The Use of Technology in Education
Technology has brought about favorable changes in every sphere of life and in every occupation, in all developing societies. No society can claim to have developed without the benefits of technology. Technology application and the changes it brings about are in fact intended and necessitated, as it is a part of the larger development of the society. The benefits of technology are evident in terms of time, quality, process, comfort, costs etc. As a result of these technological advancements, no profession can claim to be independent of either direct or indirect use of technology, since it is integrated to the society. Education is an important aspect of any developing society, and it is no wonder that the field of education too has embraced technology. It is obvious that the fields of education and learning have incorporated technology, resulting in unprecedented possibilities and accomplishments. Technology in education has indeed contributed to the effectiveness and improvement of teaching and learning.
Technology Enhanced Learning (TEL) is being rapidly adopted in many schools in pursuit of quality and learning improvement. Technology simplifies and facilitates both teaching and learning, contributing to the cause of education in its own way. In the process of incorporating technology, both teachers and students break away from their traditional responsibilities and functioning. Of course these changes reflect the need of technology assisted future study or work environments. Accordingly they have to acquire newer skills while doing away with traditional ones. Among the new demands on the part of the teacher is that, the teacher now requires administrative and presentation skills too. The teacher is now challenged with the need to hold the interests of the remote students, focused on the topic of study, and ensure successful understanding on the part of the learner. The coordination among teachers is also improved by the use of technologies, which helps them in sharing and implementing strategies, which was largely restricted prior to technology intervention.
Technology has indeed transformed teaching and learning. It has made it increasingly easy for teachers to access a wider range of materials that could be used for classroom teaching. At the basic level, the copier allows teachers to make the necessary number of copies of required lessons and notes that could be directly circulated to the students. Using scanners and digital cameras, teachers can bring external sources, customize them according to the needs and offer them to the students. For example, the teacher could use an article in the morning paper, scan it and ask the students to reflect on the article. An important aspect of technology in education is that it also provides students with the opportunity to get acquainted to and learn to use electronic tools in accessing information and to develop research skills. The use of digital technologies in teaching science is more effective than any earlier curricular or instructional implementation. Teaching and understanding complex science topics have always been a challenge, for the teachers and students. Explaining complex structures and processes using models or charts might even tend to confuse students. The use of digital technologies has changed the ways teacher interact with students, when dealing with science. Using 3D and color technologies, students can better understand intricate subjects like geometry, molecules and atoms etc. The effect of social factors in the classroom, and the way of organizing and associating information for better understanding, are all influenced by the use of digital technologies. Teachers would find it easy to explain concepts, which are backed by technological effects like color, 3D and sounds. Digital technologies enable teachers and students to interact in newer ways. They can have virtual discussions with regard to advice, counseling on course subjects, independent of pace and time, using cell phones, e-mail or web portals (Flick Bell, 2000).
The introduction of technology in education has been indeed slow compared to business, given the belief that face-to-face tutoring is the most effective way to teach. The traditional education has mostly been teacher centered, where the expertise and knowledge is provided by the teacher to the students who then attempt to grasp it, by understanding and memorizing it (Maggie, 2004). E-learning has facilitated the imparting of education to those people who would have never had them, without technology introduction. With increasing student populations and falling budgets, there is always a need to serve a bigger and diverse student population, world over. Online learning has been accepted as a solution to such requirements. Subsequently online learning has been incorporated either partly or completely to most learning programs. E-learning is the process of learning instruction-associated content, through electronic technology. E-Learning incorporating online learning and web-based training have revolutionized learning. Higher education had been traditionally centered on the requirements of the providers and included a facility for research and teaching (Mingle, 1995). The needs of the researchers, faculty workload, lab facilities, are all based on the views and needs of the provider. Technology based learning is more directed at the needs and understanding of the learner.
Networked learning has resulted in a paradigm shift in the tertiary education. The online process through which several web based formats are linked has resulted in networked learning. Apart from ensuring flexibility, the new technological devices make learning very interesting and engaging, as they stimulate all the senses of the users. Through these devices a mix of education and entertainment can be provided. These are highly motivating and provide adequate autonomy and power to the learners. (Wald and Draxler, 2002). Digital technology helps in constructive learning. Constructive learning is achieved through ones own continuous experiences and understanding of the world. Learning achievement is reflected in response strengthening, knowledge gathering and knowledge construction (Mayer, 1992). Students of today cannot just afford to be at the receiving end, but actively participate in the construction of new knowledge.
Technology provides them with the necessary critical, problem solving and reflective skills while learning. Information and Communication Technologies (ICTs), particularly the Internet has played a vital role in the globalization of higher education. The effectiveness of technology in education is well evident in the paradigm shift from the brick universities to the click universities which has enabled the distribution of information and knowledge anywhere, and anytime accessible. (Thune and Welle Strand, 2005). The facelessness of the teachers has actually been an advantage to many students. They are at ease and comfortable without the pressure of requiring to stand out among a hundred students. They dont have to be accountable to anyone except to self, to be focused. The ICT has contributed to borderless or transnational education.
Transnational providers and for-profit universities provide information across geographical and conceptual borders (Ryan, 2002).
The advancement of technology in the field of education has redefined the roles and responsibilities of both, the students and the teachers. The teacher has now become more of a learning facilitator than being the traditional instructor or information provider. Students are moving away from passive learning, given the lesser lecturing, towards cooperative learning, which even stretches beyond their classrooms. Online databases and innumerable other online books and libraries provide a plethora of sources for teachers and students, facilitated by sophisticated file transfer capabilities. Focusing more on information literacy, the teacher helps in guiding students to identify and access the required information. With students being capable of resourcing all relevant information, the teacher now needs to help them to analyze, evaluate and judge the suitability of the information they required (Sebastian, 1996). The teacher inculcates critical analytical skills on the students to use the gathered information for problem solving. Thus the teachers methodology has changed from traditional, teacher-centered teaching to learner-centered, interactive teaching. The teacher has moved away from being a fact teller and an expert to being a collaborator and occasionally an expert, with the learning emphasis being on relationships and inquiry rather than facts and reproduction. The students role has also changed from being a listener and a learner to being a collaborator and a learner. Teachers and students also transform from being users of information to producers of information. The work and responsibilities of the teacher is also benefited from technology. New technologies are redefining teaching and teachers role (Lanier, 1997). However, like in all other fields, the success of technology implementation depends not only on the teachers ability to teach, but also to use the technology effectively, to benefit the students. Apart from changing teachers role and classroom activities, the use of technology has also restructured the nature or use of time, resources, and student support.
Online learning today includes a wide range of offerings, right from single issue guides like how to develop a web page, to full degree bachelors and masters program. The online courses of today are created and supported by several technologies and programs. Online students learn through a series of actions and sources including hyperlinked web pages, audio interaction, video interaction, dynamic data and print materials. The hyperlinked web pages are Internet pages with content. Learners can move from one page to another through hyperlinking. Moving from one page to another is what is generally referred as surfing the net. By just clicking on the displayed link, the learner is taken to the desired page. Students prefer web content to book or class notes as it is very simple to locate topics on web, compared to searching them in the book. Audio content can also be linked to the web pages, from where a student can listen to an instructors voice or music. Web-based audio technologies also include audio conference where a two-way conversation with other students or instructor is facilitated. The video tools used in E-learning include still images, moving images and real time images combined with audio (Bjorklund, 2010). Videos would be used in online courses to show the instructor giving lectures or a live demo of a procedure etc. Workings of software are also showed through a series of videos where generally a cursor moves to a particular action and the effect of clicking that option is showed. Online courses may sometimes include video conferencing, allowing a student to see the instruction and other students and interact with them.
Like in the traditional classrooms, interactions are facilitated in online learning as well. Dynamic data indicates the versatile nature of the data, in being able to change its form or be able to move from one program to another. Data is passed through e-mail, online quiz, online tests, discussion boards or chats. The print material remains an essential element for instructions. The study guides are other relevant books, which are distributed to the students through bookstores and mail post. The textbooks may still be used in online classes, with chapters being a part of the learning process, like having to read the chapter and take up online assignments. Databases can be presumed to be a basic form of E-learning. These subject-oriented databases provide explanations and assistance when accessed through keyword search. Such database-based learning is mostly associated with software learning. Online support is a bit more interactive compared to databases. Online support helps in answering specific questions instantly through chat, instant messaging or online bulletin boards. Synchronous training is a real time instructor oriented training where everyone logs in simultaneously and can communicate with the instructor or each other. Here everyone involved gets to view the cyber whiteboard and also raise their cyber hand when they need clarifications. Asynchronous training involves more of a self-paced learning using CD-ROM, Internet or intranet. Here instructors may be accessed through online discussion groups, online bulletin boards or email. Alternatively the content may be self-contained with reference material instead of line instructor.
Open source software offers several possibilities for open learning. Thanks to its systematic and quick evolution, the needs of the users are quickly met. Better and improved versions of the software are brought out frequently, which are tested by the developers and users. This approach enhances the prospects of obtaining superior software, tested on environments and platforms, than most other commercial software. It is generally perceived that open source concept facilitates resource sharing and collaboration. Innovation in teaching and learning, choice, enhanced user control and access are also promoted (Coppola Neelley, 2004). The adoption of the open source concept in technology-based education is increasing with several such projects. Several organizations like Claroline, LRN Course Management, EduZope, Moodle are involved in assisting professors develop e-learning courses. Another important aspect of open source in E-learning is the learning object, stored in repositories. These learning objects are digital resources that can be used several times or delivered across any networks, on demand. The developers of learning objects can present their creations to an open resource repository, from where anyone can access it. Apart from reviewing of the learning object, it would also permit modification, extension and improvement of learning objects. There is also no particular medium or a collection of media prescribed for E-learning, which is only fine-tuned according to prevailing circumstances. Similarly open source does not prescribe to any product or code adaptation, which can be adapted variously, irrespective of platform or technology. When code or product is under private ownership, its adaptation and utility gets reduced. For each end user the source code has a particular relevance, as it can be adapted to the requirements of that user.
Several education-based software named virtual Learning Environments (VLEs) was developed in the mid 1990s for supporting Internet based teaching and learning. The Internet fosters the accessibility and communication between the learning and teaching communities. Teachers require having the necessary expertise and time to create appropriately stimulating and easily usable Internet resources. Using VLEs, the lecturers can quickly create resources even without technical skills (OLeary Ramsden, 2002). Web-based VLEs offer an interlinked set of Internet tools, easy uploading and an appearance and feel that can set by the user. A framework for the use of VLEs in supporting or delivering online courses had been developed by Mason (Mason, 1998). Mason identifies a content and support model where an online support is provided for a pre-prepared content, which is delivered either online or in print. Here the content and support are not integrated to each other, with the online support being only optional. This model does not use the potential of online learning to a good degree, although it can be set up easily. The second is a wrap-around model using both pre-prepared content and online activities. The online learning activity includes discussions and collaboration. The third is an integrated model where the content is mainly determined by learners. Here a large part of the learning occurs through collaborative online activities.
Lecturers can ensure access of course materials like reading lists, lecture slides, handouts etc., by the learners by making them accessible through VLE, where it can be periodically uploaded to serve as a course archive. The communication between the instructors and the students is improved by virtual chat, synchronous and asynchronous communication. VLEs facilitate the delivery of learning resources like video clips, images, and linking other web resources. While students are allowed to upload their files and communicate with each other, it can also limit this activity to selected people. The management can track students by providing them individual usernames and passwords, individual web page for students, analysis of student assessments through automated marking. Apart from several software tools, physical tools used in a classroom are also incorporated into VLEs. Although pure virtual environments do exist, most of the VLEs include several types of non-computer-based learning resources like books and instruments. There may be several other types of interactions too apart from computer-facilitated, like face-to-face discussions, lectures by the instructor and use of traditional media like TV, phone, fax etc. Demarcation of physical and virtual environments is a more philosophical and complex issue than just separating the computer and non-computer aspects. Also efforts to analyze them as distinct entities is unimportant compared to efforts at integrating them (Dillenbourg, 2000). With hybrid tools connecting computers and the physical environment, the association and continuity between the physical environment and computers is clearer.
Developments and innovations in the scientific and technological methods in general and specifically in the areas of information and communication have introduced remarkable changes in the pedagogical processes at all levels. The role of universities and higher educational institutions is now associated with the creation and dissemination of new knowledge in the information world, rather than transferring already stored knowledge from one generation to another. Information in todays world is not only widely available but also instantly available. The competitive and well-linked world of today requires that latest technology and information is not only easily accessible, but that the ideal ones are identified and effectively used. The students of today need to be trained in the use of just in time information. It is not worth to provide them with knowledge, which might be used by them some day. Knowledge and technology often get obsolete very soon, and one needs to keep updating the skills. The ICT is an enabler, which helps in increasing the quality or productivity of a product or service. To realize this, a fusion needs to be established between domain experience, technological expertise and marketing strategies. IT professionals need to learn, unlearn and relearn continuously to succeed in their mission of effectively contributing to education. Open-ended learning would be meaningless if it cannot be used in real life situations (Gupta, 2008). The Problem Based Learning model needs to be adopted in higher education to enable learners to establish links among problems, basic assumptions and solutions.
The incorporation of technology in education is no way a threat to public education. It is true that technology results in abandoning of the traditional models of education, bringing in newer ones. However these are in line with the current needs and trends of the society. New ICTs are becoming standard tools in schools of developed countries. Given the increasing roles of technology, school reform panels have recommended that students be provided with skills necessary to succeed in information based economy. However despite the central role of teachers in educational applications of technology, little research has been made in understanding how and why teachers use technology. Research on educational technology has been mostly focused on the impact of technology on students, than that on teachers. Technology can be a powerful tool for helping teachers in all aspects of their job like simplifying administrative tasks, enhancing instruction clarity and fostering professional growth. Based on the experiences of some teachers, it has been perceived that technology can help redefine the role of teacher both in and out of the classroom. Teachers who have successfully integrated technology into their teaching have found them to be useful in many ways, they had not expected. Some teachers have shown that technology not only helps them meet current instructional goals, but also to pursuer totally new goals. Various technologies help teachers to teach in different ways. Technology also helps teachers to enhance their personal productivity.
Technology introduction is not always easy and effective. Technology brings with it its own challenges. It has been proved that improper selection or use of technology can do more harm than good. The need and maintenance of the associated infrastructure for technology introduction may itself look challenging in many ways. New technologies may require special wiring and any breakdowns would be disruptive and need repair by experts. Also when high costs on software, hardware and connection costs are borne, the equipment might soon be outdated (NCRTEC, 2005). However, unprecedented benefits can be realized when these issues are addressed. These benefits are not directed only to teachers and students, but to the society itself. In moving away from the traditional education and taking to newer ones, the traditional skills and exercises of students might get increasingly abandoned. There would be no need for manual calculations by students, given the use of calculators. Many argue here that mental calculation skills of the students are vital, which is being increasingly threatened by technology. However, it should be noted here that there is no point in performing something manually when it could be simplified through technology. Manual calculations take time and calculation skills do not add value in the long run. By using calculators students can calculate quicker and have more time to focus on other activities. Therefore abandoning of skills that could be replaced by technology need to be welcomed. Students can focus more on areas where individual thoughts and actions count more.
The incorporation of digital ICT and its associated tools, networks, applications and media worldwide has developed tremendously, in response to the demands. ICTs are quickly becoming more accessible and the new digital ICTs include combination of technologies relevant to hardware, software, media and the delivery systems. Integrating multiple media into single educational applications, they not only become interactive, but also controllable, flexible and free from rigid scheduling (Krishnamurthy, 2003). Apart from being unaffected by time and location, Internet connections help people to access millions of web pages. Given the four aspects of multiple media, interactivity, flexibility of usage and connectivity, educators are finding new ways of integrating digital ICTs into the curricula. The knowledge based and technology driven new economies have far reaching implications on the educational systems worldwide. The Internet has converted the life into a hypertext with no beginning or end, no center or final resolution (Lumbardo, 1997). If the statistics are to be believed, E-learning in the US is growing at an exploding pace. The number of students doing higher education courses online has increased to twenty percent from less that one percent in 1995. The Sloan Consortium, which is an association of institutions and organizations involved in online education, estimates that the actual online enrollment rate in post secondary education is 18.2 percent (Sloan Consortium, 2005). This is more than ten times the figure projected by the National Center for Education Statistics. Given the existing strains for funding higher education by the state and federal agencies, the use of e-learning technologies in promoting post secondary education is considered important.
Technology helps in establishing the necessary links between academia and policy makers on one hand, and academia and industries on the other. The benefits of technology in learning are not just restricted to classroom learning alone, but also to workplace education. The workplace trainer here needs to have appropriate teaching skills to help the understanding of remote students. The remote workplace trainer requires technology-based instructing skills, comparable to that of an academic teacher. Although the use and benefits of technology cannot be refuted, more research is required to identify and develop a deeper understanding of the most effective instructions and the circumstances under which they are effective (Krishnamurthy, 2003). It is also important to know how teacher-technology interaction can enhance the effectiveness of learning.
In the coming years, probably all teachers, academic or workplace, would be trained to handle remote teaching, given the trend of E-learning. Successful E-learning for the American workforce calls for combined action by the public and private sectors. Quality issues, assessment and certification, and access to e-learning opportunities are vital areas that need to be focused to make e-learning more beneficial The prospects of achieving this at the shortest time is very high as the return on investment is enormous for both, the private and public sectors. Employers today stress more on acquiring basic skills and competencies that can be immediately deployed rather than certifications of knowledge that may be usable in the future. The traditional modes of knowledge acquisition had facilitated handling of hard factors like estimation and costing, planning and scheduling etc. Soft factors like multiple effects of schedule pressure, coping with errors in estimation, managing reuse and bureaucracy dealing have been ignored. IT based education need to address both the hard and soft factors. People in the IT sector should not only rely on traditional static models, but switch over to models that are problem-driven, dynamic and deal with both hard and soft factors. While technology can play a vital role in higher education, the schools and colleges also require equipping students with relevant and necessary information and technological skills. The use of new ICTs in higher education has contributed to the cause and use of knowledge by producing shifts in the direction of constructivism, to meet the needs of high tech economies and networked societies (Piaget, 1973).
The use of technology in education can never be a threat to public education. In fact technology helps in meeting the goals of public education. The concept of public education today needs to be seen from the necessities and obligations of todays education. The goals of public education are to empower the individual to contribute to the cause of the society, through personal development and growth. By providing a plethora of information readily available, the individual is empowered by all relevant information. An individual can access and use any information as if he had memorized and internalized it. The need to take decisions based on vast pile of information is the need of the hour, and technology only helps in delivering it. The fact that certain attributes like mental calculations, dependence on books, memorizing large chunks of data, are being abandoned due to technology introduction cannot be contested. However these are skills that can be replaced by technology without any effect on the outcome of using personal skills. When personal skills can be replaced effectively by technology, the individual has time and energy to concentrate on other activities. As the needs of society are transformed, education follows accordingly, only facilitated by technology. Teacher practices utilizing technologies have showed that teachers need to cope up with the changing requirements of managing classrooms (Laborde, 2008). The teachers of tomorrow would need to focus and adopt more instructional strategies, inline with newer tools for teaching and learning.
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