Technological Changes in Primary Education - Literature review Example

? Technological Changes in Primary Education Contents Contents 2 Introduction 3 Literature Review on Primary Education 3 The Concept of Primary Education 3 Primary Education Process 5 Technological Changes in the Primary Education Systems 5 Conclusion 8 References 9 Introduction Primary Education in the current era is undergoing a large amount of changes owing to the avid incorporation of information technology and other technological paradigms like infrastructures like radio and television. These changes brought about in the primary educational environment have led to the effective transmission of contents across rural and remote landscapes in the form of Distance Learning schemes (Hota, 2000, p.412). The paper endeavours to understand the different types of technological paradigms incorporated in primary education systems and benefits derived thereof. Literature Review on Primary Education The Concept of Primary Education OECD Handbook (2004) states that the initial or the preparatory stages of education that commences for an individual falling in the age group of five to seven is categorised to fall in the Primary Education System (OECD, 2004, p.83). Haynes (2010) observes the system of primary education has undergone manifold changes from the previous days to the current framework of systematic education system. In the previous days the education system failed to render noteworthy differences in the education framework that could discern the primary from the secondary tutorial stage. However with the emergence of the twentieth century the Primary Education system gained a formidable stand where children undergoing such education were started being identified as ‘Pupils’ as against ‘Students’ to those in the Secondary education framework. Moreover the Primary Education framework gained further enhancements and a systematic outlook with the designing of effective curriculums by the educational authorities and organisations. The current age framework decided for the pupils belonging to the elementary education system is taken to range from 5 to 11 years where effective lessons and time tables are planned in the process of teaching them (Hayes, 2010, p.1). Hayes (2006) reflects that Primary Education to be effective requires the educationists and the tutors to posses certain essential features that in turn would enhance and bring out the innate skills and attributes of the small children. The first concept is related to the aspect of designing teaching curriculums based on the child’s or the pupil’s ability to learn. However it is also reflected that over dependence on the parameter of ability tends to stereotype the pupils and thus limits one’s potency to learn which at a later stage leads to a loss of the child’s interest to the learning provided. The second concept relates that the teachers operating in a primary education system must be largely accountable for their actions while tending to impart education to the children. They must understand the considerable amount of investments being rendered by the public authorities for establishing primary educational institutions and centres of learning. The third concept related by the author focuses on enhancing the ability of the child to learn and excel in the process of motivating them and creating interests to the relevant subjects. A child may excel in certain related fields and may fall short in some where the tutor is required to aptly evaluate and understand the reasons for such shortfalls to which the child ceases to avoid learning such. Relating to the third concept, Hayes (2006) further observes that children that continually tend to suffer from a fear pertaining to certain subjects reflect a feeling of anxiety for which they start avoiding learning the same. Herein the teacher needs to act as a potential leader empathising with the pupil’s situation and thereby helping the child to effectively cope with the subject (Hayes, 2006, p 2-10). Primary Education Process Ohle (2010) observes that the process of primary education is undergoing considerable changes where the pattern of instruction tends to focus more on the incorporation of interactive systems like videos. Incorporation of effective communication tools thus tends to enhance the process of interaction among the pupils and their teachers making the former gain a more detailed and enhanced understanding of the knowledge imparted. However the process of teaching in primary education system relies on easing the subject matter to the level of the children involved in the elementary classes in contrast to the secondary education standards (Ohle, 2010, p.8). Singh (2010) further relates that the process of teaching related to primary education systems can be enhanced through the incorporation of self-learning methods. Herein worksheets are prepared by the instructor to help the students work on their own that in turn enhances the individual skills and competencies. Similarly the use of pictorial representations of the contents taught in the form of graphs, charts and attractive pictures enhances the level of understanding of the child. Preparation of workbooks whereby the child is required to operate in a group framework further enhances the individual skills and competence at the individual and at the team level. Innate cultural qualities of the pupil are developed through the involvement of children in cultural and festive occasions. The modern pedagogical framework in primary school teaching is observed by the author to be influenced through incorporation of technological systems like televisions, videos and computers that in turn enhances the level of interaction (Singh, 2010, p.47-48). Technological Changes in the Primary Education Systems Voogt and Knezek (2008) observe that the instructional framework in the primary education system has gained significant development owing to the large scale integration of information technology components. It is observed that development of Web 2.0 systems along with the incorporation of information technology tools like YouTube help the children residing in remote areas also gain developed interaction with their instructors. Similarly the application of information technology components also enhances the level of motivation and creativity involved relating to the young students (Voogt and Knezek, 2008, p.1176). In a paper released by OECD (2005) it is further reflected how the primary educational environment in different countries pertaining to United States and other Nordic states rely on the avid use of information technology domains. The incorporation of information technology in the primary educational and instructional modes has helped the pupils gain a more reflective understanding and practical insights to the real world. This enhances the motivation and understanding of the small children to the teaching imparted (OECD, 2005, p.149-150). Wright (2000) further reflects how the system of information technology is tending to gain enhanced incorporation in the primary educational frameworks in both the developed and developing regions. Information Technology resources tend to act as an effective facilitator for primary education pursuits through which the instructor gains the opportunity of introducing the student to an optimal technological environment. Thus government bodies of different regions are working to avidly incorporate information technology infrastructures in primary educational institutions (Wright, 2000, p.149). Chandra (2005) further notes that the system of elementary educational practices or the curriculum of primary education system tends to incorporate cognitive resources related to information technology. The children are introduced to the concepts and practical uses of information technology in their final stage of primary education system that in turn contributes to the development of internal skills and competencies involved. Moreover the introduction of information technology in the primary education framework helps the children effectively gain an interest in the subject and pursue such in an enhanced fashion later on (Chandra, 2005, p.220). Bradley (2000) reflects herein the growth of the satellite systems pertaining to the development of radio and television infrastructures to facilitate the development of primary educational pursuits for children residing in remote concerns of the related countries. It is observed by the author that different governmental and political or semi-political agencies work on development and introduction of policies to serve the required objectives. This mode is incorporated by the government and policy making bodies in the different regions to help enhance the level of literacy involved pertaining to the basic or primary educational framework (Bradley, 2000, p.130-131). In a policy paper issued by the UN Millennium Development Project (2012) it is reflected how the use of technological resources pertaining to information technology and television is being avidly used for the training of primary teachers involved in rural settings. Similarly technology related to the ambit of video-conferencing is also taken into consideration for developing interactions to enhance the existing basic educational framework in developing economies (UN Millennium Development Project, 2012, p.130). Bird (2001) however draws attention to a different area that focuses on the development of creative and entertainment contents that are transmitted through the information technology and television networks to the children involved in the primary education framework. Such use of creative and entertainment contents enhances the fun loving atmosphere of the children and thereby motivates them to better learn (Bird, 2001, p.95-96). Hafkin (2006) observes that in developing regions like Zimbabwe the use of interactive systems based on a radio setting has been enabled to develop primary education pursuits at a distance level. This strategy was enabled to reduce the dependence on vulgar contents reproduced in the television and information technology settings for the children involved (Hafkin, 2006, p.105). Conclusion Primary Education has evolved a lot owing to the use of information technology pursuits with other technological domains and infrastructures like radio, television and video conferencing facilities. These incorporations has led the benefits of primary education system to be availed by a large number of individuals residing across remote corners of both developed and emerging economies. References Bird, P., 2001. Help Your Child to Learn at Primary School: How to Support Your Child and Improve Their Learning Potential. United Kingdom: How To Books Ltd. Bradley, J., 2000. Basic Education at a Distance: World Review of Distance Education and Open Learning. New York: Routledge. Chandra, R., 2005. Technology Use In Open Learning System. New Delhi: Gyan Books. Hafkin, N. J., 2006. Cinderella Or Cyberella?: Empowering Women in the Knowledge Society. United States: Kumarian Press. Hayes, D., 2006. Primary Education: The Key concepts. New York: Taylor and Francis. Hayes, D., 2010. Encyclopedia of Primary Education. New York: Taylor and Francis. Hota, A. K., 2000. Encyclopaedia of New Media and Educational Planning. New Delhi: Sarup & Sons. OECD, 2004. OECD Handbook for Internationally Comparative Education Statistics Concepts, Standards, Definitions and Classifications: Concepts, Standards, Definitions and Classifications. United States: OECD Publishing. OECD, 2005. Information Technology Outlook 2004. United States: OECD Publishing. Ohle, A., 2010. Primary School Teachers' Content Knowledge in Physics and its Impact on Teaching and Students' Achievement - Studien zum Physik- und Chemielernen, Band 110. Berlin: Logos Verlag Berlin GmbH. Singh, V., 2010. Teaching Competency of Primary School Teachers. New Delhi: Gyan Publishing House. UN Millennium Development Project, 2012. UN Millennium Development Library: Toward Universal Primary Education: "Investments, Incentives and Institutions". United Kingdom: Earthscan. Voogt, J. and Knezek, G., 2008. International Handbook of Information Technology in Primary and Secondary Education, Part 1. United States: Springer. Wright, C., 2000. Issues in education and technology: policy guidelines and strategies. United Kingdom: Commonwealth Secretariat. Read More