Integrating Educational Technology and Learning

Integrating Educational Technology and Learning
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Introduction
Blended learning has gained interest in education circles, but there are different philosophies on the success of the blended approach. Blended learning fuses face–to- face and online learning, to improve learning by utilizing the strengths of both approaches (VanDerLinden, 2014). Blended learning has the ability to allow students to learn at their own pace, but there is no guarantee that the approach will be successful. There is a need to design blended learning in line with the goals of teaching, after having already identified the problems. Intrinsic motivation is vital to the success of differ teaching and learning approaches highlighting that understanding what learns want to achieve is necessary. Additionally, integrating the technology is aligned with desired outcome for students/ learners and the teachers/ instructors. In any case, the physical environment can either be an enabler or deterrent to adopting technology in blended learning, with customization better suited to improve learning when adopting technologies. This paper highlights the integration mobile, video and game technology in a high school as well as the strengths and challenges of each option.
Technology and education
Technology integration relates to using technology resources in the classroom, including computers, mobile devices, tablets, digital cameras as well as social networks. However, for the integration to be successful, the technology needs be accessible and available when required. Since the technology can support the curricula goals, teachers can rely on specific technologies to enable learners reach their goals. This is especially when there is seamless integration of technology with the learning process, given that learners are better motivated to learn in such an environment. In any case, technology is most beneficial when it enriches the learning experience, but the technology tools also need to be suited to the purpose of learning.
Description of the school
Blended learning focusing on the collaboration was carried out in high school. The blended approach highlighting on integrating technology with traditional teaching gives the students a platform to improve learning. The teachers’ involvement is vital to the success of this venture. Even though, there are limited resources, the technology-driven learning approaches can motivate learners. Since there is a computer lab, mobile devices, video and games are all integrated into the learning environment. However there is no guarantee that education technology always yields the expected positive results (Spector, 2013)
Mobile devices
Even before there is the integration of technology in learning, the classroom design enhances learning when there is an emphasis on the student’s priorities (Rogers, 2005). Mobile technology and handheld devices are increasingly a source of information for students, because of ease and convenience in using the technology. Wireless networks facilitate networking for both computers and mobile devices. It is easier accommodating mobile devices and p laptops in the classroom, compared to personal computers, since there is also no need for further furniture to accommodate the bulkier equipment. The emphasis of using mobile devices and laptops is that at times, content may not be adapted for the mobile devices. In any case, there is minimal setup time, meaning that blended learning can be efficient when focusing on the time and convenience of using mobile technology.
Mobile devices were seen as a distraction, but there is integration in the learning process, which shows promises towards facilitating learning. IPads are cheaper than computers bust they also share similarities with other mobile devices and the computers. Integrating technology tools like the iPad has the advantage of enhancing learning to those who prefer kinesthetic. There are many apps in the devices can be customized to suit the needs of students. Additionally, since they students can also access the internet through mobile devices, there is easier referencing when the local area network allows the students to give their views and concerns about teaching.
The case for mobile devices is that connection can extend beyond the classroom. Learners can access the internet from diverse locations since the wireless telephone connection allows them to seek for more information on demand. Hence, learners can get better insights and clues about a certain topic when they access the information online through the use of the mobile device. In any case, accessing the primary source documents gives a clearer picture to learners to enable them delves deeper into a subject matter from anywhere. It is not lost on teachers that the portability of mobile devices means that the internet connection is an important aspect to learning and understanding subjects from different angles.
The mobile technology integrates different aspects integrating the use of apps to record, take pictures as well as organize information (Logan, 2010). Students can use the hands-on approach to record their observations, and computing has been critical to the increased uptake of mobile technologies in learning (Logan, 2010). Mobile computing has undergone various innovations to bridge the gap with computers. As such, the portability of mobile devices has been an added advantage to developing mobile computing. Equally, the mobile devices allow interaction through networking, and sharing of information, with learners provide insights on what needs to be improved.
Using mobile devices allows learners and teachers to switch quickly between apps, with learning going on without delay. At the same time, there is a touch screen interface that is user friendly as it allows for user interactivity. There are various apps that can be developed for the mobile devices compared to computer programs. These low-cost apps are suitable for learning as they are designed to meet the needs of learners. This makes them suitable for education at all times, with data collection using the mobile apps also helping to organize the information. Hence, the mobile devices are suitable for high schools, as mobile computing has now focused on integrating education content suitable for all levels of education.
Mobile devices can be convenient when schools have limited use of technology, since they are portable, and learners have previous experience in using the, in rural areas, the use of mobile devices can often make a difference in expanding education opportunities than previously thought. Motivation influences academic learning to the extent that learners who access education content tend to learn more about other technologies. Mobile devices are a pathway to other technology tools. Nonetheless, there is a need to have a framework that allows designing of learning activities in environment that are appropriate mobile learning (Logan, 2010). Since teachers were enthusiastic about the technology, it was appropriate to integrate use of mobile devices gradually.
Mobile devices have multimedia functional capabilities that allow users to also rely on gaming and taking photos complement formal schooling. The mobile devices expanded the opportunity for all the students to learn language, even in out of school settings. Playing games was identified as one of the strategies that can keep the students interested to learn, but with the supervision of teachers. The rationale for this strategy is that gaming can become addictive since the students can play anywhere, but highlighting the benefits of the gaming and time management, the students are better placed to learn more effectively.
Despite mobile devices being beneficial in learning, there is a need for monitoring students to avoid cheating among the students. Mobile learning also relies on online content for learning, but there is no guarantee that the students simply rush through information without copying. Even when there is no evidence of plagiarism, there is a risk that students would cheat, since internet access allows them to get hold of specific information by relying on particular search terms. The tech savvy students can illegally are more inclined to use illegal means to access information comrade to those who have no technical ability. However, information can also be easily disseminated among all students. This then highlights the need to have a proper monitoring system to ensure there is no cheating.
Mobile learning allows the users to interact through a network, but internet connectivity is not always present. There is a risk that those who do not have connectivity all the time may feel left out. As such, in order to reduce the extent to which students and instructors feel isolated, mobile learning needs to be carefully aligned with the needs of mobile device users. The networks resources depend on the Wi-Fi system, but this was only present in the school premises. The same cannot be said for most students, since mobile connectivity may be billed to parents while outside the school environment.
Even though, mobile learning complemented formal learning, it cannot replace some aspects of learning. This includes the need for experiments for the students to get practical experiences in the sciences. There is also need for additional learning for users who have no technical knowledge. The slow rate of adoption of mobile learning when courses require experiments and practical learning renders mobile learning only useful for demonstrations. There is no strategy to adapt mobile learning to the requirement for hands-on learning. This remains a challenge in adopting mobile learning, despite mobile devices being sued to record information. This shows that blended learning is still the way to go, in order to bridge the gap between tradition schooling system and technology adoption.
Video as a Learning Technology
Videos used to be considered old technology, but have now made a comeback, and delivery through the computer has made this medium a suitable choice. Interactive videos have been available for years, but it is only of late, that blended learning has integrated video in widespread uptake in high schools. The recording of moving pictures being displayed on computers was also chosen, since students were familiar with this medium. Since videos can provide a more accurate representation, the learners tend to interpret information based on visual cues and the sounds, as such, the use of videos was particular beneficial in communicating to learners where language is embedded in specific situations.
The e-learning approach has highlighted on relevance of videos which are a valuable learning tool that can be accessed even outside the classroom. There has been development of video technology with designers, trainers and content writers seeking to keep learners engaged. However, it is through multimedia training that the use of video technology was beneficial to enhance learning for all learners. The use of video technology was identified as an important factor that helped the students to learn languages. For students whose parents are not native English speakers, the video technology bridged the differences between the outside world, and the school’s environment.
The video technology was also relied upon to enhance learning in the sciences, with students better placed to visualize concepts. In order to connect the abstract and real world situations, the videos highlight on application of science concepts. Even learners who initially struggled with scientific concepts seemed to show higher motivation. This is especially when the videos simplified concepts and showed their concrete application. Since such videos can be accessed anytime, the students also searched for other videos online to compare explanation for the same concepts. Programs integrating computer with ideas allow for comparison, while also providing a step by step approach to understanding the scientific concepts.
The use of video content is identified an important factor to the growth of Massive Open Online Courses (MOOC), and various forms of open learning (Hansch et al., 2015). Videos are the most common type of content delivery in MOOC as well as the cost driver. There are various platforms that have content related to diverse contents in video formats, and most are freely available on the internet. This makes the use of video content relevant to improving. The diversity in video content platforms has improved production and presentation of information in the diverse websites hosting the video content (Hansch et al., 2015). This includes production styles, ...