Reflection on Technology in Education - Essay Example

Topic: Reflection on Technology in Education In the modern world of education today, technology happened to be use as a tool for learning enhancement, development and training for the teaching learning processes. Technology is a powerful educational tool. Some of those that are used in schools are the (OHP) over head projector, use of transparencies, Medias like television and using of compact disk and even diskettes for computers and PowerPoint presentations. Through all of this the teaching became easy and much more comprehensive with the mentor's explanation. Using such tools will make the learning mush faster and make everything under control as long as the facilitator guided his students on the real topics and subject matter. But what if the facilitator of the class does not have the ability and skills of using these technological equipments Of course there will be a problem and it may affect the teaching sessions as it goes on. The knowledge and skills of the educator regarding the subject matter is much appreciated but most probably if he is going to use equipments in teaching, assurance that he can facilitate everything that happens inside the classroom. Skills upon using such tools are very important. There will be a big failure in teaching without the knowledge of using it. Schools of Education for Teachers include in their curriculums the disciplines that serve as the training ground so that their would-be-teachers will have a stand on their own in the future as they use these tools for teaching. There is the Educational Technology which is 3 units, where soon to be teachers are taught of how to use these equipments and also the proper ways of using them practically and of course on the main event of teaching. They undergo trainings and evaluation if they follow the instructions and can well manage their selves alone. There are so many product of the new technology that has been improvised for learning purposes, and also it awakens the student's attention because of this visual material shown for example in the PowerPoint presentation through the use of computer or by the picture projected on the over head projector on screen. Some schools are providing their students their own computer to be use when inside the classroom. Universities provides their own internet access centers for their pupils to have an instant access on the web for educational explorations only and some internet libraries. The modern technology is very significant, especially in terms of providing current information and serves as the medium for communication. It is therefore necessary to integrate information and communication technology into general school education as a whole in order to ensure an all round education of up-to-date standard, especially in grade 3 and 4 for 13 to 14 year old pupils. The basic aspects of information and communication technology must be incorporated in all areas of 3rd and 4th grade curriculum (Stockhammer, 1992). The strength of technology is often quick implemented into solutions. The author feels that there should not be unscrupulous use of technology. The quality of use of the computer tools is decided by which aspects are emphasized, and what pedagogical relevance they have. Sensible use of technology for tasks related to grade level and computer need to be used as tool to enhance a particular subject. Multi-disciplinary possibility of technology application includes writing, documenting, calculating, constructing and visualizing work. The pedagogical principle of learning can be followed by the practical use of hardware and software in schools, which will help create a favorable climate for reflections on one's practical experiences and relating it to theoretical foundations thereof (Stockhammer, 1992). The digital generation gap have the teacher struggle with the basics, while kids growing up in a tech savvy world can learn application with ease. This digital generation gap calls for on the job training of teachers in technology. The present obstacle to implementation of technology in school is not the lack of hardware but rather it is the lack of training for which many elementary school teachers are not yet ready to use computer in the classroom. Though like that, the secondary departments are required to be trained so, since they are the foundation for the start in the professionalism of their students. Time and money is a constraint for embarking on a scheme of basic training for the teachers but the training is a necessity considering the fact that mere technology acquisition without the manpower to operate it will leave the school with only the tools of technology, and none to implement it. Educational technology should be considered as a valued tool for bringing out significant intellectual development of the students and also the students who are soon to be teachers. There is need to integrate technology into activities that are a core part of classroom curriculum. But at the same time, with constant expansion and up gradation of technology, curriculum and instructional methods also need to be expanded and upgraded from time to time to make the best use of these technologies. There is increasing emphasis on the using of newest computer technologies, including applications like electronic communications by the teachers in the classroom. Although the role of educational technology in education has increased significantly, yet a growing number of public school teachers worldwide have resisted the induction of technology in school curriculum. A longitudinal study carried out to gauge teachers' technology acceptance decision making showed that perceived usefulness was the most important determinants of teachers' acceptance of technology. Studies indicated that the perceived ease of use can affect teachers' acceptance decisions significantly and is influencing the magnitude that may become increasingly prominent upon their acquiring basic technology training. Efficacy threshold may affect teachers' willingness to adopt new technologies, particularly the advanced ones. Hence, early efforts for encouraging adoption of basic technologies are considered a critical factor for acceptance (Hwa Hu, Clark and Ma, 2003). The authors emphasized that understanding of the key acceptance drivers and probable changes in influence patterns and magnitudes over time can help school administrators to identify areas that hinder user acceptance and to address underlying barriers to adoption of technology. The use of computer in the classroom teaching is the most happening thing today. Different educational software and exposure to internet helps student acquire a vast range of knowledge and promote interactive learning. Internet can act as a valuable tool for gathering resources on individual as well as group research projects in school. In classroom activities, a teacher through the use of computer can assist students in solving science and math's problems. However, continuous up gradation and updating of their computer skills can help the teachers imparting lesson with the latest technology with comfort and ease. Teacher is the most important instrument, because they act as the mediums too, since they are the one who imparts the knowledge which produces the information and acts importantly in communication in the school environment. Many countries have embarked upon teachers training program for the use of ICT but most of these programs are short term crash courses teach only computer literacy. This resulted in teachers unable to integrate technology with pedagogy and facilitate technology assisted interactive teaching learning in the classroom. This deficit in knowledge and skill necessary for using information technology as an effective teaching tool have to be overcome to get the actual benefit of technology in the classroom. A training project for teachers has been initiated in a Greek Secondary education for the introduction of information and to have a better communication technology in the classroom. The information gathered from this project indicated that there is a great need to sustain teachers' interest in technology, it is imperative to offer them extensive training and support to make them confident to integrate such knowledge into their instructional practice. The teachers in the context of school environment are interested to use information and communication technology to enhance their professional competence and also to take advantage of possible learning benefits. The reason why there is a need to encourage this teachers to learn more in using the new technology tools. Provided the school rules permit, teachers are open to ICT based teaching, otherwise they were shown to adapt the use of technology to the traditional teacher centered mode of teaching (Demetriadis et al, 2003). . For example, in the New York City high school have hundreds of laptops, that are not being used due to an insufficient computer network, and electrical requirements. In addition, teachers received little training and do not have sufficient setup time since they don't have their own class rooms. Technology adaptation in schools depends on how the school administration and the staff think and understands about it as an innovative tool of learning. A school need not have expensive gadgets to introduce education with the use of technology in their curriculum. A few simple computers and network connection along with a bunch of enthusiastic teaching staffs that are always willing to learn and innovate on new ideas can usher the school in the path of successful implementation of educational technology. A hindrance to application of technology in the classroom is that many teachers consider technology to be a threat to their authority as the main source of knowledge. The present generation students are much more skilled in computer and faster in understanding computer software or hardware as well, which undermines the superior position the teacher use to hold in the classroom. The outlook of teachers has to be changed from the traditional "sole authority" of knowledge to fit into a multi disciplinary set up which is the core of any IT based teaching. Building up and training a team of teacher with multi-disciplinary skills in different aspects of information and communication technologies, curriculum specialists, and a set of technicians can provide the range of necessary skills for the preparation of quality IT based teaching materials. But let as remember that teachers are required to be versatile and resourceful. They can survive and continue their teaching effectively without the use of high technological materials, but let us remember that teaching strategies of the teacher can be called as technology since they applied their skills and creativeness to the material that they created. With technology encompassing all sphere of society, use of computer in the classroom involves inclusion of elementary schools as well. The factor which determines the integration of computer in the elementary schools is the amount of computer knowledge that the teacher possesses. Research shows that anxiety associated with computer use in the elementary school can be reduced through proper training and education to teachers. In a study conducted in the elementary schools of the State of Georgia, it has been found that although most of the elementary schools have computers; these have been largely used for administrative purposes. The study recommended that the teacher educator should offer staff development courses in curriculum integration, presentation software, and research, using the World Wide Web and CD-ROM. The study recommended that follow up study be conducted to assess need for future research on technology training needs for elementary school teachers (Mccannon and Crews, 2000). Research indicates that the single most important factor in effective use of technology is the quality of the teacher knowledge of effective technology uses in instruction. Technology can act as a great booster in the classroom if used in a proper way. As rightly commented by Coppola (2004), "The affect of technology on students' access to knowledge is determined by the pedagogical knowledge and skill of teachers. Technology enables teachers of well developed working theories of student learning to enable extend the power and reach of these theories; in the absence of these powerful theories, technology enables mediocrity."1 A study based on a survey of school teachers in Turkey examined teachers' perceptions and awareness level about specific technologies and about the role of technologies in education and also how they see the technological problems that are faced 1 by basic education school systems in Turkey. The result revealed a very low level of computer literacy among the teachers. Many teachers indicated frustrations with their computer skills and feel constricted by lack of available time during school hours to develop computer skills. Most of the teachers felt the need for computer training which most of them did not get. Knowledge of computer technologies among the teachers are found to be low and had not been a routine part of their educational environment (Asan, 2003). To harness technology in an effective way, teachers need help in how to use computer, and other forms of technology used in the classroom such as overhead screen projectors, and power point presentation. To help making technology an integral part of the teaching, learning process, balance need to be maintained between technology integration in school and tech savvy teaching staffs. In order to ensure top notch technology education in graded schools, the important aspects to be considered is infrastructure development, installation of hardware and software, professional development in terms of teachers training, and maintenance of hardware and software with long term support plan. While embarking upon plan to introduce technology in school, infrastructure development will entail installing of wiring devices like cable, router and server to facilitate network connection. In the U.S. and other developed countries of the world, most of the schools which are using information and communication technology, laptop are being increasingly used for convenience as well as economy of space. Schools like the New York City high School, numerous laptops are lying in disuse due to insufficient network connection. Wireless connection will enable their use and allow teachers/students to carry the laptop wherever they want within the school premises. But teaching education cannot be limited by computers only, but there had come to practicality of the teacher the nature of using improvised materials by their own. Education has no limitation. There is no impossible in learning as long as the information can be imparted from the mentor to the learner. Technology in school help young citizens prepares to live and cope in a rapidly advancing world where information superhighway is pervading all fields of the society. If schools were to act as a medium to help children gain proficiency in the use of information and communication technology, there is need to ensure that these technologies are made easily available to teachers and learners. Apart from acknowledging the importance of technology in school, setting up of necessary infrastructure is of utmost importance. Generally, while promoting technology in schools, the educators often opt for "stand alone" technologies where an individual classroom, school or school district obtain a form of technology which is not connected to any other system. However, there is growing need to create national technology infrastructure for education with the emergence of newer technologies day by day. Connecting the schools to global computer network and training teachers in productive application of technology, there should be constant effort to transform our schools into schools of information age. An efficient financial plan for procurement of IT gadgets for schools should be considered as a sine qua none for schools initiating ICT as teaching tools in the classroom. For this, a functioning financial and organizational system need to be created for procurement, upgrading and servicing of ICT resources. The learning environment is expanding and education is gradually moving beyond the four walls of a classroom. Virtual learning communities are invading the traditional learning environment. The best option for school teachers and managers would be to gain awareness of the role of ICT in the learning process, school management, and educational communication. We should not view the disadvantages upon using technological equipments in teaching But the effectiveness of technology instead of costs, complexity, and feasibility in a particular school set up, but let us all be practical. School and the society must act together to create a formal technology plan in order to ensure that technology is more effectively integrated into the school system. Apart from providing for the acquisition of hardware and software, it is more crucial to develop a plan for using technology to support education reforms. In order for a technology plan to be successful, the plan should promote meaningful learning and collaboration, make available resources for professional development, and infrastructure support and should be flexible enough to respond to change or up gradation in technology. Using of the technology needs great deal of planning, and sufficient infrastructure and maintenance. Educators need to be trained in its use and given time to learn it. If these requirements are on not met, technology may not be very useful. References Asan, A (2003) Computer Technology Awareness by Elementary School Teachers: A case Study fronm Turkey, Journal of Information Technology Education, Vol.2, retrieved from URL: http://jite.org/documents/Vol2/v2p153-164-109.pdf. Coppola, E. M. (2004). Powering up: Learning to teach well with technology, New York: Teachers College Press. Demetriadis, S., Barbas, A., Molohides, A., Palaigeorgiou, G., Psillos, D., Vlahavas, I., Tsoukalas, I., Pombortsis, A (2003) "Cultures in Negotiations": Teachers' acceptance/resistance attitudes considering the infusion of technology in schools, Computers and Education, Vol.41, Issue.1, pp.19-37 Duka R. Strategies of Teaching. (2004).pp.56-67. 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