Digital Media Platforms and Education - Research Paper Example

Number Digital Media Platforms and Education Following the recent development in technology over the years, the use of digital media in many disciplines has become wide spread. Digital media is any form of electronic content that can be stored digitally and transmitted over the internet or over a system of computer networks. Recent leaps in the development of digital media has led to radical changes in the education sector. These implementation of digital changes to the education system can be attributed to the need to gain convenience while still maintaining the efficiency and effectiveness in learning (Belinha, 2010). The purpose of this paper therefore is to give insight on whether the new forms of digital media that are being applied in the learning process are better and more efficient that the traditional education process. In analysing the impact of the new digital media, the paper will be broken down into the main areas that play a key role in the learning system. Communication Communication can be termed as the process by which data and information is passed on from one party (the sender) via an appropriate channel or medium of communication to the receiver who in turn gives feedback upon the receipt of that information. However, what remains as the core aspect in the communication process is the ability to relay information correctly between two or more parties. The communication process can be said to be efficient and effective when the information passed on from the sender gets to the receiver without distortion of any kind. In the learning process, communication plays a major role in determining is effectiveness (Kaveh, 2012). Traditionally, the education systems were less complex and basic. The main form of communication between the instructor and the students involved face to face communication by word of mouth. The teacher had to make an appearance to the classrooms in order to facilitate learning. Moreover, the communication between the students in the traditional methods was also involved word of mouth. Although the traditional communication system in the learning process may be termed as primitive, it has a positive impact in that the instructor was able to deliver instructions clearly and could get feedback immediately in order to eliminate any ambiguity (Carr, 2008). The current developments an advancements in technology have greatly shaped the forms of communications used in education today. Unlike the traditional systems where the instructors had to be physically present in a class room in order to facilitate a lesson, the paradigm shift to the use of digital media have made this element redundant. The application and implementation of digital media in the learning process has offered a wide range of methods by which instructors and students can relay information (Mateer, 2013). For example, the internet and features such as teleconferencing can enable teachers to interact with their students at without necessarily meeting at a central place. This feature allows for all features of a normal classroom situation such as active student participation and the ability to ask immediate questions where a student may need further clarification. It only eliminates the aspect of physical presence. In addition, the technological improvements of digital media have also enhanced the speed at which information is passed on from the participants in any learning activity at an institution. This aspect subsequently improves the speed at which students learn and also the depth of knowledge covered. Digital media has also been proven to aid in the forms of communications used by the facilitators during their lessons in the classroom. Audio-visual communication is a key feature that has been brought about by digital media. Learning in the classroom has evolved from the chalk to board communication to audio-visual forms such as videos and computer slides (Belinha, 2010). A commonly used tool is the projector where instructors project their notes on a clear white surface as they explain to the students. This form of teaching has been seen to lead to improved understanding and arouses student interest in a subject matter through the use of learning tools such as pictorials. Knowledge resources Another major element in the education process is the body of knowledge and the necessary study materials the students are equipped with. In the traditional educational setting, written material such as books were the main source of information to supplement for what students have been taught in the classroom. In order to gain further insight and in-depth understanding of a particular subject matter, students would have to physically visit libraries in order to obtain books relevant to the area of concern. This was time consuming and to some extent limited the amount of information that could be accessed. The use of digital media in the learning process has revolutionised the extent to which students and even the instructors can access the necessary information required. The internet for example provides a wide source of information where the students can access free and helpful information at their own convenience at the click of a button (Preston, 2008). The old library format has also been revolutionised into e-libraries. E-libraries give student the same services as the walk in libraries but on a computer and internet platform. Here, students and teachers can log into the system and gain access to a whole variety of e-books where they can access the information sought with ease and convenience (Mateer, 2013). In addition, digital media, through devices such as smartphones, iPads, and other technological gadgets enable people to access information anywhere over the internets as long as there is connectivity. Such features have made learning a continuous process where students, even when not in class nor when they do not have a specific book with them can be able to access information on a particular subject matter at any time they need to. With respect to the classroom situation where teachers dictate notes and pass instructions further on, the use of tools such as YouTube and online video downloads have come in handy. This platform has enabled instructors to record and post videos of particular subject matters on the school website for example where student can gain access to the recordings, watch them, and consult further on area where they do not understand. Edutainment Edutainment can be defined as entertainment in the form of education and gaining knowledge. The process is however well depicted in the early stages of education where the children are taught in the form of entertaining ways to eliminate boredom and arouse enthusiasm in what is being taught (Miller, 2011). In the traditional teaching format, children were taught using songs and play tools such as toys in order to make it easier for them to understand the subject. The current developments in technology on the other hand have shown great change in the form of edutainment available. For example, tools such as online and offline educational gaming have revolutionised the learning process for children. Research conducted has shown that children who use brain training and IQ games have improved their speed, skills and accuracy (Kemker et al. 2007). Further evidence obtained has shown that the computer games have had a general positive impact on the learning curves of children (Klopfer, 2009). Teachers commented that the children who engaged in the active computer games showed more confidence and enthusiasm as a result. Social platform The social platform has been proven to have a huge impact on the learning process and education in general. Students who socialise with each other more tend to learn more outside the classroom or a school setting (Crawford, 2010). Studies on social patterns in students and school children have shown that students are twice as likely to understand and remember what they learn from their peers compared to what is taught in class by the teachers. In the traditional teaching environment and setting, the students needed to meet at a common place in order to interact and socialise on a ‘one on one’ basis. The current trends in technology and developments in social media have seen the introduction of radical changes in the social interaction platform. Social media platforms such as Facebook, twitter and other chat rooms have revolutionise the face of socialization. The new developments in the social platform have seen people interact and socialize with each other without having to leave the comfort of their homes or offices. With respect to education, Facebook has been expressed as a tool or informal education using examples such as group discussions that are held between individuals or articles that are usually posted on informative pages can be a great source of information (Cain et al. 2011). The improvements in the social platform have led to a positive impact on education. One of the significant influences the social platforms have had on education is the provision of access. They provide access to people, information, ideas and media content. As a result of the easy access and links to content that is informative, information that is educative can reach a large number of people at once (Rautenbach, Victor & Black-Hughes, 2012). In essence, the social media platform has played a major role in the dissemination of information and hence worth informal education. Convenience The current trends in education have shown the need to have convenience in education platforms. Concepts such as distance learning that have been introduced in learning institutions are a clear indication that education is taking a revolutionary turn from the traditional methods. The use of new digital media in the educational sector has led to major leaps in convenience (Kaveh, 2012). To start with, the concept of distance learning that has been introduced in many learning institutions especially at the tertiary level has been greatly facilitated by the use of digital media. At the tertiary level, students have the option to apply and participate in the learning activities without necessarily having to be physically present at the institution. The distance learning platform enables even students from other countries to enrol for a curriculum without having to leave their home region in order to get education (ChanLin, 2007). It is facilitated greatly by tools and features such as teleconferencing facilities and communication platforms such as Skype which is also an improvement in digital media. The element of convenience brought about by the implementation of digital media in the modern classrooms today is also exemplified by the e-learning systems that have been employed in most learning facilities. E-learning systems are a web based platform for students to gain information on the area of study that they are pursuing (Lee, 2013). The e-learning platforms, depending on the institutions, are designed to provide access to educational material provided by the institution at the convenience of the students. As a result, students do not necessarily have to be within the institution in order to access educational material relevant to the course being pursued. Moreover, there are also freelance e-learning sites that provide general access to anyone but their interaction is student-centred. Despite all the positive impacts that can be attributed to the introduction and implementation of new digital media to the modern classroom set up, there have been numerous controversy to the contrary. As much as it has been seen to revolutionise and boost education both formally and informally, a number of negative attributes can be attached to the new educational concept involving digital media. The availability and ease of access of information has been purported to develop laziness in the students, particularly in the areas of research (Carr, 2008). In an analysing the proposed negative impacts cause by the new digital media, emphasis should be placed on the differences between the two generations X and Y. The latter, Y consists of the younger generation inclusive of the students who were born and grew up embracing the advancements in computer and web based technologies (Burwell, 2010). On the other hand, the X-generation which is older and is inclusive of most teachers did not familiarise themselves growing up with the present developments and hence are forced to adapt and embrace these leaps in technology in order to keep up. This is a strenuous process and most are overwhelmed by the whole experience (ChanLin, 2007). As a result, there may be a gap between the instructors and the students and hence worth creating a limit as to the extent by which digital media can be incorporated into the education system. In order to be able to catch up with the technological advancements being implemented in the education systems, the teachers, who are mostly of an earlier generation have to put in extra hours of training in order to understand the concepts behind the management of the new technologies which can be quite difficult. The social platform in education which incorporates the use of social media in the education system also has its pitfalls. The major downfall associated with the use of social media as a learning tool is the security and privacy problems that are linked to it. It has been observed that confidentiality and personal privacy are a major issue within the social media due to elements such as posting of personal information online (Cain et al. 2011). With respect to this, teachers should hence take the responsibility of educating the students on the threats to confidentiality and privacy brought about by posting their personal information online on the social media platforms. If the identities of the students are not protected on this platforms, then it would be a potential liability to the learning system. From the students’ perspective, potential disadvantages can arise while making the decision between the classroom education and digital learning. For digital learning, students need a lot of discipline and dedication in order for them to sit at a computer screen to listen to lectures, doing and completing any given assignments with respect to deadlines and more so assigning time and a proper schedule to study and conduct research (Rautenbach, 2012). There might also be a problem in terms of the instructions delivered on the digital learning platform. Since immediate feedback is one of the pros of classroom education, when it comes to digital learning, the process of clarification of any unclear information will take a longer time. This is because distance learning will require any questions to be emailed to the instructor who in turn returns the email to the student with the necessary clarification (Kaveh, 2012). In addition to this, some courses and degrees attained on the distance learning platform offered by institutions are not recognised by other employers as a satisfactory requirement. Many scholars have also argued that the introduction of digital learning has slowly eradicated the traditional ‘feel’ of having a teacher stand in front of a class to give a lecture (Carr, 2008). This has a potential detrimental effect on students as it denies an immediate and natural interactivity with the facilitator that could actually enhance their learning capability and understanding. In conclusion, even though there are a variety of opinions on the impact of digital media in education, studies conducted and personal experiences have shown a general improvement in the education system that has been brought about by the use of digital media. Despite the glitches that it may have on the learning process, the use of digital media has made great advancements in the classroom and is a clear improvement from the traditional learning process. References Burwell, Catherine. "Rewriting The Script: Toward A Politics Of Young People's Digital Media Participation." Review of Education, Pedagogy & Cultural Studies 32.4/5 (2010): 382-402. Cain, Jeff, Ed.D and Anne Policastri, Ph.D. “Instructional Design and Assessment Using Facebook as an Informal Learning Environment.” American Journal of Pharmaceutical Education. (2011); 75.10 Carr, Nicholas. “Is Google Making Us Stupid?” The Atlantic. July/August, 2008. Web. ChanLin, Lih-Juan. 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