Technology’s Effects on Education
E-learning is now a significant element of the many educational processes. It entails numerous digitization delivery methods, approaches, and components. The technological processes and applications employed in educational settings include video tapes, CD-ROM, Skype, satellite television, and the internet. Technology’s prevalence in the settings influences them in diverse ways. The use of technology in educational processes has led to changes in teacher along with student roles, bolstered learner motivation to learn, expanded the scope of the competencies acquired by learners, and strengthened peer tutoring.
The most significant impact that the usage of technology has had on education is that it has occasioned changes in the traditional teacher along with student roles (Prey, Reed and Berque 30). Traditionally, teachers and books communicated information to passive students. Presently, when students who use technology in communicating with their colleagues play active roles in the related communication processes. When using technological applications, students make choices as regards how to produce, get, acquire, modify, or express information more actively than when in characteristic lessons led by teachers (DoE, para.1). When technology is deployed to a given classroom, the teachers who visit it cease to form the central focus in it. In such a classroom, a teacher mostly serves as a facilitator as opposed to an instructor (par.2). In addition, various technological applications provide new platforms for interactions between teachers and their students. Such platforms allow teachers and their students to engage in instructional processes devoid of interacting physically.
The second most significant impact that the usage of technology has had on education is that it enhances learner motivation. Teachers along with their students are often astonished at the degree of technology-hinged attainment shown by learners who have previously displayed limited facility, or initiative, with more routine instructional tasks (DoE, para.4). When teachers introduce given technological applications in their classrooms, they notice that their students demonstrate increased motivation in particular subjects (Prey, Reed and Berque 142-143). For instance, when using some of the applications, some students show increased enthusiasm to enhance or polish their computational competencies. Other students report improvements in their overall motivation to engage in instructional processes. Clearly, the instantaneous feedbacks that students get from the applications afford them marked satisfaction and motivation (DoE, para.5). The applications afford students a sense of power along with attainment. Young people like the instantaneous feedbacks supplied by given technological applications.
In schools where students have projects that hinged on technological applications, they are markedly motivated to do some work on them whenever they have free time. Their motivation is usually heightened by the feeling of competence that they draw from mastering the projects and related tasks. The students become highly aware of the worth of the applications in their daily life. The students’ sense of confidence, as well as self-worth, goes up (DoE, paras.7-8). They take considerable pride in their ability to utilize varied technological tools commonly used by professionals. They feel empowered when they control the tools and utilize them in real life situations (par.9). As well, they are highly motivated to utilize the tools in collaborations with their colleagues.
Another significant impact that the usage of technology has had on education is that it increases the frequency of peer collaborations within educational settings. It leads to the increasing inclination of learners along with their instructors towards working cooperatively (Prey, Reed and Berque 37). As well, it leads to the increasing inclination of learners along with their instructors towards the provision of peer tutoring. Presently, many classrooms assign projects that are hinged on technology to groups of few students. Even then, there is marked tutoring happening as regards the utilization of various technological applications themselves. The collaborative working of students using given technological applications is encouraged for diverse reasons (70). The students are highly predisposed to assisting one another to succeed in their tasks or projects. Notably, tasks that are hinged on the internet entail numerous tasks, occasioning circumstances where learners require peer assistance. In such circumstances, learners find their colleagues convenient origins of support according to DoE (para.12).
The ability of students to collaborate on content, which is substantive, is furthered bolstered through the utilization of specific software applications meant for that purpose (DoE, para.15). Such applications welcome, or invite, peer tutoring, or coaching. The habit that the students develop with regard to collaborating with others is carried over into diverse classroom tasks or activities. Even though the usage of technology increases the frequency of peer collaborations within educational settings, there are still considerable concerns as regards cooperation, as well as collaboration, among learners about their proper conduct according to DoE (para.17). Numerous educational institutions implement tolerable usage policies, particularly if they afford learners internet access.
Lastly, the usage of technology enhances design competencies and attentiveness to audiences in classrooms. When learners are developing various multimedia applications using technology, they commonly collaborate in doing the applications’ designs (Prey, Reed and Berque 8). For. Their collaboration enables them experience their colleagues’ responses to the presentations they make. The collaboration builds their awareness of the perspectives and needs of specified audiences. Multimedia applications offer learners options on how to communicate given ideas effectively since the applications are capable of generating products that look professional. As well, the applications present tools for the manipulation of various ways of presenting information (DoE, para.19).
Diverse technologies are now deployed to learning, as well as teaching, settings. Contemporary learners use computers to assist them with homework. They execute research on the internet. Instructors employ technology in strengthening the lessons they offer to learners. Technology continues to modify the roles served by teachers along with learners and modifying the dynamics defining their relationships. Technology increases collaborations among learners as well as reinforces their drive to learn. Evidently, the instant feedbacks that students get from the applications afford them manifest satisfaction and motivation. Technology has continued to add to the range of competencies that learners expect to get from educational institutions. As well, it continued to bolster peer tutoring among learners.
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