The Impact of Computer Technology on Education - Essay Example

Module: Computer Architecture Module 4CC044 Marking Dr. Gui Gasser Article for the online computer industry magazine Geek Wannabe News for the series The PC: 35 Years and Counting. Title: The Impact of Computer Technology on Education Author: FINAL VERSION Date prepared: 15 October 2010 Word Count = 1,516 The Impact of Computer Technology on Education This article discusses the more recent key technological advances in the personal computer over the 35 years that have had an impact on the education sector. That is, it explores how the changes in the computer industry have changed the way students learn and teachers teach in schools, colleges and universities. Some aspects of the computer that are having a big impact in education are their lowering prices making them more affordable, the convenience in the form factor, which is the way they are designed, the availability of educational software, and improving connectivity with other computers and devices. Each of these will be explored in turn with examples but greater emphasis on the last two. Affordability Cost has always been an obstacle to having many computers in schools (Micromart, N.d.). Low cost computing was then pioneered by the British Sir Clive Sinclair although the Acorn’s BBC eventually became more popular in UK schools (Lee, 2009). The greatest influx of computers into UK schools thus began in the late 1980s when the educational authorities supported the move (Smith, n.d.). Generally, the affordability of computers has been improving (Reddy, 2006) resulting in more of them being present in schools today. This includes laptops, as their prices and maintenance costs have been falling steadily making cost less of an obstacle nowadays (Warschauer, 2008). Form factor (design) The form factor refers to the physical size and configuration of the computer hardware, or the physical arrangement of its case or internal components (Tech Target, 2005). As far as the outward size is concerned, computers have generally become smaller in size making them more convenient and space saving including peripherals such as the monitor. Early computers were too large for schools (Eteokleous, 2008). They also lacked sound and graphics capabilities (Smith, n.d.). The latest major trend in computer design is the tablet form. This follows on from the attempt at making smaller and cheaper laptops called notebooks. This form is likely to be more successful than notebooks because it is less bulky. Apple has led the way with its iPad, described by the company itself as "a whole new kind of device" (Apple, 2010). It offers more functionality than e-readers such as Amazons kindle and is easier to carry around than a netbook. This kind of convenience in a new computer form and at a lower cost than the traditional computers makes it ideal in education. The iPad like all e-readers can contain many textbooks which is easier than carrying several real textbooks around (Dodson, 2010). There are also numerous educational software already available for the iPad (Stransberry, 2010). The potential of the iPad in education is so huge that a Chicago education administrator calls it "a game changer for education" (Dawson, 2010). He says the iPad is ideal for handling lots of student data, containing textbooks, for doing assignments, worksheets, making schedules, supporting different learning styles, for assistive learning, etc. The touch screen capability for example makes it very useful for geometry work. For administrators, it is easier to set up than a normal computer. In short, it can do all the tasks that have been done on regular computers but "fulfills a wide range of functions in the school setting … in a manner we have not previously seen" (Dawson, 2010). Educational Software Although there is a wide variety of educational software, as an example, the area of computer graphics to support teaching and learning can show how useful computer technology has been. A study by Baltz as early as 1977 identified the potential of computer graphics in teaching Mathematics when personal computers first became available. Since then, the capability of computers and computer graphics in particular, has improved enormously in terms of speed and power making them increasingly more useful in education. At the same time, more software continues to be developed. This impact and usefulness was acknowledged at the 2007 Technology Conference in Mathematics held in Taiwan (ATCM, 2007). It was also highlighted how the visually impaired can benefit (Fukuda & Ohashi, 2007), how dynamic geometry software can assist preservice teachers and the kind of precision that becomes possible (Jiang, 2007). The software not only helps to accurately and efficiently represent real world situations but also stimulate students and give them insight into problem solving. Teachers are equally benefitting from saved time and effort, and from improved motivation (Goodson-Epsy et al., 2007). Using graphical software in teaching Mathematics has the advantage of being able to model far more accurately than is possible by hand. It is also easier to make changes and it is visually appealing for students. Studies have shown that the learning environment becomes more active whereas before computers, it has traditionally been passive (Janilionis & Valantinas, 2008). Filler & Rieper (2004) observed how analytic geometry used to be taught in a very formal manner without the use of pictures to help visualise the geometry. In this way, geometrical ideas were taught through linear algebra. By now using computer graphics, students are not only being able to visualise the geometric ideas but also gain in confidence. Incidentally, scientists also take advantage of the graphical capability of computers to model various systems and processes. So computers are also very much involved in advancing research. In short, the impact of computers in education has been to make learning more engaging and both teachers and students have greater tools at their disposal to make the teaching and learning easier (ICT Results, 2010). The impact of computers on Mathematics especially is a welcome development because many students find it a difficult subject. Dynamic geometry software and computer algebraic systems are seen as the most important catalysts for further improvement (Guven et al,, 2009). This successful integration of computers, Mathematics and pedagogy is known as Computer Assisted Mathematics Instruction (CAMI). Connection to devices Computers have also been connected to a number of useful devices that can extend their functionality. For example, in the past, turtles were connected to teach children logical thinking using the logo programming language, One of the latest such devices that is having a major impact in classrooms today is the interactive whiteboard (iWB). These can be seen at the focus point of many modern classrooms nowadays in place of the traditional blackboards and ordinary whiteboards. We also consider the impact of computers connected to the Internet. iWBs offer a number of advantages and possibilities that were not available before. They allow multimedia resources to be displayed on a larger screen (Ekhami, 2002) in an attractive way (Kennewell, 2004) as well as other types of representations (Kennewell & Beauchamp, 2003), support the needs of a diverse range of learners (Latham, 2002), and can enhance understanding by allowing material to be covered quickly using previously prepared materials (Miller, 2003). Teachers have greater flexibility (Cogill, 2002). Several studies have shown the impact on students to be positive, For example, they have been found to lead to improved academic performance (Beeland, 2002) through making learning faster and more effective (Cuthell, 2005) and making students hold their attention better (Smith et al., 2005). They can also assist low achievers (Clemens et al., 2001). In Science classes for example, iWBs connected to computers are used for displaying simulations and animations to support and demonstrate important concepts and processes (Hennessy et al., 2007). Another significant impact is that the use of iWBs can also now replace the need to conduct dangerous or costly experiments (Hennessy et al., 2007). Computers connected to the Internet allow a huge volume of information and educational resources to be accessed and downloaded. But Internet connected computers are also at the forefront of another revolution in education. This is the ability to learn outside the classroom regardless of the distance, and is known as distance learning. Many students take advantage of distance learning because of the convenience it allows. Computers can also completely replace personal instruction to some extent, which is known as e-learning. In medical education for example, e-learning has been shown to be more effective than instructor led training but in a complementary way as part of a blended learning strategy (Ruiz et al., 2006). It also allows adaptive learning, which is individualised, and collaborative learning, which is shared, and there is greater control over the content, pace, time and so on. Overall impact At the World Congress on Science, Engineering and Technology (WCSET) held in 2009, several research studies were shown to highlight the impact of technology on education (Mathur, 2009). Since the early 1990s, students have been shown to become more enthusiastic, securing higher marks, and have a positive attitude. Technology was also shown earlier to directly affect higher order reasoning and problem solving with the example of the use of graphics in teaching Mathematics. Computers have also impacted education by resulting in less lecturing. A significant overall impact is that the effectiveness of teaching and learning has been enhanced. However, if we consider what impact has been the greatest, it is probably the practice of distance education and e-learning because this completely changes the way education is delivered. References Apple. 2010. Apple in Education: Learning with iPad. http://www.apple.com/education/ipad/ [Accessed 15 October 2010]. ATCM. 2007. Making Mathematics Fun, Accessible and Challenging through Technology. Proceedings of the Tweflth Asian Technology Conference in Mathematics, December 16-20, 2007, Taipei, Taiwan. Baltz, Bernard Louis. 1977. Computer graphics as an aid to teaching mathematics. Dissertation Abstracts International, Vol. 38, No. 2, Section A, p. 0679. Beeland, W. D. 2002. Student engagement, visual learning and technology: can interactive whiteboards help? Action Research Exchange, Vol.1, No.1. http://chiron.valdosta.edu/ are/Artmanscrpt/vol1no1/beeland_am.pdf [Accessed 15 October, 2010]. Clemens, A., Moore, T. & Nelson, B. 2001. 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Tech Target. 2005. Form Factor. http://whatis.techtarget.com/definition/0,,sid9_gci212142,00.html [Accessed 15 October, 2010]. Warschauer, Mark. 2008. Laptops and literacy: A multi-site case study. Pedagogies: An International Journal, Vol. 3, Issue 1, pp. 52-67. Preparation Notes Key requirements: • Supporting evidence for all facts stated in your paper and they want to see justifications for the technological advances you believe are significant • Avoid the use of unnecessary technical jargon Areas to focus on: • Outward design for greater convenience (form factor) • Decreasing prices improving affordability • Capability to network computers and connect more devices • Development of educational software to aid teaching and learning Outline: Introduce topic and paper Affordability (brief) Form factor (iPad) Educational software (Mathematics and graphics) Connection to devices (iWBs, distance learning, e-learning) Overall impact Read More