How Technology Affects Learning - Assignment Example

AB S T R A C T Technology has permeated every aspect of life. Technology is critical to education and learning. Technology helps to augment the skills, converts data into information and information to knowledge. Research of existing literature reveals that parents and schools both play a significant role in the application of technology. Computers have a significant positive effect on learning but children from the very early age have to be taught the ethics of using this technology and abusing it. Computers can individualize the learning process. Television has not been found to have any great impact in learning and it requires monitoring of content by teachers and parents alike. Video games develop the cognitive skills, help in developing decision-making skills, team skills, and they foster strategic management. No activity can displace another as each child is an individual and capable of determining the medium of his choice. For technology to be effective its application, usage and outcome has to be conveyed and accepted by the teachers and parents before the children can derive advantage from them. How technology affects learning Chapter I Introduction Technology has permeated practically every field of life and education is no exception. Today children are exposed to technology from a very early age. Technology plays a critical role in various fields of learning which includes planning. Powerful technologies are now available to significantly augment the skills necessary to convert data into information and transform information into knowledge (Cradler, Mcnabb, Freeman, & Burchett, 2002). Digital technology has revolutionized learning. This makes it essential to understand the meaning of technology. Technology is a general term which encompasses all the technologies people develop and use in their lives. UNESCO, the United Nations Education, Social and Cultural Organization, defines technology as: "...the know-how and creative processes that may assist people to utilize tools, resources and systems to solve problems and to enhance control over the natural and made environment in an endeavor to improve the human condition" (UNESCO, 1985 cited by TEFA, 1999). Thus technology is a purposeful application of knowledge, experience and resources to create processes and products that meet human needs. In the field of education, technology helps children to be productive, innovative and enterprising. Children are encouraged to employ resources, equipments and techniques to enhance the knowledge assimilation process. Today schools use computer technology along with information and communication technology, while television, radio and videos for learning have been in use for long. All of these technologies have their own positive and negative implications on learning. The applications of these technologies would also vary across elementary and secondary education. Many researchers have shown interest in the effects of technology on learning. Numerous surveys and studies have been conducted to bring to light certain facts. Since it is not possible to discuss the implication of technology at all levels of education and learning, this paper will summarize the broad stream of literature available on the implications that computers, television, radios and videos have on learning at the elementary level. Chapter II Literature Review Classrooms are becoming ever more technology oriented as the use computers, internet, DVD players, and other digital technologies penetrate the school. Computers Computer technology is used in everyday lesson plans at the Highland Middle School (Horace). A SMART board, or a dry-erase board, when teamed with the projector becomes a touch-screen computer monitor that the whole class can see. The operator’s fingers act as the mouse and as soon as the board is touched, signal is sent back to the computer. This way they can browse the internet, make interactive presentations, and write on the screen. Computer-based instructions can individualize the learning process as it can accommodate individual needs, interest, current knowledge, and the learning styles of each student (Kulik, 1994 cited by Schacter, 1999). Research suggests that students learn more in less time when they receive computer based instructions. Students remain more interested in the class and develop a positive attitude when their class includes computer-based instruction. At the same time, computers did not have positive effects in every area that was studied. Ignorance prompts children to commit cyber crimes and the best way to combat this is through the right education. To take advantage of the internet, without being taken advantage of, the children need two things – information and supervision (CyberAngels 2005). Misuse of technology like these should not be allowed to thrive under any circumstance. Schools have the responsibility to create young citizens who should be ethical and safe users of technology. When students enter the world of technology they are confronted with a world of new experience. They are unable to decide or even think what is considered a crime (CERIAS). For instance, picking up something physically from a store is known as stealing but downloading pirated software does not appear to them as a wrong act. This is where the responsibility of adults lies in educating the children. The teachers and the school authorities need to understand well the meaning of computer ethics and ensure that every child is imparted the guidance as per the UN Convention on the Rights of a child. Children are vulnerable and due to lack of proper guidance succumb to the distractions that this technology offers. ICT can and should be used for e-Learning, entertainment and communication but today the abuse far outweighs the use of this technology. As technology is integrated in life, the responsibility too increases. Physical exercise is necessary to maintain health, increase longevity and improve energy. It improves the psychological well-being and prevents addiction to the computers. Addictive behaviors are known to bring changes in the Dopamine, which is responsible for the chemical changes in the brain chemistry (Doug Johnson). This can lead a child to various unwanted habits. Computer games help to develop cognitive skills. Games are spatial, iconic, and dynamic, and have things going on at different locations (Subrahmanyama, Greenfieldb, Krautc & Gross, 2001). Children develop skills by playing such games. It also helps to prepare them for science and technology. Children at the elementary level use internet for searching data, for simple word processing for school assignments. Parents too believe computers to be an educational resource. Computer is also positively correlated with academic achievement but computers also affect other activities. Children tend to isolate themselves as they spend more and more time on computers. Their sociability and social skills are affected negatively according to Subrahmanya et al. However, Lord Puttnam, UNICEF (2006) cites Presnky who in 2001 stated that computer and video games are virtual play environments which feature challenges, rules, goals, feedback, interaction and story. He feels games allow children to engage with complex decisions, exploring the effects of different choices, and a multiplicity of variables. They stimulate conversation and discussions; the players can share ideas. Computer games are extensively used in teaching, learning and education. It makes learning more fun and people tend to believe that digital games offer a powerful learning tool. Game playing can also increase confidence in children. Prolonged use of computers and internet can lead not just to physical harm but affect the relevant cognitive skills as well. The UN convention on the Rights of the Child sets out that every child has a right to develop a full potential free from hunger and want, protection from harmful influences, abuse, and exploitation and the right to participate fully in the family, social and cultural life. These principles can become a reality only when the family and school together put in their best efforts in the guidance and protection of the child. While familiarity with videos can be a powerful tool, the same familiarity can lead to a causal attitude towards the visual content and might lead to passive viewing and unquestioning acceptance. This does not result in any positive effect of the television. Critical viewing skills are necessary to derive benefit from technology. Critical viewing can promote the development of cognitive skills and lead to the acquisition of subject matter (CPB). Television Visual media is an essential component of classroom learning. Television offers information in multiple forms – images, sound, motion and sometimes even text (CPB, 2004). Research evidences that the type of content children view determines their future success than the amount of time they spend watching television. Educational television supports significant and lasting learning games while viewing other types of programming is associated with a lack of academic achievement. Parents too have trust in the educational value of their children’s media interactions. As reported by researcher Calvert in 2001, television as a medium has become a major socializer and educator of children. Further research cited by CPB suggests that seeing is not just believing, but seeing is remembering, there by emphasizing on the importance of television as an important medium of education. It is a myth that television viewing displaces reading. There is some evidence that heavy viewers between the ages of 5 and 8 may have low reading ability. Television is known to expand children’s socio-linguistic experiences thereby promoting language learning and not detracting from it as is generally believed. Besides, content of television is more significant than the time spent of viewing television. Television is widely used in teaching science, English, math, social studies and health and nutrition. Research suggests that importance of television as a medium of learning is enhanced when teachers employ strategies to communicate the purpose of the program and give them a clear idea of what to expect and what is the level of effort they are required to exert. Besides, it is dependent on adults whether children are able to maximize the benefit from television. Selection of the appropriate content, prioritizing the material and following up on the questions that children raise as a result of viewing also determine the effects of television upon learning (CPB). The role of the teacher is equally critical in the school setting. According to Hativa and Lesgold (1996) television was supposed to enhance learning by bringing visions of distant places to the classroom but television is an auditory medium and sometimes not enough real information is conveyed by the television. Television often fails to arouse that interest in the classroom which can be effective in an intimate living room. Children often ignore the television because other environmental information is more important. Sometimes, not enough real information is conveyed by television claim Hativa and Lesgold. For instance if a child sees the first picture of Armstrong walking on the moon in 1969, all he can discern is a grainy picture. The television fails to convey the events that culminated in the final landing. Hence, television fails to elicit attention in the classroom even though it can be effective in an intimate living room setting. Video games Video games have become the preferred leisure activity ever since it was introduced in the 1970s. It is the fastest growing and the most profitable most profitable childrens cultural industry. AskDr.Sears.com reports eighty percent of most popular video games feature violence and aggressiveness. Surveys also suggest, by the time a typical American child reaches the age of eighteen, he has seen 200,000 acts of violence and 40,000 murders on screen. According to Maney (2005) video games might be the best things that children can do to ensure their future success. Maney quotes Steve Johnson, who says that at every point while playing the video games one has to make decisions. One has to think about patterns, long-term goals, and resources. These help to take a decision and depending upon the feedback from the game one again has to adjust the decision. Maney confirms that games like Halo 2, EverQuest or the lurid Grand Theft Auto hone the kind of decision-making abilities that define a successful person. Parents often insist that children should spend time reading books rather than playing video games. Johnson disagrees saying whatever the benefits of reading, you are following someone else’s decision. Video games have been linked to violence and aggressive behavior. Others believe that video games provide an outlet for aggression and frustration. According to the journal American Family Physician, studies have not been able to show concrete evidence of behavior being affected due to violent video games. This argument can be countered by the violence and blood bath that children are exposed to, in books like King Lear and Lord of the Flies. They challenge the belief that books are automatically better than video games. Dr. John C Beck, author of Got Games, believes video games foster team skills (cited by Powell S, 2005). He refutes the view that it promotes autonomous action. Video games are basic skill builders for hand-eye co-ordination. He believes that gamers have better attitudes towards teams, team building, and team worlds than non-gamers do. Beck feels basic skills can be easily taught through video games. Gamers are willing to take risks and more have entrepreneurial thinking. They are more likely to value and understand other cultures than non-gamers. Video games encourage strategic thinking at a young age. Beck suggests discussions on the experience of playing video games should be held in classes. Beck further stresses video games is changing the way coming generations will work and manage data (cited by Maney). Many people are of the opinion video games offer benefits over the passive medium of television (Cesarone). Mental health professionals maintain there are certain proficiencies possible through playing video games, which may not be possible otherwise. Critics feel video games provide poor role modeling and a child’s perception of the real world is full of fear and violence (AskDr.Sears.com). Parents have always been concerned with the ill effects of playing video games and the amount of time children waste playing these games. Various psychologists and researches have reached no conclusion on the effects of video games. Video games are the children’s most popular entertainment and are becoming increasingly popular. Children virtually spend their summer vacations playing these games. About half of all children have a video game player or a computer on which to play the video game and parents do not restrict the types of game the children play. Learning cannot and does not occur in vacuum. Technology is supposed to bring about a change in the learning process but this requires that technology be understood properly and applied in the right way. Even when the subway was opened in Washington, people were first taught how to use the subway and its automated process. Classroom learning is much more complex than this and requires more intensive learning say Hativa and Lesgold. Exposure to digital technologies results in creativity, lateral thinking, technological adeptness, communication and dispersed community (Puttnam). While technology was supposed to revolutionize the learning process, the high expectations have not been met in any field. Thomas Edison in 1922 had foreseen motion pictures to revolutionize the educational system while Alexander in 1945 thought portable radio receiver would be as common in the classroom as the blackboard. He expected radio instruction to be integrated into school life as an expected education medium. Skinner in 1986 presumed with the help of teaching machines and programmed instructions students would learn twice as much in the same time with the same effort as in a standard classroom. Classroom television started in 1950s and Cuban in 1986 reported that appraisals were in favor of classroom television than against it. As far as computers were concerned, Papert in 1984 expressed that computers would benefit only those who access to it. Hativa and Lesgold now state that none of these predictions and expectations has been fulfilled. Teachers use technology very occasionally and even those who do use, only a few use them willingly, consistently and with enthusiasm. Research of existing literature thus reveals that while computers can be a very effective medium in learning, given certain precautions, television has no importance. Computers can be effective in both home and school settings while video games too have many advantages. No activity can displace another as each child is an individual and capable of determining the medium of his choice. Each of the technology used in learning is debatable in its effectiveness. For technology to be effective its application, usage and outcome has to be conveyed and accepted by the teachers and parents before the children can derive advantage from them. References: AskDr.Sears.com, 09 Dec 2006 CERIAS (n.d.), Cyber Crimes and your children, < http://www.cerias.purdue.edu/education/k- 12/cerias_resources/files/infosec_newsletters/08cybercrime.php>09 Dec 2006 Cesarone B (1997), Video Games and Children, 09 Dec 2006 Cradler, J., Mcnabb, M., Freeman, M., & Burchett, R., (2002), How does technology affect student learning, 09 Dec 2006 CPB (2004), Corporation for Public Broadcasting, Television goes to school, 09 Dec 2006 CyberAngels, 2005, < http://www.cyberangels.org/homefront.html> 09 Dec 2006 Doug Johnson (2005), Developing Ethical Behaviors in Students: What Schools Must Do, < http://www.doug-johnson.com/dougwri/yearbook.html> 09 Dec 2006 Hativa, N. & Lesgold, A. (1996), Situational Effects in Classroom Technology Implementations: Unfulfilled Expectations and Unexpected Outcomes, 09 Dec 2006 Horace M (n.d.), Technology Revolutionizes HMS Classroom , 09 Dec 2006 Maney K (2005), Video games not necessarily turning kids brains to mush, 09 Dec 2006 Powell S (2005), The impact of video gaming on decision-making and teamworking skills, Campus-wide Information Sysytems, Vol. 22 No. 5, 2005 pp. 320-326 Puttnam, L. (2006), UNICEF, Unlimited learning, 09 Dec 2006 Schacter, J. (1999), The impact of education technology on student achievement, 09 Dec 2006 Subrahmanyama, K., Greenfieldb, P., Krautc, R., & Gross, E., (2001), The impact of computer use on childrens and adolescents development, Applied Developmental Psychology 22 (2001) 7-30 09 Dec 2006 TEFA (1999), What is technology education, 09 Dec 2006 Read More