The Current Model of Education - Assignment Example

Introduction: The current model of education is one that finds it necessary to grow and evolve at a rapid rate; both in terms of the manner in which information is being taught and the types of new technologies that are used to accomplish this. As such, dynamic shifts are taking place at an increasingly rapid rate and creating a situation by which educators and those responsible for integration of teaching goals and curriculum development are faced with a myriad of new choices; each of which can potentially impact upon the quality of the education that teachers attempt to provide to their students. Problem Investigated: As denoted above, the problem that is faced is how to utilize new technologies and to what extent these are useful in the ability to meet existing metrics. The actual problem investigated within this particular research article was not contingent upon the way in which new technology can be leveraged at the students as a means of reaching or surpassing educational goals. Instead, the research was concentric upon the way in which social media platforms should be promoted and utilized within the faculty as a means of creating a unified understand of the goals and directions that are being faced. Additionally, the question of whether or not social media can be used within faculty as a function of increasing learning objectives and creating a unified understanding of existing problems, strengths, weaknesses, and potential solutions was also a key element that the researchers sought to measure and draw inference upon. Purpose of the Study: The underlying purpose of the study is to of course provide more identifiable metrics with respect to the way in which social media is adopted. As the researchers note, social media has received a negative rap within the arena of education; as something of little use and mainly a way for individuals to waste time. Because of this, the study had as its underlying purpose a need to redefine and rebrand social media usage within faculty; as the researchers believed it could potentially reflect a useful tool with respect to the way in which faculty interaction and engagement could take place. The current dynamic within the educational realm is one in which there is relatively little interaction between faculty members; creating an aura in which sharing and the attenuation of educational metrics amongst all stakeholders is neither encouraged nor possible. Questions and Hypothesis: The questions and hypothesis for the research were concentric upon whether or not social media could reflect a benefit for faculty members with respect to the way in which best practices were understood and shared. It was further the hypothesis of the researchers that existing knowledge and prior studies into the effects of social media indicated that the correct application of social media within a faculty group could indeed bridge the gap and promote best practices and further integration from otherwise dis-associated individuals. Method Description: The methodology for this particular study was conducted by drawing upon existing or past relationships that had been formed within social media platforms; even those that were not necessarily directed towards achieving a given scientific or educational goal. For instance, the researchers focused on groups of 10 or more educators that utilized platforms of social media to perform fantasy sports analysis and play. Even though this particular action was far outside the scope and realm of their individual educational careers, the inference that could be drawn from these interactions strongly indicated that there was a certain degree of spillover; and tacit and ancillary educational metrics were ultimately shared between these individual players. Description of Instruments Used: In terms of actual instrumentation that was utilized, this was fairly simplistic. Ultimately, an analysis utilizing Excel and other statistical packages sought to measure a total of 10 different social media interactions with groups of educators comprising 10 or more individuals. By categorizing these social media interactions, denoting their nature, length, level of complexity, and the ongoing personal relationships they were able to develop, the analysts were able to denote whether or not these interactions could be viewed as potentially beneficial to the field of education; in terms of whether or not they promoted ongoing development of educational goals and best practices amongst the individuals in question. Results: Not surprisingly, the results indicated the fact that the overall level of interaction, regardless of the underlying reason, created a dynamic by which unique personal and professional relationships were able to be formed. The rate at which this occurred was directly commensurate with the rate at which the individual engaged with social media and utilized it as a tool of entertainment. Whereas the researchers understood that there is a distinct differential between using social media for entertainment purposes and using it as a means of furthering educational goals, the underlying realization that was attained was contingent upon the fact that rather than seeking to restrict or otherwise not promote the use of social media between professionals, the educational facility in question would ultimately see its efficiency and best practices maximized; if only it were to promote social media and further levels of personal and professional engagement between stakeholders. Data Analysis: The analysis of the data was corroborated with several other studies and as such was noted as primary proof that social media used within the educational setting could have a positive impact; rather than a neutral or negative one. Findings: The findings indicated that even though social media is a powerful tool towards which a greater degree of interaction can take place between faculty, the educational facility must be mindful of the way in which these results are interpreted. Firstly, taking this study as proof that a mandatory level of interaction would accomplish even greater effects is a fundamentally skewed view. Instead, the researchers indicated that the findings were solely contingent upon the entertainment value that these individuals were able to achieve and that a secondary outgrowth of this was based upon the benefit to the educational process and quality of best practices that were shared. With this in mind, it cannot be understood that a mandatory program of social media engagement would be able to affect the same goals. Instead, social media was a part time hobby or interest of the individuals measured; thereby creating a situation in which making such a tactic mandatory would decrease all of the incentivization that has thus far been exhibited with regard to the entertainment that social media was able to provide these stakeholders. Limitations – Strengths and Weaknesses: A key weakness and limitation to the research is with respect to how the stakeholder within the faculty could employ these results as a means of fostering further communication and engagement within the faculty. As making a mandatory level of social media interaction would not accomplish the goals that have been set forth thus far, the problem morphs into an issue of how to encourage the use of social media; rather than making it a requirement that educators must employ alongside all the other requirements that currently exist. One noted strength of the analysis is the way in which the metrics were used and the core data inference was provided. Ultimately, the researchers expended a great deal of effort in seeking to find the raw data to analyze; a difficult task to say the very least. Conclusion: From the information that has thus far been provided, it is clear and apparent that the study in question provides a useful and insightful review of the impacts social media usage within the community of educators exhibited within faculties the world over. Furthermore, even though the unit of focus for the analysis was contingent upon the use of social media amongst college pharmaceutical professors and educators, a broad and overarching trends with respect to how researchers can understand social media usage amongst a more general population of educators. Essentially, the article provides a baseline of understanding with respect to the similarities and differences between social media use and how it can be used both as a tool to promote entertainment as well as a tool to promote educational growth and best practices. Whereas separate and distinct studies have been conducted concerning this issue, there is a lack of scholarship that has sought to compare the two and analyze key differentials that might exist between them. This has a powerful and meaningful impact with regards the way in which further research is conducted and the manner by which professionals can understand the similarities and differences of impact that social media usage is able to affect. Reference Penick Brock, T., Assemi, M., Corelli, R. L., El-Ibiary, S. Y., Kavookjian, J., Martin, B. A., & Suchanek Hudmon, K. (2014). A Nontraditional Faculty Development Initiative Using a Social Media Platform. American Journal Of Pharmaceutical Education, 78(5), 1-5. Read More