BSSH – CW1: Impact of Integrating Technology into the Education System

Impact of Integrating Technology into the Education System

Humanity has for centuries innovated tools that have enabled the species to climb the evolution ladder and make labour efficient; arguably, the mechanisms that we shape eventually contour us by defining who we are while permeating other fields to squeeze out as much productivity as possible. One of the tools that have emerged in recent times is technological advancement; consequently, it has spread its benefits and sometimes harmful effects into every aspect of human life, from business to communication. The education sector has not been left behind as more and more institutions adopt ICT to help its growth and feasibility into the future. The advancement has had its share of problems, with some studies postulating that learning is a personalized service; therefore, ICT gains are limited (Peña-López, 2015). Consequently, others show many benefits when students engage in learning exercises using technological tools to enhance cognitive support (Schmid et al., 2014). Integrating ICT in collaboration with professional development support in the learning system is beneficial, primarily in enhancing active learning, providing online knowledge databases, and increasing its coverage through e-learning.

Technology Visualization and Engagement in Education

According to Peña-López (2015), technological tools in learning is counter-productive, and their benefits are limited. However, the research is narrowed to interaction with personal computers and does not consider the complexity and ways ICT can be used to enhance learning. Arguably, ICT can improve the quality and quantity of the student’s experience through professional guidance in providing interactions, reflections, visualization, and engagements; these benefits should not be underrated (West & Graham, 2005). A good example would be the use of mobile devices to capture live recordings, sharing, and classroom experience synthesis (Aubusson, Schuck & Burden, 2009). Other usages that enhance learning experiences include 3-D modelling to simulate complex models in medicine and engineering. Consequently, this kind of augmentation into learning techniques increases a learner’s comprehension of complex concepts.

ICT use IN e-reading

With the availability of ICT, there has been a move by institutions to make e-learning materials available. According to Woody et al. (2010), most students prefer reading textbooks to e-books and other online sources. Nevertheless, many benefits are associated with using the latter over the former. One of the advantages related to sourcing information in online databases and libraries is the availability of scholarly analysis, research materials, literature searches, articles, and books (Fletcher & Stewart, 2001; Shields, 2013). Consequently, this pool of knowledge base is well-organized and incorporates easy searchability.

Distance Learning

Another way that ICT is beneficial to society is through the provision of distance learning programs to students. Arguably, this increases the reach of education’s catchment areas for institutions while providing quality education without restrictions on traditional geographic boundaries (Means et al., 2009). Consequently, this has enabled affordability and effectiveness in learning more than conventional methods; this has more favourable outcomes when accompanied by computer-mediated communication (Ruiz, Mintzer & Leipzig, 2006). Technological advances have thence enabled education resources to be available worldwide, allowing the institutions to maximize their faculty productivity while aiding students by achieving quality education better than traditional methods.

Technological advancements in learning have enabled many benefits to be accrued within the education fraternity. Even though some challenges have cropped up in its implementation, society will only benefit by aiding its progress. The future of ICT in education will only increase as it seeks to expand the latter’s reach globally and new ways to improve the comprehensibility of the student’s mind through interaction with the available data.

References

Aubusson, P., Schuck, S., & Burden, K. (2009). Mobile learning for professional teacher learning: benefits, obstacles, and issues. ALT-J, 17(3), 233-247

Cheung, A. C., & Slavin, R. E. (2012). How features of educational ICT applications affect student reading outcomes: A meta-analysis. Educational Research Review, 7(3), 198-215.

Fletcher, J., & Stewart, D. (2001). The Library: An active partner in online learning and teaching. Australian Academic & Research Libraries, 32(3), 213-221.

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluating evidence-based practices in online learning: A meta-analysis and review of online learning studies.

Peña-López, I. (2015). Students, Computers, and Learning. Paris: OECD.

Ruiz, J. G., Mintzer, M. J., & Leipzig, R. M. (2006). The impact of e-learning in medical education. Academic medicine, 81(3), 207-212.

Schmid, R. F., Bernard, R. M., Borokhovski, E., Tamim, R. M., Abrami, P. C., Surkes, M. A., … & Woods, J. (2014). The effects of technological advances in postsecondary education: A meta-analysis of classroom applications. Computers & Education, 72, 271-291.

Shields, R. (2013). Globalization and international education. Contemporary Issues in Education Studies. London: Bloomsbury.

West, R. E., & Graham, C. R. (2005). Five powerful ways ICT can enhance teaching and learning in higher education. Educational ICT, 45(3), 20-27.

Woody, W. D., Daniel, D. B., & Baker, C. A. (2010). E-books or textbooks: Students prefer textbooks. Computers & Education, 55(3), 945-948.