1. Introduction(Modern Education)
Technology has long been an agent of change. Since the Industrial Revolution, most transformations that occurred have been driven by technology – from transportation revolutions to computer revolutions. People who can harness and effectively employ digital technologies are adept at adapting to an ever-evolving global environment, and this makes them adept at the kind of knowledge work required for success in 21st-century businesses. Women tend to experience higher income and job satisfaction levels and engage more readily in lifelong learning opportunities. Education will play a pivotal role in meeting the needs of an increasingly diverse learner population in this century. Education should not only be seen as an economic investment. Instead, global competitiveness relies on outstanding education systems around the globe. Quality education is an integral component of solving these challenges; all learners make significant contributions. Education’s aim of equipping its participants with the knowledge, tools, and abilities necessary to harnessing the potential of technology holds great promise in terms of both impact and success. Education professionals play a pivotal role in providing learners with the tools needed to access, create, modify and use information effectively. An integral component of this responsibility should include teaching students how to use complex information and communication technologies for assessment, validation and use, data evaluation and interpretation as well as communication efficiently and effectively with others.
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2.) Searching Terms Related to Technology Use in Education
A search of terms involving technology’s uses and applications in education at any academic level or specialty modality yields an abundance of elements and variants which demonstrate its development over time. Ancient tools such as Ouija boards, literacy invention, or missionary teaching practices were frequently employed in monasteries during that era. Since educators and designers who oversee teaching and learning processes have long played an essential role, their efforts have led to an educational system which has continuously evolved with technological changes while maintaining its core objectives. Such terms change over time, adapting to changing demands and expectations in society and the economy, creating and disseminating new knowledge resulting in specialized works and new branches of communication and information systems.
From the dawn of mankind, humans have attempted to preserve what we’ve learned from past generations. Cavemen communicated via cave paintings on walls. Later, in the Middle Ages, students roamed rural regions in search of individual scholars with whom to study. As print technology developed, everyone could now access all the books available across Europe. Print enabled this to happen more widely as children should be nurtured rather than forced up the academic ladder; hence it was insisted upon in the 1700s that books have equal impact regardless of who taught them. At first glance, reactions to technology use in schools have generally been negative. In 1925, one of the leading educational tutorials described how, if younger generations could gain easy access to knowledge contained in books, this would lead to youths “becoming conversant with certain topics of physics, chemistry and mathematics or capable of producing at least short compositions.” In 1922, an official record declared that schools using newer technologies to teach truth were experiencing higher rates of failures than schools using older approaches to truth discovery. In 1933, magazine readers were informed that this particular school “represented one of the largest concentrations of education machines ever seen before in literary history. Although nobody’s policy appears to include using machines to teach children directly, at least this one will ensure small children will be examined as nursemaids instead of computer-managed clerks.
As there has been limited research exploring the relationship among these three languages and how they affect technology-enhanced learning systems, current trends investigate this subject within an educational formal context. One alternative would be that we consider non-integrated game-based learning systems that use serious games as a methodology of teaching and learning, contributing to educational technologies. Serious gaming development often includes learning designs and instructional methods intended to facilitate educational goals, leading to the gamification of educational processes and enriching activities and enriching learning within academic environments. Consecutive learning nodes serve as a bridge between them, making both gamification and serious gaming more permeable for learning purposes. Educationally speaking, one current trend should include using learning models to evaluate reusable learning objects that allow identification of student learning tracks, evaluation of efforts made by students and also identification of collaboration levels within these objects. Technology-enhanced informal learning contexts and environments proposed herein are distinguished by autonomy–students can set their own learning paths, goals, and activities; diversity–students interact among themselves and with many types of resources; richness–each resource or communication medium provides different forms of collaboration–two methods are applied to this approach through informal outdoor learning as well as learning management processes in distributed systems e.g. collaborative systems or team learning environments. Applications of these models in game-based learning systems and the proposal of similar models demonstrate that serious games can provide us with insights into learning processes or model the learning context and its impacts. These models should be implemented into game-based learning systems as learning objects that represent each of the three proposed languages, permitting independent cognitive interaction among learning agents while emphasizing peer interactions and individual concerns; monitoring learning in informal environments while serving as indicators in student assessments as well as serious game development processes is beneficial to both parties involved. Technological systems developed for educational use aim to allow the learner to identify themselves or the learning environment; they often integrate game-based learning concepts while exploring narratives and creating interactivity within an immersive learning environment.
3. Benefits of Technology in Education
The use of technology in the classroom offers many distinct advantages for both students and instructors. Notably, technology gives students the chance to interact with technologies such as smartphones or social networking that they are already accustomed to using in everyday life. This can create greater engagement. Studies have demonstrated that students utilizing technology generally perform 20% better on standardized tests and gain experience that will translate directly to real world scenarios – such as using PowerPoint for presentations and Excel for managing reports. Teachers also benefit greatly from technology in the classroom. Technology empowers them to teach more effectively, effortlessly monitor student growth, and manage homework and attendance more efficiently than ever. Although only 42% of schools across the US meet the 100 Mbps threshold for student access to broadband and technology services, broadband provides teachers and students alike with new opportunities for growth and discovery. Modern technology largely contributes to this, since teachers spend less time doing administrative duties such as grading, which allows them to devote more time and energy towards instruction. Technology in the classroom can reduce lecture times while supporting collaborative, project-based learning – which in turn increases student performance. Furthermore, its incorporation has increased equity, access and opportunity for all. Technology has created greater access to personalized guidance and support for advanced coursework, enrichment activities, and students with special needs. Online courses and virtual schools have opened up new learning opportunities in classes which were previously underserved.
3.1: Increased Learning Opportunities
With access to the Internet, teachers can now more easily create programs offering students various learning experiences and opportunities. Integration of email and the World Wide Web into curriculum makes finding information much simpler for learners. Students can explore how information is organized and presented on different sites within the WWW by exploring them further. Email provides an almost immediate way of consulting experts and staying in contact with other countries. Students have access to content online that would otherwise be difficult or impossible to obtain, and by engaging with peers and practitioners in an online dialogue they gain from various viewpoints while actively shaping their own knowledge base. Science students can take advantage of conducting experiments online to access laboratory experiences at home rather than just in school, giving them access to real-world education that enhances understanding. Doing experiments remotely improves comprehension of complex concepts and procedures. Internet-based learning materials give learners the flexibility and freedom to study at their own pace outside the classroom, expanding learning beyond its core components. Students also can utilize this resource for updating program materials to meet local community needs more directly. Additionally, real-world or learning field materials should help educators cope with political and economic pressure to “raise scores on the chart”. Technology should be seen as a “facilitator” rather than a replacement teacher.
One of the primary factors leading to students choosing not to pursue higher education entirely is work obligations; students often need jobs in order to pay for their studies and support themselves financially. Modern education leverages modern technology, giving students the ability to study while at work or doing other duties simultaneously. Online classrooms provide all the educational materials that students can access whenever necessary. Students now have an opportunity to create and adjust their own study schedule, in accordance with their work commitments. Students can manage work responsibilities, educational activities and personal errands simultaneously while dedicating free time to hobbies or sports activities – maintaining a healthy balance between study and personal life. If they cannot fulfill their educational obligations or address existing problems immediately then distance education should not be undertaken.
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4. Challenges and Criticisms
With everything there’s always some sort of downside. Even with its many benefits for education, technology brings with it challenges that teachers and educators must address head on in the classroom. As technology is highly portable, people now carry computers of various forms and sizes around with them at all times – smartphones, tablets, netbooks and laptops included. Thanks to digital age cheating is easier for students. One third of high school and one half of college students admitted to using the internet to plagiarize a project; among college students it is 1 in 2. Additionally, cheating can occur by texting, taking pictures of exams and searching online for answers during exams. Social networking promotes collaboration, student engagement and digital citizenship – three essential characteristics. However, unregulated use can have negative repercussions for academic performance. A survey conducted among teachers revealed that nearly 90% believe digital tools such as websites, social media and other digital services to have mostly positive effects on student academic performance. 87% agreed with the notion that digital technologies have created a generation with short attention spans and can easily be distracted from tasks at hand. Furthermore, 63% of teachers believed tools like online citation lists had an adverse impact on students’ research skills.
4.1. Digital Divide
The term digital divide refers to economic, social and educational disparities between those with access to technologies for effectively using information – those considered haves or digital elites – and those without such access – known as have-nots or digitally disadvantaged. The digital divide exists not only across nations and communities, but within nations and communities as well. For instance, many school-aged children do not have access to computers or the internet at home. However, these disadvantages can be rectified with appropriate help from educational institutions – as will be demonstrated later. Therefore, the digital divide is defined here as any disparities in access, use, and benefits derived from information and communication technologies across various dimensions. There are three facets of digital inequality: global, national and educational divides. Global digital disparities occur between nations. North America, Europe and Asia account for most global Internet usage. The developing world accounts for only a small share of Internet usage due to modern communication infrastructure and its prohibitively expensive access fee for most people. The national digital divide–defined as the disparity between those with access to the Internet and those without–in any one country is an extremely pressing international concern, since just a handful of nations that represent only a tiny proportion of humanity account for most global e-commerce activity. The digital divide in education refers to unequal educational opportunities among different groups in a person’s education. Although the existence of a digital divide may present barriers for its diffusion, its presence does not indicate an insurmountable barrier; special efforts need to be put towards closing it and providing all potential users with sufficient skillset for using information technology efficiently.
Privacy Issues Education has long prioritized privacy as an essential principle, yet with the emergence of educational technologies which collect vast quantities of data, its significance has only increased. Students deserve assurances that their data is being utilized responsibly and safely. As educational technologies provide greater levels of data analysis, additional steps may be required to ensure its security. Educational technologies must be clear about what data they are gathering, why they’re gathering it and how they plan on using it. Students need to give informed consent when data collection or generation occurs without being obvious, especially if it doesn’t originate directly with them. Students concerned about privacy issues pertaining to their data often turn to teachers and policymakers for assistance. Privacy should always remain at the center of attention for educational technologies; they offer customized learning experience while also opening up new levels of surveillance that must be scrutinized closely. Adopting educational technologies on a wide scale isn’t guaranteed; privacy concerns could pose barriers. Privacy issues extend far beyond test scores and include technologies for surveillance, biometrics, microaggressions, facial expression recognition and eye gaze tracking that may assist object-based learning pathways. As soon as educators reward normalized participation, we enter the murky waters of surveillance. Data may be used to mark forgetting for applications or bypass privacy notifications; here, issues go beyond privacy and security to encompass moral considerations related to surveillance.
5. Future Directions and Innovations
To address the apparent gaps in educational technology, several innovative approaches based on current research and theory about learning can be proposed as solutions. An effective combination of innovation from research in educational assessment, human-computer interaction, pedagogy, interface design, software design and use, cognitive psychology and cognitive anthropology can yield projects for implementation utilizing CAS as one means. As technology becomes an ever-increasing force in higher education, its adoption seems certain not to slow. If anything, its usage will likely increase further. Though there has been extensive research on the application of technology in higher education, one area that has remained understudied is case writing that details the challenges and solutions associated with integrating tech into higher education institutions. Cases must be written from more than just one viewpoint – for example, from that of an instructor or instructional designer – so as to take account of all stakeholders in today’s higher education process. Identification with characters in a case and understanding their emotions increases learning from it, yet writing such cases is difficult due to rapid technological change; an efficient and effective means of creating such cases should therefore be found.