Information Systems and E-Services at the State/Province Level
The use of technology in the field of education has increased in recent years as it has in the field of business (McIntosh, 2013). Today, there are many types of information systems, e-services, or other technology tools that can be used to promote and enhance instruction and learning. Among these are the corporate learning management systems (LMS); learning content management systems (LCMS); course authoring tools; virtual classrooms; generic elearning software; and education learning management systems (ELMS) (McIntosh, 2013). Moreover, Web 2.0 technology, wikis, blogs, and other types of educational software may also be used in the education setting.
In this regard, this paper discusses the possible positive or negative impacts of curriculum sharing and the use of technology on instruction and student performance.
The writer’s research shows that the impact of curriculum sharing and technology use on learning is mixed, that is, it leads to an increase in student performance in some cases while in others, it may make no difference. Still, there are other instances when it even decreases student performance. A study conducted by Cisco (2009) showed mixed results in the level of student performance after using technologies such as interactive whiteboards, classroom response systems; video games; simulations; modeling; augmented reality; virtual worlds; mobile devices; calculators; laptops (i.e. the 1:1 laptop program); virtual learning; data visualization/analysis tools; and computer assisted instruction. Most of the studies reviewed by Cisco (2009) showed an improvement in reading and writing skills but not in math skills. On the other hand, the use of social media websites in learning is said to enable effective collaboration among students and give the students a sense of empowerment (Welikala, 2012).
A study that investigated the use of Web 2.0 in second language learning did not provide solid evidence of its effects on the students’ progress and learning outcomes, although it did foster favorable language learning environments (Wang & Vasquez, 2012). Similarly, the use of Hylighter, a collaborative learning tool, enhanced the learner’s content-conceptualization process but did not result in improved quiz performances (Razon, Mendenhall, Yesiltas, Johnson & Tenenbaum, 2012). Overall, however, Cisco (2009) indicated that the use of technology led to “a small, but significant, increase in learning when implemented with fidelity and accompanied by appropriate pedagogical shifts” (Cisco, 2009, p. 42).
Although technology use can possibly have a positive impact on learning, there are many barriers that must first be overcome in order for the benefits of such technologies to be realized. Some of these barriers include the lack of resources, an innovative culture, professional development, teacher proficiency in integrating technology in learning, leadership, and access to research, as well as a lack of vision. Furthermore, different information systems or products may yield different results. As such, it is important to identify the best type of technology to use for certain learning initiatives. As such, more research needs to be conducted for this. Moreover, it should be considered that students have different learning styles and metacognitive skills. As such, the technology that will be selected must accommodate these differences.
In addition, it is not enough to purchase and implement the technology; rather, its use and implementation should be part of comprehensive and balanced initiatives that focus on student assessment practices, teacher professional development, curricula, and education goals (Cisco, 2009). As asserted by Eadie (2001), the effective integration of technology into student learning requires making corresponding changes in classroom organization and teaching styles. For example, it may require the revision of course materials, a rethinking of what is being taught, a rethinking about timetabling, and collaboration among teachers (Eadie, 2001). A classroom redesign may also be needed.
On the other hand, some barriers to the use of Web 2.0 technologies as learning tools include issues with regards to the availability of resources, appropriateness of content, level of trust between the teachers and students, security, and legality (Welikala, 2012).
In conclusion, it is possible for the use of information systems, e-services, and technology in general to have a positive impact on instruction and student performance. However, there are many other factors to be considered in order to achieve the desired results. Integrating technology use into the curricula is not as simple and straightforward as purchasing and implementing the technology; rather, it will also involve other considerations such as the identification of the best technology or software application to use, its compatibility with the students’ learning styles, and its alignment with the curricula and the school’s educational goals. It would also require changes in the schools’ culture, curricula, and infrastructure. In addition, the barriers that hinder its successful implementation must be overcome and the resources must be available in order to sustain the technology’s use. Indeed, there seems to be more difficulties than benefits to integrating information systems and e-services into the school curricula. However, the writer believes that as technology continues to advance, the schools’ adoption of such technologies shall also advance.
References
Cisco. (2009). Technology schools: What the research says. A 2009 update. Retrieved from
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Eadie, G. M (2001, February). The impact of ICT on schools: Classroom design and
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3521343/the_impact_of_ict_on_school.pdf.
McIntosh, D. (2013, July). Vendors of learning management and e-learning products.
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Razon, S., Mendenhall, A., Yesiltas, G. C., Johnson, T. E. & Tenenbaum, G. (2012). Evaluation
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Wang, S. & Vasquez, C. (2012). Web 2.0 and second language learning: What does the
research tell us? CALICO Journal, 29(3), 412-430.
Welikala, A. (2012, July). Integrating selected web 2.0 tools into the high school curriculum to
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Retrieved from https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/
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