The Influence of Technology on Teaching and Learning

The Influence of Technology on Teaching and Learning
Name:
Columbian Southern University
FORMAL SENTENCE OUTLINE
Thesis: Technology has become an integral part of our lives today. It is influence has been felt in knowledge acquisition and learning in all levels of education. Therefore, it is important to study deeply the impact of technology on teaching and learning in education so that we can design the appropriate learning processed to enhance student achievement.
* Technology has a positive impact on the student achievement in learning environments.
* Classrooms are normally considered to be face-to-face learning environments but when classes are conducted online, they are likely to deliver stronger learning outcomes (Underwood, 2009)
* When online courses are measured alongside the traditional classroom methods of pen and paper, students find online teaching much convenient and flexible than traditional teaching processes (Balannskat, 2006)
* Factors that hinder the implementation of technology teaching are poor competences of the teacher, low motivation of the staff, and inadequate confidence in the new educational technologies presented by educators (Balanskat, 2006)
* Most learners believe that technology improves their learning by making them more effective and inquisitive (Speak Up, 2009)
* Technology motivates learners as well as teachers
* More than 80% of teachers in Europe think that technology has made their teaching career much motivating as students respond to the tasks given in class effectively. Nearly all schools are computer equipped and have internet access to facilitate learning (Underwood, 2009)
* Access to ICT outside schools molds the behavior of leaners and improves their confidence. Teenagers who have computers at their homes are less likely to be truant compared to those who lack. This gives them time to concentrate on their academics and become less troublesome (Balanskat, 2006)
* Educational technology can enhance lifelong independent learning skills. There is a growing mass of evidence to prove that the use of educational technology can increase the independence of the learner in future.
* There is a connection between ICT and student engagement.
* Instructional softwares enhance student learning.
* BS/CE study done in West Virginia using an instructional software to test the basic skill development in reading, language comprehension, and mathematics indicated that student’s test scores increased arithmetically once the technology was integrated in the curriculum objectives (Spurlin, 2006).
* Teachers have reported significant changes in social studies and English language arts performance due to the fact that student skills and knowledge acquired through computer-based learning are much better than the traditional means (Cradler & Cradler, 1999)
* Companies have come up with algebra and geometry softwares both of which are accompanied by the computer-assisted instructions to help teachers guide students in elementary, middle, and high schools in learning mathematics (McCoy, 1989)
* Research indicated that the mean score of students in the taught using technology in both sixth and eighth grade were remarkably higher than those of the control groups. Thus, it was concluded that the better performance was as a result of supplementary video clips that students found instrumental in enhancing their understanding of mathematical concepts (Leu, Donald J. et al, 2011)
* Technology has its demerits in learning and teaching
* School administrators have been hesitant in making purchase related to technological facilities and equipment due to the skepticism about the role of education technology in improvement of learning process (Polly, 2011).
* Encouraging a one-on-one method of student feedback, teachers may be able to identify various weaknesses of each student such that they are allocated more teacher time for assistance (Boster and Staff, 2004).
ABSTRACT
This paper examines the impact of technology in teaching and learning processes. The role of educators is to ensure that their learners are enabled to be their own thinkers through constant engagement. The paper takes a look at the various studies that have been done on the subject of educational technology and how it influences student achievement. As it has been noted in the entire paper, technology enhances learning. This is based on the measurement of online courses alongside the traditional classroom methods of pen and paper. It is observed that students find online teaching much convenient and flexible than traditional teaching processes. Towards the end of the paper, an analysis on the effectiveness of evaluation tools used in educational technology has been done. It is noted that educators need to select appropriate evaluation tools accompanied by adequate guidelines for assessing the impact of educational technology. The paper finalizes with a conclusion, which gives a summary of the main points discussed throughout the paper.
INTRODUCTION
Technology is undeniably the greatest controller of our lives today. Every aspect of our lives is in one way or another dependent on technology. All sectors of the economy ranging from agriculture, energy, manufacturing to education are sustained by technological advancements. Looking at our today’s learning environment; teachers, students, and the entire educational fraternity, one may notice that our brains have been transformed in such a way that knowledge and skill acquisition is attained through multi-faceted technological fronts. The technological trends have changed our global culture with respect to learning processes and tools thereby forcing majority of the stakeholders in education to change their narrative regarding how teachers deliver content to the students. Schools are now investing in computer stations and other associated learning technology to keep up with the ever-changing trends in knowledge dissemination.
Mobile tools have become part and parcel of the learning process with the majority of teachers recognizing the cell phones are important tools in their teaching experience. Not only in developing countries where there is widespread use of technology in education, most developing nations have embraced the idea of digitizing their learning environments such that they appear to be purposely designed to handle effective communication and information exchange. These countries are fleeing from the normal four-walled classrooms and chalkboards to virtual classrooms on Skype, FaceTime, or other online learning sites. The demand for technology-incorporated learning systems is creating a market segment that never existed before where start-ups are now investing their resources to make learning devices such as touchscreen tablets, multiple displays, among others. Students of today see technology as an indispensable part of their student life. For instance, there is much convenience and flexibility in learning as lecture notes can be posted online and accessed from any location one maybe at a given time. In addition, there is the possibility of class time being substituted with online group discussions that make it much easier to combine group presentations during normal class time. By using their portable devices such as tablets, laptops or smartphones they can project their findings on screens for other students to see.
The education spaces in colleges and campuses are today being designed in such a way that they no longer have to be in a permanent classroom but in an open place with retractable seating that allows for any type of work. For instance, a classroom may be converted into a production studio equipped with projection opportunities, presentations systems and sound facilities. Another collaborative learning process is what is referred to as the flipped classroom. Here, students are instructed to view learning materials outside their education environment in places such as home environments, streets, or social gatherings. Then they are required to communicate what they saw or learnt through online discussion groups with fellow students and moderated by the teacher. Similarly, students can be asked to watch lectures while at home and come for sit-in tests in class. Therefore, teachers can only tackle in class difficult topics that seem to be challenging to the students. In this form of learning model, it is a prerequisite for students to be always access internet either at school or home. This shows that technology in education does not segregate the poor from rich students as there is a generalized assumption that each student can access the latest digital technologies from whichever location.
REVIEW OF LITERATURE
The researches done throughout the past decade have indicated that technology is undoubtedly the main factor contributing to the literacy development, knowledge acquisition, language development and offering support to learning (Trace and Young, 2006). Education researchers have proven beyond reasonable doubt that indeed computer technology offers students a wide range of learning opportunities so that they can build their individual understanding through a number of experiences. New evidence has emerged pointing to the fact the 21st century information and communication tools are major contributors to students’ learning processes. The computer-assisted instructional applications have a positive influence on the student motivation and enhancement of their self-esteem. The Center for Applied Research in Education Technology (CARET) has been the main research body tasked with gathering of information regarding how technology impacts on student learning and academic performance.
Technology and Content Area Achievement
One of the fundamental reminders of research is that technology can only influence the academic performance of students if its application is conforms to the curriculum standards that are used to assess academic improvement. In other words, technology can be of relevance to students when it is channeled in a way that it exploits all the standings and learning objectives during the implementation or application. As Kinzer and Leu (1997) observes, it is the responsibility of teachers and curriculum developers to make sure that all the curriculum standards are adhered to when selecting which type of technology to be used in classrooms. They conducted various studies on the potential of multimedia and hypermedia technologies have on learning in a content area. One of the most notable studies was the Reporter Project. Here, they used several sixth-grade students to test whether multimedia technology had a significant influence on the attainment of information gathering and writing skills. The Reporter Project lasted for two years in which data was continually analyzed and inferences made. Overly, there was an upward trend of students improving their recognition and applicability of the main ideas, cause and effect relationships among other supporting details. Their writing skills were also distinctly much better than the control group that was taught using the similar methods and materials but without incorporating technology.
On the same note, a review of studies commissioned by the CEO Forum (2001) emphasizes the main point that technology has a direct positive impact to learning process when it is integrated in the curriculum in a manner that reflect clear, achievable and measurable learning objectives. For instance, in an eight-year study at the New Hampshire’s Brewster Academy on SAT-I performance, students selected to participate in the usage of the technology-integrated learning demonstrated a remarkable increase in their SAT-I performance compared to their peers who took part in the traditional school experience. The study required all student participants and their teachers to carry laptops and use them in class or access the campus network at any given location within the school. The main aim for the study was offer insights on how the Brewster’s management would push for reforms in the manner of teaching, curriculum development, student evaluation and faculty support (Bain & Smith, 2000).
A study done in West Virginia using an instructional software to test the basic skill development in reading, language comprehension, and mathematics indicated that student’s test scores increased arithmetically once the technology was integrated in the curriculum objectives (Mann, Shakeshaft, Becker, & Kottkamp, 1999). This study was reinforced with adequate teacher instruction and student assessment tests administered at regular intervals of teaching. The improvement in student test scores was clearly attributed to the fact that the curriculum standards were perfectly aligned with the instructional software, teacher assistance, and assessment tests. The study was conducted under the Basic Skills/Computer Education (BS/CE) program that targeted the tes...