Even after many years, technology is still a warm button issue. Some educators and students love and make use of technology flawlessly daily, while some hate it and don’t realise why they should be made to utilize it whatsoever.
In addition, complicating any discussion with the role of technology in schools is the perceived inequality gap between rich and poor school districts. Some schools have the symptoms of endless resources for new technology (think iPads and 3D printers), while other schools need to use what wealthier schools might disregard as old.
Similarly, supporters of technology point out that technology from the classroom encourages independent learning, teaches real-world life skills (e.g. crafting emails, online etiquette), inspires creativity, and helps students experiment in disciplines including science by making use of more using new tools.
On the other hand, critics of technology from the classroom point out that it contributes to distraction (in particular when students are checking Facebook rather than paying attention), fosters poor studying and research habits (e.g. just searching Google rather than really researching a topic using library resources), and will result in problems like cyber bullying or even the invasion of privacy.
What’s clear is the fact that a number of trade-offs associated with technology. Educators must not view technology being a panacea which will magically teach students how to read once they have access to an iPad. And students must not view tablets, phones, and 3D printers simply as toys to stop the real work of studying.
That’s why the key estimate any discussion about technology from the classroom (and out from the classroom) is the teacher. If the US job for Philippines teacher wants to supplement an in-class lessons with online resources, he or she must even be sure all students have equal entry to those resources. Some students may live in a home with entry to multiple computers and tablets, while some might live in a home high isn’t entry to fractional treatments.
The purpose of technology is always to make learning quicker and easier for those students. Understanding that can indicate challenging many assumptions about how precisely students learn best. For instance, one trend from the U.S. educational strategy is “flipping the classroom,” through which online learning plays a crucial role. Unlike the regular classroom, where lectures come about through the school days and homework gets done during the night, a “flipped classroom” signifies that students help teachers on homework through the school day then watch online video lectures during the night.
And there’s an additional component that should be taken into account, and that’s the capability for technology to prepare students for your whole world of the longer term. That’s the reasons why U.S. educators have become watching computer science and coding – they’ve even described coding/programming being a new fundamental skill from the digital economy, right next to literacy. In this case, obviously, it can be computer literacy that matters.
Whether it’s online education, iPads, gaming or BYOD, technology will play an important role down the road progression of education. It’s very important to any teacher to understand the different issues at play anytime they introduce technology in the lesson plan and the overall classroom experience.
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