Technology Being Used in Education
Education Technology: Then And Now
When school technology began evolving with electronics since the early 1980’s, schools overjoyed at the thought of the microchip that can hold at least 300 pages of written work. Whenever new tools found their way into the classroom, they became the hottest topics and children’s dreams of owning these new technological tools.
The difference among school technology then and now has greatly influenced and affected the learning curve. Initially, the learning curve was shallow because new technology implementation was not mandatory. School budgets had to be readjusted to afford new tools as required learning devices, and only select students and teachers have been set aside special learning privileges. As reading books have been slowly replaced by iPads, the learning curve became steeper, not only for students, but also for the teachers because the students’ progress depended on the teachers’ knowledge and computer skills.
1. Old and Still Used
However, not all technology has been completely replaced. Some “old school” devices still linger in schools and are necessary to transition to advanced classroom technology for basic learning purposes. Let’s take a look at the technological progress over the last 30 years and acknowledge the technology that is sticking around and actually go hand-in-hand. In fact, these school devices can always prove useful in case the ultramodern device breaks down.
1.1 Chalkboards and White Boards
Imagine no means of visually presenting lessons to the entire class, and teachers had to trek from student to another! Being one of the oldest teaching gadgets since the turn of 1800, these boards wondered into the 80’s and 90’s for teachers not yet crafty with computers. Like many old practises, drawings boards still present a useful teaching tool to remember the basics of influential instructions. The only difference with these boards is their colors, otherwise their functions are the same and remain useful in most schools.
1.2 Drafting Tables
Drafting tables were the drafting students rustic device for drawing out everything they had in mind on paper. Between classes all these roll drawings were stored in cupboards and portfolios. In spite of Autocad introduced to drafting courses, students still prefer to begin drawing out their projects by hand. Evidently, hand-drawn projects keep students thinking about and getting more involved in their projects.
1.3 Ferules and Meter Sticks
When teachers provide instructions to their students, they just don’t stay put at their desks and point to the board. They need to use ferules to point out the details in what they are talking about, whether the lessons take place on the black board or a projector screen. They prove helpful even in computer labs when the teacher uses an overhead projector.
1.4 Liquid Paper
Still exits now, except in a different form and shape in a pen-like dispenser, and the use and concept is the same. You don’t have to worry again about spills and making a mess.
1.5 Photocopiers
Conveniently used in virtually most offices. Because tossed paper is recycled, the photocopier is good for a quick printout copy. Nobody knows yet how much longer will they stay, but also predict a very long time.
1.6 Calculators
When you need to perform a quick and easy calculation that takes little space, just reach to the side and grab that handy buttoned set that fits in your pocket. Why trouble yourself with figuring out the computer calculator that takes several steps for a simple answer?
1.7 Adding Machines
Accounting classes are using software packages. The problem is, software cannot perform what adding machines can do. With adding machines, you can check your numbers twice on separate tape stubs to compare.
1.8 Pens and Pencils
These are the easiest tools to fetch when you want to quickly race across your scratch pad. A laptop in a lecture hall is uncomfortable and difficult to write abbreviations and short hand.
Presently, all walks of life carry the latest teaching devices which were deemed impossible only a few years ago. The devices the former generation never learned are quickly acquired by toddlers these days, a common knowledge block from generation to generation. Before the latest device has even a chance to become familiarized in the market, another device almost immediately outdates it.
In order to facilitate learning, technology shall be observed as an accessory tool to perform operations that a living, breathing teacher cannot perform nor accommodate on a continuous basis. To promote better instructional design, professors and learning specialists studied past teaching models to analyze problem solving before instructional design could be implemented (Jonassen, D.H., 2003). The difference between what a teacher and a technological device can perform can be vast. Regardless how advanced technology can be achieved, a teacher may always be required to initiate technology, especially if new devices are introduced in schools, and shall inform students of the upcoming learning facilities. Technology cannot be solely dependent upon without the proper guidance of a teacher, explaining why some schools continue to limit the use of advanced teaching technology (1st Paragraph, Encouraging Teacher Technology Use). As an initiative for learning, students may learn the reverse engineering process of various technologies to catapult their capabilities in each curriculum.
Still teachers shall require encouragement of the use of technology to students. Teacher and student communication becomes an absolute convenience in the event the student requires assistance from the teacher. Students play a more active, instead of a passive role, while gathering hands-on experience in displaying and generating information. Teachers’ roles also change as they become the facilitator to set up goals, guidelines and resources, adding to increased student activity (Technology And Education Reform, 2012). Upon this basis, communication may also assist the teacher to prepare the entire classroom each day with a bulk of critical questions answered. During class, using technology enables students to learn concurrently from the teacher instead of reserving separate and special classes, proving difficult for students to bridge the gap between theory and practice. Hands-on learning saves teaching and class time and enables students to retain fresh knowledge. Students become more motivated when learning from a computer if, for example, they are faced with problem solving at home. “Kids like the immediate results. It's not a result that you can get anywhere else except on the computer. For them it really is a big deal. Much more so than I ever though it was going to be. –(Elementary school teacher, 2012). Increased usage of technological tools builds up a student’s self-esteem as they become self-studied, so as to be more independent of full learning in schools.
Work Cited
“About Blackboards - Blackboard Technology and Chalkboard History Advances”. Web. 6 July 2012.
Smith, Robin. “Encouraging Teacher Technology Use”. Updated 31 March 2012.
Woods, Doug. “Do We Still Need To Explain Why Teachers Should use Educational Technology?” Web. 6 July 2012.
Dunn, Jeff. “The Evolution Of Classroom Technology”. 18 April 2011.
Jonassen, D.H. “Learning To Solve Problem: An Instructional Design Guide.” 2004.
U.S. Department of Education Conducted by SRI International. “Effects of Technology on Classrooms and Students” 2012.
