the technology permits teachers and students to have a more conducive and interactive experience while in the classroom. Computers can provide several real-world problems for students to analyze and solve, whilst understanding the concepts easier. Facts and principles can also be simplified by technology through software or visual presentations, which often can be difficult to explain in traditional means. The new environment brought by these technologies also permit better interaction between students and teachers, allowing them to engage in deeper cognitive exercises. The presence of technology in the classroom also boost awareness with the various instruments that can also be used in real-world applications .
The introduction of technologies to education has been widely accepted as a reason for the restructuring of today’s classrooms and improvement of learning. However, Levin and Wadmany (2005) said that the technology has not fully integrated itself to the educational sector as only a few teachers accept it into their work given its availability. Teachers also do not use it for the fact they prefer using their experiences in teaching given the teaching methods they have come across: linear, authoritative and teacher-centered. There is also a strict discontent within a majority of teachers to shift the current traditional norms to a more student-centered classroom which technology use advocates . In addition to the teacher preference and technology availability, Baubeng-Andoh (2012) said that technology may complicate teaching methods for teachers once they try to incorporate its use. Factors such as technological competence and complicated computer software may hamper technology integration to teaching. In turn, this may affect how they use these technologies effectively and how students understand the use of the technology . Knill (2007) also added that teachers may become over-reliant on technology that may bombard students with the information without taking time explaining each concept. Some may even forego counter-checking automated grade reports, online test questions and create new lessons for students .
On the other hand; however, technology also has several distinct benefits for teachers who were able to incorporate it to their teaching methods Muir-Herzig (2003) stated that the use of technology in the classroom permitted teachers to interact with their students and help them understand concepts better. Given the varying teaching methods of teachers, using technology would showcase subject proficiency on teachers as to how they can introduce the lesson better in another format . The availability of resources, as noted by Ranasinghe and Leisher (2009), also permits teachers to be up-to-date with the recent improvements on their subject matter. Teachers would also be able to teach students the importance of using technology more efficiently. They can also challenge their students effectively as to how they can improve their knowledge and understanding on given issues even without the use of technology .
Finally, technology in education also has negative and positive effects for students depending on how technology works. On the negative aspect, Knill (2007) indicated that students may find it hard to keep up with the changing technologies used to discuss the topic. This change would disable them to utilize given resources due to the outdated software used. Students may also find lectures boring due to the overuse of technology, disabling them from gaining access to critical material to assist in their understanding of the lesson. If the technology being used – such as applications or software – is faulty, it may result to lower marks for students even if their computation is correct. Some students may also become heavily reliant on technology, reusing old files and resources .
However, technology – once used property and efficiently – can provide several integral benefits for students. Concannon, Flynn and Campbell (2005) argued that the use of technology enables students to gain access to course materials and additional resources through the internet while at home. The availability of online learning environments or discussion forums also permits students to interact freely with their peers in any given learning pace. Information is also easily produced, distributed and consumed through technology; which would allow students to study the material in advance. Students are also given the chance to showcase what they have learned in various digital mediums . Muir-Herzig (2003) also added that using technology also allowed students to increase self-esteem and improve their academic performance. Since lessons are improved with technology, students also become eager to contribute to lessons and discussions .
- Current Technologies Developed
- Classroom
In recent years, new technologies are now being developed and introduced to improve the learning experience. Mackness, Mak and Williams (2010) stated that new classroom environments in the form of massive open online courses (MOOC) are now becoming a trend for students. An MOOC creates an open-access network and interactive environment for students and instructors alike; permitting lessons to be done on a given period similar to a regular class schedule. Students could register for the course and fulfill the course requirements in any given pace. Instructors can use a variety of available technologies to introduce the topic and interact with the students. The first ever MOOC was introduced in 2008 by the University of Manitoba to discuss the concept of connectivism. According to the surveys conducted after the MOOC, it is revealed that many students and instructors are pleased with the use of this new learning environment. Some of the reasons indicated were the increased learner autonomy, student diversity, course availability and openness and the interactive discussions the MOOC introduced .
In the case of students and teachers, several mediums are now being considered for improvement to allow educators and even students themselves to continue learning. According to Beldarrain, (2006), blog sites are now allowing students to maintain portfolios online for teachers and fellow students to see as these blogs could now serve as a record for their progress and reflections. Some universities and institutions today even manage their blog hosting system to manage student progress such as Ulises Mejias’ Social Software Affordances course. The main blog of the program served as a portal for teachers and students to view other webpages, as well as a notice board for announcements and extra resources. In addition to traditional photo and text blogging, students are now given the choice to use audio and video files through podcasts to exhibit their development and understanding of the course.
In addition to the use of blogs, specialized open-source technologies are also being developed consistently by educators and inventors such as Imeem, InstaColl and Writeboard. The Imeem social networking software allows students to establish networks while being monitored by instructors, permitting information sharing through blogs, photo albums and even discussion forums or “meems”. InstaColl, on the other hand, is a Windows-based platform that permits members to select documents and presentations, as well as conduct conferences, in real time. Color assignments are given to each participant to let students know who is collaborating on each edit. Finally, Writeboard offers free access to archives and databases for students, as well as allow these students to do their own submissions. Instructors would only setup the software and provide the URL for students to use. Instructors would also find it easier to monitor who has contributed in the site .
- Conclusion
It is very difficult to conceptualize a future without technology or prohibit its use in certain sectors of society considering the level of dependence people nowadays have over technology. For areas such as education, a few may see the benefit of removing technology from the system given the presence of traditional methods. However, with technology now becoming multi-functional and encompassing, it is difficult to forbid its use given the benefits it has for students, teachers and the classroom. On the one hand, too much reliance to technology may present some difficulties as it may lead to class cancelations, poor teaching and learning habits and boring classes. While these difficulties are understandable given the continuous improvements done to technology, its use in education presents many benefits such as increased accessibility, alternative learning environments and increased teacher-student interaction. As the technology continues to improve and develop, the field of education will surely flourish with the introduction of new mediums and environments that would reshape the learning and teaching experience.
References
Aslan, S., & Reigeluth, C. (2011). A Trip to the Past and Future of Educational Computing: Understanding its Evolution. Contemporary Educational Technology, 2(1), 1-17.
Beldarrain, Y. (2006). Distance Education Trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153.
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Concannon, F., Flynn, A., & Campbell, M. (2005). What campus-based students think about the quality and benefits of e-learning. British Journal of Educational Technology, 36(3), 502-512.
Knill, O. (2007). Benefits and Risks of Media and Technology in the Classroom. ICTCM Conference (pp. 1-10). Boston: Harvard University.
Levin, T., & Wadmany, R. (2005). Changes in Educational Beliefs and Classroom Practices of Teachers and Students in Rich Technology-based Classrooms. Technology, Pedagogy and Education, 14(3), 281-308.
Luppicini, R. (2005). A Systems Definition of Educational Technology in Society. Educational Technology & Society, 8(3), 103-109.
Mackness, J., Mak, S. F., & Williams, R. (2010). The Ideals and Reality of Participating in a MOOC. Proceedings of the 7th International Conference on Networked Learning (pp. 266-274). Bailrigg: University of Portsmouth.
Muir-Herzig, R. (2004). Technology and its impact in the classroom. Computers & Education, 42, 113-131.
Ranasinghe, A., & Leisher, D. (2009). The Benefit of Integrating Technology into the Classroom. International Mathematical Forum, 4(40), 1955-1961.
