How Did Technology Effect Learning - Essay Example

HOW DID TECHNOLOGY EFFECT OUR LEARNING? P number: Module: Module deadline: Over the last few decades, the need to have high quality learning approaches has been a crucial topic in the education industry. Professionals and other researchers have always doing their best to ensure easy transfer of knowledge from one person (Instructor) to another (learner). To promote achievement of this goal, integration of technology has been considered as the main way forward (Alvarez-Marinelli et al. 2014). Consequently, there are a significant number of ways that technology has effected our learning. In this sense, this paper aims at delivering a report on how exactly technology has effected our learning. It is divided into three main sections, which begin by providing an outline of the research subject. Secondly, it is the body, which entails the key discussion area of the research topic. Lastly but certainly not the least, it is the conclusion, which delivers a general recap of this report’s main subject of concern. Table of Contents Abstract 2 Table of Contents 3 Introduction 4 Main report 5 Conclusion 10 Introduction In the current constantly advancing technological world, the effect of technology in our learning has been a subject of great concern. As technology keeps on moving forward, it has consequently been leading to changes on our global ways of learning. Our daily learning activities have undergone significant transitions (Keren & Fridin 2014).. People have moved from the physical attendance of classes to learn subjects that end them in acquiring certificates, diplomas, degrees. All this can now be learnt over the internet through online university portals. It is just wonderful that nowadays one can earn a degree via the internet degree programs. Essentially, the extent to which technology effects our learning is a subject that requires close concern (Alvarez-Marinelli et al. 2014). In simple terms, technology refers to the act of applying innovative scientific practices in order to promote efficiency and quality of our day-to-day activities such as communication. On the other hand, learning refers to the process of acquiring knowledge, skills or expertise by being taught, study or experience. Technology is hereby one of the top influential factors to the globally advanced ways of learning (Zurita, Baloian & Frez 2010). A wide number of innovative technological practices have and are still being incorporated in our daily learning (Keren & Fridin 2014). Adoption of these technological approaches in learning has played a significant role in promoting our quality of education and ensuring efficiency in delivery of learning concepts. Main report It is essential to acknowledge that the key to almost every global success has been driven by learning. The effort put professionals in learning resulted into the generation of innovative concepts, most notably technology. This ever-advancing rise in levels of technology has hugely effected how we learn. Over the last significant number of decades, learning has been restricted to physical classrooms where one has to appear before a teacher or lecturer. Regardless of one’s geographic preferences, learning had to force him or her to attend to specific areas of the world to learn. For example, someone who prefers warm weather could have no option but to attend classes in an area with a non-preferable geographic condition (Chen & Lin 2014). In general, learning earlier we had to adhere to the specific geographic areas to acquire knowledge. However, technology has changed our way to acquiring this knowledge at our most preferable geographic locations and conditions. Through the implementation of cloud technology, our mode of learning has undergone drastic changes. Cloud technology entails a model for the delivery of a diversified set of information technology services such as data sharing and processing of operations and transactions using web based tools and applications. Among the key components of cloud technology is the integration of geo collaborative situated learning. Through the application of this technology, we have been able to acquire knowledge offered at favorable geographic condition (Zurita, Baloian & Frez 2010). A student or any interested learner just accesses a particular online learning center on the cloud network. Upon being registered, one can make online payments, attend online classes and earn a degree or any other level of education without having to travel. Most notably, geo collaborative situated learning has also hugely effected the fact that physically disabled people can get education while at their home or at their preferred geographic locations. This has changed our ordinary practice of moving to different locations to acquire knowledge (Zurita, Baloian & Frez 2010). Right from elementary school, our learning of languages such as English has always been based on the use ordinary styles. These styles include use of objects, shapes and other products to aid children in faster learning of a language (Zurita, Baloian & Frez 2010). In the application of these ordinary English learning methods, it has always been complex and hard to ensure that elementary students can easily learn the subject. In addition to this, our use of these methods in learning has resulted in a long of precious time consumed in process (Alvarez-Marinelli et al. 2014). On this perspective, the rise in the use of technology has largely effected how we learn languages. To be specific, the innovation of technologies such as the computer aided learning of languages has made it easier for both learners and teachers to handle knowledge delivery. The computer aided English language is a quality configured software system that delivers an advanced platform for delivery of the learning services (Chen & Lin 2014). Through the application of this advanced technological practice, our learning has become much faster and highly innovative. That is, when one is exposed to a quality software such as the one for learning languages, it plays a huge role in enhancing the innovative concepts contained (Alvarez-Marinelli et al. 2014). In simple terms, technology has specifically effected our learning of most languages. Regardless of one’s age, technology has made it easy and faster for an interested individual to learn new ideas or language (Zurita, Baloian & Frez 2010). It is much important to make it clear there are some other significant sets of ways that technology has effected our learning (Alvarez-Marinelli et al. 2014). For a considerable duration of time, most of our learning has usually been involving the act moving to a particular physical library. In these libraries, people search for their targeted resources and study the content in usually, a quite environment. Attending digital libraries has always been our fundamental mode of learning and has played a very important part in promoting our knowledge levels, which include innovation of quality technological applications (Chen & Lin 2014). The advancement in application of technology has hugely effected this common mode of learning that we are used to. Development of digital libraries has enabled easy access to library resources. A digital library engrosses an online data access centre where professionals or people can gain direct access to learning materials (Chen & Lin 2014). It has hugely helped people in learning new ideas from a remote location. Nowadays, digital libraries have moved further to implementing technologies such as electronic learning (e learning). Through e learning people have been highly successful in gaining knowledge and skills on various vital areas of education (Chen & Lin 2014). In this sense, the technology has changed our ordinary mode of learning where we are used to attending a certain common physical library in town. Instead, we can now learn high quality ideas by just loading a digital library on the internet. In short, technology has changed our learning from the use of physical libraries to that of accessing knowledge using the e learning portals (Chen & Lin 2014). For many years, our learning of vocabularies has been promoted by ordinary practices such as defining a certain letter using a shape or object. This has always been accompanied by making day-to-day memorization of common words then end up used to the different vocabularies used in communication. Until recently, our mode of learning vocabularies has remained this traditional thus making it so hard for teachers to convey knowledge and children to easily capture the vocabularies (Zurita, Baloian & Frez 2010). Adoption of quality technological practices has made significant changes in how we learn these new ideas (Ely et. al 2014). Research indicates that, the implementation of instructional technology has largely effected how we learn vocabularies. Instructional technology entails the use of well-designed standard computer applications to enhance the ease of learning in a computer class environment (Zurita, Baloian & Frez 2010). Using features such as video, audio and power point presentation, the learning process in a classroom has significantly changed. Teachers have enjoyed a much easier and efficient teaching methodology. Consequently, students have also been enjoying from this change in learning specifically in that young children do no need to carry certain shapes and objects in their school bags (Ely et. al 2014). In the previous years, our learning has always been limited to blackboards and personal computers. Whenever, we wanted to communicate with the teacher in class, one has had to raise his or her hand. In this process, a lot of time has always been wasted. Some students are shy to stand up or speak some crucial details in front of a class. Additionally, lack of ample class time makes the interaction between teacher and student be minimal. In short, our traditional class participation or interaction methodologies have not been efficient enough in enhancing a student’s learning process. As a result, technology has made significant steps to enhance our classroom participation. Among the most essential technological tools include the utilization of mobile applications such as MALL and IMLL. Adoption of mobile assisted language learning for students (MALL) and Instructor Manipulated Language Learning (IMLL) has provided us with a high quality-learning environment in class (Fuente 2014). These technologies have hugely changed our traditional practices as we are nowadays able to learn and interact in class with much ease and efficiency (Lysenko & Abrami 2014). It is much more essential to acknowledge the role of robot technology in our daily learning activities. On our ordinary routine, learning of concepts such as geometry and cognitive science has been based on the use of ordinary calculations and trickery games. Although, most of these practices have played an important role in promoting our comprehension of the subjects, the reality remains that they have not been that efficient. To aid in enhancing our learning of these crucial concepts (geometry and cognitive science), technology has aided in development of a Kindergarten Social Assistive Robot (KindSAR). This technology has been very influential in ensuring that children enjoy efficient learning of geometric concepts and cognitive science. Essentially, technology has hereby moved us from deploying technical teacher approaches in understanding complex techniques to using robots in handling the same activity efficiently (Keren & Fridin 2014). Conclusion It is vital to note that, our learning processes has hugely been effected by technology. Different technological approaches have led to the change of major ordinary practices that we have always been used to. These changes include practices such as transition from physical library learning to digital libraries, ordinary books to e learning and adoption of more advanced robot technology for Kindergartens. Consequently, these technologies have immensely ensured that our learning becomes more efficient and successful in meeting the targeted goals. References Alvarez-Marinelli, H, Blanco, M, Lara-Alecio, Irby, J, Tong, F, Stanley, K & Fan, Y 2014. ‘Computer assisted English language learning in Costa Rican elementary schools: an experimental study’: Computer Assisted Language Learning. Chen, M & Lin, T 2014. ‘Assessing effects of information architecture of digital libraries on supporting E-learning: A case study on the Digital Library of Nature & Culture’, Computers and Education, vol. 75, pp. 92-102. Ely, E, Pullen, C, Kennedy, J, Hirsh, E, Williams, C 2014. ‘Use of instructional technology to improve teacher candidate knowledge of vocabulary instruction:” Computers and Education, vol. 75, pp. 44-52. Fuente, M 2014. ‘Learners attention to input during focus on form listening tasks: the role of mobile technology in the second language classroom:’ Computer Assisted Language Learning, vol. 27, no. 3, pp. 261-276. Keren, G & Fridin, M 2014. ‘Kindergarten Social Assistive Robot (KindSAR) for childrens geometric thinking and metacognitive development in preschool education: A pilot study’, Computers in Human Behavior, vol. 35, pp. 400-412. Lysenko, V & Abrami, C 2014. ‘Promoting reading comprehension with the use of technology: Computers and Education’ , Centre for the Study of Learning and Performance, vol. 75, pp. 162-172. Zurita, G, Baloian, N & Frez, J 2010. ‘Using the cloud to develop applications supporting geo-collaborative Situated Learning’: Future Generation Computer Systems, vol . 34, pp. 124-137. Read More