Importance of technology in education

Impact of Technology Page |1

The Impact of Technology
in Education
A Synthesis Paper on Technology in Education
Lora Evanouski

Educational Technology 501

Professor Pollard

May 6, 2009


Abstract

As we consider technology in education, we must consider the implications of that technology

on the learner and as well as the teacher. What role does technology have for these two

intertwined groups of people? I will show a correlation between the positive effects on both

the student and teacher related to academic performance, meaningful learning, and those

afflicted with learning disabilities. Furthermore, I will also show the positive effects on the

applications of technologies in the classroom. Combining education and technology creates a

more stimulating learning environment. In order to accomplish higher order thinking skills such

as critical and independent thinking, the application of technology and improved motivation

and attitudes, technology must be integrated into the everyday curriculum. This paper

describes some impacts of technology on education through the experiences of teachers and

students.


Introduction

Technological advances in education have been many over the last 50 years. As we look

back just 20 years ago, computers were not common place inside the classroom let alone in the

household. Imagine what students thought about using a word processor versus electric

typewriter word processors or even using the archaic manual typewriter. In contrast, today’s

students and children are considered “digital natives”. According to Wikipedia, digital natives

are described as having grown up with digital technology such as the internet, computers, cell

phones and MP3 players. Having a computer in every household as well as every school has

exponentially increased student’s awareness of technology and also broadened their horizons

about the global economy. Students today use cell phones that can do almost anything

imaginable such as getting real time updates on their bank accounts, download information off

the internet, watch TV or even make a movie! Imagine going through our everyday life without

the aid of a computer, it could be exhilarating and yet also cumbersome to juggle daily duties.

Today technology reaches well beyond the classroom to serve the needs of learners

with disabilities, rural inaccessibility or being home schooled have more options open to them

to learn and investigate. Through internet connection students and teachers have a portal and

connection to every part of the world. Computers can open pathways that stimulate learning

and help develop high order thinking skills, when technology is applied in a meaningful manner.

Histories of technological developments have often shown links between innovations in

industry and communications with improvements in educational methods. The proliferation

and success of web based curriculum at all levels of education is just the latest example of the

importance of technology to both students and teachers. The greater the reach of educational


programs to a growing population of students via the internet continues to challenge

educators, not only by adapting the latest technological enhancements in the traditional

classroom to “distance learners”, but also to discover additional ways for improving those

students’ educational experience overall. The computers unique ability to offer lessons in

multimedia formats, and to provide a means for real time student/teacher dialogue and

exchange already enriches online instruction, but may only be the tip of the iceberg that

emerging technologies will bring to the delivery of quality education in the new century.

Positive Effects on Academic Performance

Academic performance is one of the traditional standards used to measure success or

lack of success in our schools. Since the passage of No Child Left Behind Act of 2001 all schools

are required to close the achievement gap and make sure all students, including those that are

disadvantaged, achieve academic proficiency (Education, 2004). In order for classrooms to

achieve or be successful technology must be in place to improve academics. According to Kulik,

computer simulations and Instructional Learning Systems (ILS) are effective only when they are

integrated into the “regular classroom instruction” (Blomeyer, 2005). Taking it one step

further, students whose teachers were high level users of technology scored significantly better

than did the students whose teachers were low level users of technology in the classroom.

Teachers who are high level users were differentiated from teachers who were low level

users in terms of frequency and extent of use of computers with students, instructional

methods used with technology, attitude toward the value of technology for learning,


variety of uses of technology, and perception of influence of technology on student

learning and behavior (Center for Applied Research in Educational Technology, 2005).

Finally, interactive computer programs help students increase literacy rates. This

“intelligent software” is particularly evident in the success and drastic improvement in

mathematical skills used in Pittsburgh. An algebra curriculum focusing on mathematical

analysis of real-world situations and the use of computational tools is supported by an

intelligent software program as part of the regular curriculum for 9 th grade algebra. On

average, the 470 students in the experimental classes outperformed students in comparison by

15% on standardized tests and 100% on tests targeting the curriculum-focused objectives

(Center for Applied Research in Educational Technology, 2005).

Positive Effects on Meaningful Learning

According to Ausubel, “meaningful learning occurs when there is personal recognition of the

links between concepts; better understanding of concepts will result from proper negotiations of

meanings across links that are created with relevant prior knowledge” (Keengwe, 2008). These complex

ideas and information are combined with students’ own experiences and prior knowledge to form

personal and unique understandings. Learning is meaningful when the student comprehends the

relationship of what is being learned to other knowledge (Wikibooks, 2008). The environments in which

students learn and the ways in which people work and live are constantly being transformed by existing

and emerging technologies; hence computer technology needs to be integrated into the everyday

school environment. An important finding shows technology improves performance, positive

attitudes and motivation and creates meaningful learning when the students find the games

meaningful to their lives, learning and learning about learning takes place (Center for Applied


Research in Educational Technology, 2005). Eighth graders performed significantly better on

NAEP mathematics tests, when computer technology was employed for real-world simulations

and applications purposes, as opposed to ‘drill-and-practice’ purposes. (Center for Applied

Research in Educational Technology, 2005)

In addition to performing better on standardized tests, interactive video programs have

been demonstrated to increase problem-solving skills as evidenced by students across nine

states that used Jasper video software (Center for Applied Research in Educational Technology,

2005). The video software was a centerpiece for mathematics instruction for 3 to 4 weeks were

compared with students who did not. The comparative research demonstrated that students in

classrooms that used the Jasper video programs were better at complex problem solving

(Center for Applied Research in Educational Technology, 2005).

As teachers progress in this ever changing and dynamic environment of technology,

those who have the capacity and knowledge to successfully teach on line or e-learning need to

be able to transmit knowledge and culture to those that are being taught. Accepting these

challenges is great as some teachers are unwilling or even scared of the newest technology to

be used in the 21st century. For example, by getting a computer and software and setting it up

in the classroom will not teach the students, just because it is in the same room does not

translate into meaningful learning. Furthermore, integration of technology into instruction

depends greatly on key factors such as the contexts in which teachers interact, their beliefs,

and their attitudes toward teaching and learning (Keengwe, 2008). Student centered learning

is defined by INTIME as “students are active participants in their learning; they learn at their


own pace and use their own strategies; they are more intrinsically than extrinsically motivated;

learning is more individualized than standardized” (INTIME, 2001). As teachers move towards

student centered learning, faculty must become facilitators and collaborators, and instruction

must move from memorization to problem solving. Therefore, to effectively teach with

technology, teachers must shift their instructional practices from a teacher-centered approach

to a more student-centered learning or constructivist approach. (Keengwe, 2008).

Furthermore, true education reform should focus on developing teaching strategies that

complement technology use within the curriculum. Teachers need to integrate computer skills

into the content areas and recognize that computers are not ends in themselves (Keengwe,

2008). The eMINTS program, enhancing Missouri’s Instructional Networked Teaching

Strategies, is an invaluable program that provides 200 hours of professional development,

which includes coaching and technical support for teachers as they use multimedia tools to

promote critical thinking and problem-solving techniques (Education, 2004). By following the

eMINTS program, those scared and unwilling teachers will become better informed and more

willing to accept and integrate technology into their classrooms.

Positive Effects on Learning Disabilities

Assistive technology can help students who have mental retardation along with

students who are low performers, at-risk students or have any other learning disability. For

example, expert tutoring software presents instruction in small, sequential steps, at varying

levels of difficulty, and students can use the software independently, working at their own

pace. Most critical for the effectiveness of the software with low performing, at-risk, or

learning handicapped students, however, is the capacity of the software to analyze


performance and give feedback to teachers and students (Center for Applied Research in

Educational Technology, 2005). Advances in technology have created new ways to help people

with disabilities especially those with mental retardation to overcome their limitations and

learn academic, social, and vocational and survival skills necessary to function independently in

society. According to the US Census Bureau approximately 18.7% of the 2005 US population

reported some level of disability while 12% reported a severe disability (English, 2008). By

continually assessing the students’ individual performance the computer assisted programs can

be adjusted to the difficulty in task and also experience level of the student . The technological

tools that provide frequent student feedback motivate learning disabled students to remain

cognitively engaged, particularly when corrective feedback is immediately provided (Center for

Applied Research in Educational Technology, 2005).

Furthermore, at-risk students from low socioeconomic and/or minority backgrounds will

improve their educational opportunities from using on line technology in the classroom. In a

Louisiana study, success was demonstrated with low income, at-risk students by using two

different teaching styles, a teacher who was not a certified mathematics teacher and the on

line teacher who was a certified mathematics teacher (Blomeyer, 2005). The study goes on to

say that achievement gains were more evident by using small groups of students in class and

frequent collaboration between the onsite teacher and the on line teacher. In contrast, the

students from a traditional classroom showed the same or little achievement gain (Blomeyer,

2005).

Computer-based technology (CBT) can open doors to physically challenged learners that

might not otherwise be available to them. It allows for student-centered learning and


collaboration, individualized learning programs and more student independence. In a study in

New South Wales Australia, of basic reading and mathematics skills they found CBT to be an

effective tool in teaching; however, they also found that teachers were much more willing to

incorporate CBT into their teaching than teachers of “non-special” students (Center for Applied

Research in Educational Technology, 2005).

Applications of Technology

Presently, classroom learning is increasingly dependent on the integration of technology

thus enhancing learning. The current technology uses email systems, data processing and

laptop audio/videos webinars. As we go into the 21st century we as educators need to define

what role the computer will play in the students learning.

Students can learn “from” computers-where technology used is essentially as tutors and

serves to increase students basic skills and knowledge; and can learn “with” computers-

where technology is used a tool that can be applied to a variety of goals in the learning

process and can serve as a resource to help higher order thinking, creativity and

research skills (Associates, 2005).

For example productivity tools such as databases, spreadsheets, computer-assisted design,

graphics programs, and multimedia authoring programs (programs for creating computer-based

presentations or lessons) allow students to independently organize, analyze, interpret, develop,

and evaluate their own work (Center for Applied Research in Educational Technology, 2005).

In addition to fostering independent thinking, these technological processes will also

help students join the workforce with greater abilities. By using technology with real-life links

I m p a c t o f T e c h n o l o g y P a g e | 10

to education and the workforce, technology is used to meet real world demands in careers such

as finance, hospitals, sales, and manufacturing. A report on the state of technology integration

in Minnesota documents that information technologies bring the world into the classroom by

allowing students to interact with other students in their community, state, nation and world.

Information technologies have the potential for being a constant and convenient electronic

connector that can join the lives and minds of students, teachers, employers and parents

(Center for Applied Research in Educational Technology, 2005). Not only will the students and

teachers of the 21st century need to have technological skills to navigate through the school

system but also for the global economy. In this age of information both groups need to acquire

the skills to collaborate and participate to meet the real world needs facing us as a global nation

of interconnected economies. For example the technological tools allow students to

inexpensively and instantly reach around the world, learning directly about other cultures

(Center for Applied Research in Educational Technology, 2005). By choosing this technological

medium up-to-date real time news and events can be acquired instantly. A grand example of

homegrown ingenuity is you tube and it has many different venues- entertainment, learning,

how to segments and even commercialization of products. You tube can be seen by anyone

with a computer and a modem.

Conclusions

Today the rapid advances in technology are reshaping our society, social institutions and

schools. Modern technologies have vastly increased our capacity to know and do things and to

communicate and collaborate with others. They allow us to transmit information quickly and

widely, linking distant places and diverse areas of endeavor in productive new ways. These


advances allow us to form and sustain communities for work, play and learning in ways

unimaginable just a decade ago. The students of today have a wide range of new technology

open and available to them. This information changes the relationship between people and

knowledge.

As you can see when technology is applied to learner’s lives a positive outcome arises. By

adapting technology for education teachers, students and parents alike will see positive

improvements in many different categories such as:

academic performance
motivation
critical thinking skills
Literacy
attitudes
real life work skills

The No Child Left Behind Act of 2001 is a federal law to improve education for all children. It

also holds schools responsible for results, gives parents greater choices, and promotes teaching

methods that work. In accordance with that law technology will enhance education in all areas.

The technology that we use in our everyday curriculum, whether it is computers, iphones,

webcasting or any other type of mobile technology, will only lead to enhancing our educational

system in the 21st century.

Recommendations

As schools in the state and local areas become more and more technology focused in the

education of their students, a clear and concise plan of what software is to be used needs to be

in place to monitor what types of assessments they are using as well as content standards.

Technology will enhance and stimulate learning, but studies indicate more research is needed.


Only one metric; ESPRI, currently exists to measure student success with online education

(Blomeyer, 2005). This appears to be promising but more research based practices need to be

in place to effectively show a positive correlation. In addition to basic learning research, there is

a strong consensus that Level II and III research has not kept pace, and that is where the most

immediate need for research is to be found (Fouts, 2000). For example, critical thinking skills

are improved by online learning but yet very difficult to quantify in an assessment.

As technology changes and shifts to meet the demands of education so does the software.

According to Fouts, some very interesting questions are raised on how to implement and be

successful in using dynamic new software technologies in education (Fouts, 2000):

Does the software meet the demands of specific groups of students such as at-risk or
appropriate age groups?
Does the technology enhanced instruction provide the types of learning measured by
the NAEP and TIMSS assessments?
Does the technology enhanced instruction effect student performance on the NAEP and
TIMSS assessments?

Finally, teachers need to be trained in a more organized fashion. What exactly would be

the most effective means to train the teachers of tomorrow? For our students to be successful

we as educators need to be successfully trained in technology and its uses such as software

applications, how to facilitate technology into the curriculum and so on. By cultivating extensive

teacher development and through administrative support and funding, technology will be even

more successful in the classroom which translates into more effective learning from the

students.


References

Associates, L. P. (2005). Critical Issue: Using Technology to Improve Student Achievement. Retrieved 04

21, 2009, from NCREL: http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te800.htm

Blomeyer, R. L. (2005). A Synthesis Of New Research on K-12 Online Learning. Naperville, IL.

Center for Applied Research in Educational Technology. (2005). Retrieved April 4, 2009, from CARET:

http://caret.iste.org/index.cfm?fuseaction=topics

Culp, Katie M., Honey, Margaret, Mandinach, Ellen. (2003). A Retrospective on Twenty Years of

Education Technology Policy. Washington DC: American Institute for Research.

Education, U. S. (2004). Toward a New Golden Age In American EducationHow the Internet, the Law and

Today's Students are Revolutionizing Expectations. Washington D. C.: U. S. Department of Education,

Office of Educational Technology.

English, A. (2008). The E-Learning Council . Retrieved 04 19, 2009, from The E-Learning Council:

http://www.elearningcouncil.com/content/us-census-bureau-estimates-level-disability

Fouts, J. (2000). Research on Computers and Education: Past, Present and Future. Seattle, WA.

INTIME. (2001). Integrating New Technologies Into the Methods of Education. Retrieved 05 06, 2009,

from INTIME: http://www.intime.uni.edu/model/center_of_learning_files/definition.html

Keengwe, J. O. (2008). The Use of Computer Tools to Support Meaningful Learning. AACE, 16(1) , 77-92.


Stratham, D. S. (1996). Computers in the Classroom: The Impact of Technology on Student Learning.

Boise ID: Army Research Institute.

Wikibooks. (2008, 05 08). Retrieved 04 18, 2009, from Instructional Technology/Utilizing Technology for

Meaningful Learning:

http://en.wikibooks.org/wiki/Instructional_Technology/Utilizing_Technology_for_Meaningful_Learning#

What_is_meaningful_learning.3F


1) Introduction- Overview of components of paper

2) Body
i) Positive effects on academic performance
(a) Students

(b) Teachers

ii) Positive effects on meaningful learning
(a) Students

(b) Teachers

iii) Positive effects on learning disabilities
(a) Students

(b) Teachers

iv) Applications of Technology
(a) Students

(b) Teachers

2) Conclusion- review contents of paper

Importance of technology in education

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