Enhancing Education Through Technology: Possibilities and Challenges
In how can technology improve education essay is discussed how we can get benefits of using technology within educational process. The power of the digital world has transformed modern-day education involving various aspects such as cooperative relationships between learners and teachers as well as the proximal learning environment. There is also sufficient argument to propose that modern technologies have opened avenues towards promoting education beyond the walls of classrooms e.g. virtual reality and involvement in residential projects. Additionally, the ability to take authority over their personal learning as well as providing the enthusiasm to learn.
Moreover, the Introduction of new technologies such as the ‘one student-one device policy’ has been adopted by multiple schools leading to flexible learning opportunities outside of school. It also paves the way to create strong relationships between schools and homes. Other uses explored by Passey imply that students use translation apps, spell checkers and different means of media to display their ideas.
However alternative research claims suggest that technology proves to display little to no significant impact in terms of learning. Even though quite dated, the source has been supported by multiple researchers, which fairly raises validity. However, I feel this proposition could be due to the fact of the term ‘learning’ in terms of technology being quite vague and not specific, leading to mixed interpretation and/or poor assessment. Nevertheless, these claims, however, emphasize that the impact of technology is influenced by a broader concept of learning e.g. quality of communication and safety of the learning environment.
Another different viewpoint relating to the broad concept of learning involve Perrotta et al. whose findings displayed that game-based education whilst possessing academic aims proved effective in learning under teacher mediation.
Furthermore, in a fairly recent PISA report; on literature between technology and education, an argument was put forth. It stated that “technology does not teach, teachers, do,” which gave spark towards generating research. As a result, it concluded that the potential of learning and technologies has yet to be determined and that institutions and policymakers need to create a scope on the relationship between digital technologies and education: “technology can amplify great teaching but great technology cannot replace poor teaching”.
However, it is yet to be seen, how digital technologies are practically adopted in schools and offers potential prospects in the near future. For example, how teachers and students amalgamate digitization alongside existing resources.
Alternatively, Thibaut et al. explored a notable national perspective based on teachers’ viewpoints on blended learning in multiple Australian schools supporting a Bring Your Own Device (BYOD) policy (children could bring their own tablets or smartphones and use these to access the internet across lessons). With an open seating plan, students could access websites that allowed discussions in groups, unlike messaging behind the gadgets. This aided students to increase their social interactions using a mix of technological and non-technical resources; whilst the support of teachers increased brainstorming and creativity.
Additionally, the Ministry of Education (MoE) in Chile has ensured school-based access to digital resources, predominantly in computer labs facilitated by teachers. Innovations are emerging gradually, however, the Ed-technology market in Chile is quite small, about USD50 million dollars per year, similar to the annual ministry investment in textbooks for all children in all subjects. The source; however, fairly recent, also articulates; that though government platforms exist for schools to procure technology, no objective source of product review and research currently aids them in making informed decisions. Equity in student learning impact also remains elusive. With a range of rapid technological developments available, it is important that schools keep themselves updated with future technologies. As per 2015, New Media Centre Horizon Report; it suggested that the following innovations would become more commonplace in schools in the future:
- Robotics and wearable technology among some of the consumer technologies.
- BYOD (Bring your own device), OERs (Open Educational Resources), flipped classrooms that highlight digital strategies.
- Internet technologies, such as cloud computing and networked objects;
- Learning technologies, such as adaptive learning technologies and digital badges;
- Social media technologies like crowdsourcing and social networking;
However, there is no guarantee that these technologies would materialize; but I do feel they display the wide range of technological applications that may turn increasing popular in the following decade. In recent years, for example, there has been much enthusiasm for promoting games-based learning. Findings suggest that available games, however, differ considerably in their educational potential, some offering very low-level tasks and others providing rich opportunities for investigative learning.
Looking from a global viewpoint; whilst referring to a report from the World Economic Forum; an argument was recently put forth: “To thrive in a rapidly evolving, technology-mediated world, students must not only possess strong skills in areas such as language arts, mathematics, and science, but they must also be adept at skills such as critical thinking, problem-solving, persistence, collaboration, and criticality.” This conclusion was expressed by many governments and organizations, those concerned with the economic success of nations in an increasingly globalized and technologized world, and those concerned for individuals to live fulfilling lives. It also has to be noted, that such a change would require continuous funding to ensure that schools stay up-to-date with future technologies.
However, some implications arise as it is not possible to address digital technology separately. To completely respond to the digital world we need to engage in discussions about our perspectives on pedagogy, the role of schools, learning, and teaching. Additionally, pedagogical approaches to digitization should not only include future adaptations to technology but also innovative current teaching methods thereby offering a complete holistic approach where students are provided with opportunities to learn, grow, explore and evolve.
Furthermore, besides providing the right skill-set, it is important that teachers nurture the attitudes and practices associated with it by getting them involved with various aspects of the society including economic, civic and political.
Moreover, it is crucial that digitization and various digital skill are adapted in education. Many advanced countries such as Norway, France have incorporated digital education as part of their curriculum, while countries including England and Estonia have included topics such as computer coding or programming in primary and secondary forms. Howbeit, with Finland being credited as having the best education system in the world, the country has claimed the title by revisiting its traditional curriculum and adapting fast-changing technologies and skills sets to it.
I personally believe it is important to gauge the skill set and confidence of teachers and students while using digital technology. However, I could also argue that not every individual possesses access to the digital world, causing a large ‘digital’ gap between nations.
