Soft Technological Determinism and the Impact of the Internet on Education
The theory of Technological Determinism sustains that social change is led by technology, as it drives the development of social structures and cultural values. Kincsei (2007) explains that according to this theory, technology is the principal driving force of society and determines the course of its history. This theory, however, fails to recognize the influence society has over technology, as social factors determine the success or failure of a particular technology. In consideration, this paper will consider a variation of said theory, known as “soft technological determinism” to explain the technology-societal relationship of the Internet. Chandler (1995) indicates that soft determinism exists where “the presence of a particular technology is an enabling or facilitating factor”, meaning that technology does not generate social change by itself, but is rather a contributing factor, as is the case for the Internet.
The advent of the Internet revolutionized education in numerous aspects that are generally considered positive, including learning and teaching methods, resource accessibility and class dynamics, among others. One of the major influences the Internet has on education is the instant access to immeasurable amounts of information it provides, which has radically changed the way students and professors search for information. Simon, Graziano and Lenhart (2001), indicate that approximately 94% of Americans who have access to the Internet, aged 12-17, utilize it for school research. As a research tool, the Internet is undoubtedly beneficial for students and professors who intend to support their education on the resources available online. This, however, raises ethical concerns regarding the promotion of plagiarism and unethical use of copyrighted information.
The Internet has greatly simplified the process of retrieving information: with just a few clicks, students can obtain all the material they need to complete their assignments, and thus they may feel tempted to appropriate information as their own. As a result, the widespread use of the World Wide Web has been associated a rise in student plagiarism. However, Grijalva, Nowell and Kerkvliet (2006) indicate that, “plagiarism has been prevalent within higher education as long as records of such activity have existed”. Surely, the Internet facilitates the retrieval of information, but the proper use of said information is dependent on the user’s morals and values. Plagiarism and other forms of academic misconduct are a phenomenon that has been present since the only available method for research was to examine books. In consideration, Ison (2014) conducted a study to determine whether the online environment promotes plagiarism, and ultimately concluded: “The perception that online learners are more prone to committing academic indiscretions appears to be unsubstantiated” (p.279).
Another major impact the Internet has on education is the availability of distance education. According to the National Center for Education Statistics, as of 2013 there were 5,522,194 students enrolled in distance education courses at the postsecondary level. Distance learning allows for individuals who are unable to attend traditional classes to take advantage of educational opportunities, due to geographical, economic or other limitations. Moreover, according to O’Donoghue, Singh and Green (2004), through distance learning students are able to determine their own location, time and pace for learning (p. 65). Considering that each individual has their preferred study method, some may benefit more from distance learning than conventional classes, and vice versa. For instance, introverted students may use the online communication platforms to voice their doubts, express their opinions or otherwise communicate in ways they would refrain themselves to in traditional classrooms. Moreover, through online learning courses, schools and universities are able to provide education to larger groups of students without the need to maintain the physical infrastructure required for classroom lessons. Though it may seem as a beneficial option for many, the opinions on the effectiveness of distance learning are disparate. For those who value conventional teaching methods, the quality of information provided through internet platforms will always be inferior as it lacks the face-to-face interaction between students and professors, and therefore regard it as a supplementary method. Moreover, some worry distance learning promotes isolation; Matthew Allen, professor at the Curtin University in Perth, states, “Universities are not just portals where students access learning, they are places in which people develop as social beings” (Anderson, Boyles and Rainie, 2002, p.5). The perspective on online courses is thus highly dependent on every individual’s beliefs, and the importance placed on the relation between physical interactions and education quality.
The Internet has influenced and changed education in other aspects; for instance, SEO (2013) statistics indicate that 90% of faculty use social media in their courses, 8 out of 10 faculty report using online media material for their classes, 85% of college admissions offices use social media, etc. This proves how the use of the internet has pervaded the education system.
The soft technological determinism theory acknowledges how social factors influence technological development, and vice versa. In this regard, the Internet has a great influence on society, but issues such as access to internet, geographical factors, financial limitations and others, shape it. According to O’Donoghue, Singh and Green (2004), if institutions relentlessly pursue this shift towards tech-education, disregarding the aforementioned limitations, there is a great risk of creating a social divide, effectively making the Internet a barrier for education instead of an asset (p. 71). Moreover, factors such as qualification of personnel and information censorship pose major concerns regarding the use of the internet for educational purposes. Therefore, these social factors must be considered in the further development of this technology.
References
Anderson, J., Boyles, J., & Rainie, L. (2012). The future impact of the Internet on higher education: Experts expect more-efficient collaborative environments and new grading schemes; they worry about massive online courses, the shift away from on-campus life. Washington: The Pew Research Center.
Chandler, D. (1995). Technological or media determinism. Retrieved from http://www.aber.ac.uk/media/Documents/tecdet/tecdet.html
Grijalva, T., Nowell, C., & Kerkvliet, J. (2006). Academic honesty and online courses. College Student Journal, 180-185.
Ison, D. (2014). Does the Online Environment Promote Plagiarism? MERLOT Journal of Online Learning and Teaching, 272-281.
Kincsei, A. (2007). Technology and society in the information age. Budapest: European Union, Education and Culture, Network for Teaching Information Society.
O'Donoghue, J., Singh, G., & Green, C. (2004). A comparison of the advantages and disadvantages of IT based education and the implications upon students. Interactive Educational Multimedia Journal, pp. 63-76.
SEO. (2013, April 08). How Has The Internet Changed Education? [Infographic]. Retrieved from SEO.com: https://www.seo.com/blog/internet-changed-education-infographic/
Simon, M., Graziano, M., & Lenhart, A. (2001, September 01). The Internet and Education. Retrieved from Pew Research Center: http://www.pewinternet.org/2001/09/01/the-internet-and-education/
Statistics, N. C. (2013). Distance Learning. Retrieved from IES - NCES: https://nces.ed.gov/fastfacts/display.asp?id=80
