Impact of modern technology in education

2018 ◽  
Vol 3 (S1) ◽  
pp. 33 ◽  
Author(s):  
R. Raja ◽  
P. C. Nagasubramani
Keyword(s):  
Teaching And Learning ◽  
Modern Technology ◽  
Technology In Education ◽  
Use Of Technology ◽  
The Gift ◽  
Computers In Education ◽  
Manual Tasks ◽  
Technology In Schools ◽  
The Way

Technology is a gift of God. After the gift of life it is perhaps the greatest of God's gifts. It is the mother of civilizations, of arts and of sciences. Technology has certainly changed the way we live. It has impacted different facets of life and redefined living. Undoubtedly, technology plays an important role in every sphere of life. Several manual tasks can be automated, thanks to technology. Also, many complex and critical processes can be carried out with ease and greater efficiency with the help of modern technology. Thanks to the application of technology, living has changed and it has changed for better. Technology has revolutionized the field of education. The importance of technology in schools cannot be ignored. In fact, with the onset of computers in education, it has become easier for teachers to impart knowledge and for students to acquire it. The use of technology has made the process of teaching and learning all the more enjoyable.

The Use of Technology in Urban Populations

2011 ◽  
pp. 925-935
Author(s):  
Terry T. Kidd
Keyword(s):  
Teaching And Learning ◽  
Internet Access ◽  
Technology In Education ◽  
American Education ◽  
New Era ◽  
Use Of Technology ◽  
Urban Learners ◽  
Technology In Schools ◽  
Nature Of Teaching ◽  
Over Time

The introduction of microcomputers into classrooms during the 1980s was heralded by many as the dawn of a new era in American education. Proponents argued that technology had the potential to fundamentally transform the nature of teaching and learning (Papert, 1980; U.S. Congress, Office of Technology Assessment, 1988). However, over time, it has become apparent that it is far easier to acquire hardware, software, and Internet access (Becker, 1991; Dividing lines, 2001) than it is to capture the potential of technology in significantly meaningful outcomes (Cuban, 2001). Likewise, educators concerned about the chronic underachievement of urban learners often fall prey to the allure of technology as a tool for reversing the historical influences of poverty, discrimination, inequity, chronic underachievement, and lack of opportunity. However, 25 years after the introduction of the computer into the classroom, many of the expectations associated with technology in education remain unrealized. In this article, we discuss new technological horizons for urban learners, and highlight issues relating to the socioeconomic trends of technology in schools. In addition, we provide specific examples of technology interventions that can be implemented to engage urban students in meaningful learning activities.

Teaching or Technology

2011 ◽  
pp. 264-283
Author(s):  
Geoffrey C. Mitchell ◽  
Beverly G. Hope
Keyword(s):  
Teaching And Learning ◽  
Technology In Education ◽  
Flexible Learning ◽  
Web Based ◽  
Web Technologies ◽  
Use Of Technology ◽  
Traditional Approaches ◽  
Poor Teaching ◽  
Web Based Education ◽  
The Web

Fuelled by the increasing connectivity afforded by the Internet and the flexibility offered by Web technologies, the use of technology in education has become increasingly common. However, despite claims that the Web will revolutionise education, many attempts at Web-based education simply reinforce current ‘poor’ teaching practices or present more of the same disguised in updated packaging. We argue that this occurs because of differing pedagogical assumptions and a limited understanding of how flexible learning differs from traditional approaches. In particular, we argue that flexible learning demands an increased focus on constructivism and the sociological aspects of teaching and learning. This chapter presents two frameworks that situate our approach to flexible learning with respect to more traditional offerings and discusses the implications for educational technology design.

scholarly journals THE USE OF DIGITAL TECHNOLOGY IN ESP: CURRENT PRACTICES AND SUGGESTIONS FOR ESP TEACHER EDUCATION

2020 ◽  
pp. 017
Author(s):  
Elis Kakoulli Constantinou ◽  
Salomi Papadima-Sophocleous
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Language Education ◽  
Use Of Technology ◽  
Information And Communication ◽  
Ict Tools ◽  
The Republic ◽  
Republic Of Cyprus ◽  
The Way

Developments in Information and Communication Technology (ICT) have transformed the way people communicate, interact and also the way they learn. ICT tools are widely used in language teaching and learning, and the benefits have been repeatedly expressed in literature. ESP is yet another area of language education that has been affected by these developments. Despite the fact that there are ESP practitioners who utilise technologies in their teaching, more research is needed in order to identify how widely technology tools are used in ESP, so that action is taken to empower practitioners and provide them with the help they need in order to integrate technology in their practices.  This paper reports on the findings of a study conducted among 67 ESP practitioners from Tertiary Education in Greece and the Republic of Cyprus, the data of which were obtained through the use of an electronic questionnaire. The paper aims at examining the profiles of ESP practitioners in Greece and the Republic of Cyprus describing their use of technology (hardware and software) for the preparation and delivery of their courses. Furthermore, it outlines ESP practitioners’ views on the inclusion of a component on the use of technology in ESP teacher education. The paper concludes with suggestions regarding opportunities for professional development on issues related to the integration of ICT tools in ESP teaching and learning.

scholarly journals Mathematics Instruction for Students With Disabilities: Applied Examples Using Virtual Manipulatives

2021 ◽  
Author(s):  
Mikyung Shin ◽  
Michelle Simmons ◽  
Audrey Meador ◽  
Francis Goode ◽  
Alexa Deal ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Teaching And Learning ◽  
Virtual Manipulatives ◽  
Technology In Education ◽  
Blended Instruction ◽  
21St Century Classroom ◽  
Use Of Technology ◽  
Teaching And Learning Mathematics ◽  
Learning Mathematics ◽  
Types Of Instruction

Technology has changed the practices related to teaching and learning mathematics in schools. The demand for learning mathematics in virtual environments is imminent and increasing in the 21st century classroom. There has been widespread expansion of the use of technology in education. The following article reviews three types of instruction—synchronous, asynchronous, and blended instruction—and provides applied examples regarding the use of virtual manipulatives in teaching mathematics to students with disabilities in the virtual environment.

Preparing Teachers to Teach Online

2011 ◽  
pp. 8-17
Author(s):  
Gregory C. Sales
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Specific Information ◽  
Technology In Education ◽  
Online Teachers ◽  
Use Of Technology ◽  
Need Support ◽  
Layered Approach ◽  
Online Teacher ◽  
Firsthand Experience

The vast majority of today’s teachers were never taught using computers. They have no firsthand experience using computers for teaching and learning and they may even believe computers are a threat to their jobs. Helping these teachers to become effective online teachers requires a systematic multi-layered approach to professional development. First, teachers have to be convinced of their institution’s commitment to online instruction. Then, they need support and guidance as they move through various levels of understanding and concern about what online learning is and its role and value in education. Finally, teachers need to develop competencies that will enable them to be successful online teachers. This chapter presents a brief background on the use of technology in education, research on approaches to professional development, and specific information on the competencies required to be an effective online teacher.

Preparing Teachers to Teach Online

2011 ◽  
pp. 1665-1672
Author(s):  
Gregory C. Sales
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Specific Information ◽  
Technology In Education ◽  
Online Teachers ◽  
Use Of Technology ◽  
Need Support ◽  
Layered Approach ◽  
Online Teacher ◽  
Firsthand Experience

The vast majority of today’s teachers were never taught using computers. They have no firsthand experience using computers for teaching and learning and they may even believe computers are a threat to their jobs. Helping these teachers to become effective online teachers requires a systematic multi-layered approach to professional development. First, teachers have to be convinced of their institution’s commitment to online instruction. Then, they need support and guidance as they move through various levels of understanding and concern about what online learning is and its role and value in education. Finally, teachers need to develop competencies that will enable them to be successful online teachers. This chapter presents a brief background on the use of technology in education, research on approaches to professional development, and specific information on the competencies required to be an effective online teacher.

Developing Pedagogical Skills for Teachers

2017 ◽  
pp. 128-144
Author(s):  
Bonface Ngari Ireri ◽  
Elijah I. Omwenga ◽  
Robert Oboko ◽  
Ruth Wario
Keyword(s):  
Significant Relationship ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Learning Activities ◽  
Learner Centered ◽  
Use Of Technology ◽  
Pedagogical Skills ◽  
Student Ability ◽  
Rate Of Response ◽  
The Way

Since technology alone without the instructor or teacher cannot deliver learning to learners, the presence of the teacher or instructor is very important. For any meaningful teaching and learning to take place in a class, the teacher must gain learner's attention. Teachers who use learner centered approaches have a strong trust in students, they believe that students want to learn, have great faith in student ability and offer students ownership of class activities. They are able to manage their classroom. This chapter looks at the way attention can be measured and used as a tool to inform teachers in order to enable them manage the classroom and learning activities. There is a significant relationship between rate of response as a measure of attention and use of technology meant for teaching and learning. Teaching and learning technologies draw learners' attention, motivating them and arousing their curiosity to be engaged in learning.

scholarly journals TAHAP PENGETAHUAN GURU BAHASA ARAB DALAM MELAKSANAKAN KELAS BERBALIK [THE LEVEL OF KNOWLEDGE ARABIC LANGUAGE TEACHERS IN IMPLEMENTING FLIPPED CLASSROOM]

2020 ◽  
pp. 50-67
Author(s):  
Asma Hilmi ◽  
Zarima Mohd Zakaria ◽  
Ai Fatimah Nur Fuad
Keyword(s):  
Learning Process ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Arabic Language ◽  
Language Teachers ◽  
Technology In Education ◽  
Student Centered ◽  
Use Of Technology ◽  
Level Of Knowledge ◽  
Positive Effect

The use of technology in education is very common nowadays, and it is strongly encouraged as it provides effectiveness of the teaching and learning process especially through the 'Flipped Classroom' method. The form of this method focuses on the uses of technology and student-centered. Previous studies have shown that the Flipped classroom method has a positive effect on increasing students' interest in learning. However, recent studies show that most Arabic language teachers still use traditional methods in their teaching, making the learning environment passive and tedious. Therefore, this article aims to discuss the knowledge that Arabic teachers need to master in implementing the Flipped Classroom in order to make the teaching process more effective and engaging students.

Use of Augmented Reality in Mobile Devices for Educational Purposes

2018 ◽  
pp. 254-276 ◽  
Author(s):  
Bülent Gürsel Emiroğlu ◽  
Adile Aşkım Kurt
Keyword(s):  
Augmented Reality ◽  
Learning Styles ◽  
Mobile Devices ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Technology In Education ◽  
Mobile Platforms ◽  
Use Of Technology ◽  
Information And Communication

Use of technology in education has been widespread in the last decade, thanks to developments and improvements in information and communication technologies, especially in mobile devices. Among the fields in which mobile devices play important roles, education is one of the leading ones. Mobile devices help teachers and learners access educational resources when needed. To increase the reality of virtual learning environments on mobile devices, Augmented Reality (AR) technologies were introduced for mobile platforms, and the term Mobile Augmented Reality (MAR) arose. MAR opens a new door for educators and trainers to experience new methods of teaching for mobile learners. In this chapter, educational use of AR on mobile devices will be explained. Throughout the content of the chapter, readers will be informed about how AR applications changed people's teaching and learning styles.

Ever Green Generation at the Dawn of the 21st Century

2019 ◽  
pp. 218-227
Author(s):  
Joshua Michael Kuboja
Keyword(s):  
Learning Outcomes ◽  
21St Century ◽  
Subject Matter ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Curriculum Implementation ◽  
Curriculum Evaluation ◽  
Technology In Education ◽  
Use Of Technology ◽  
The Subject

Technology in education is somehow misconceived by many scholars who think that it replaces conventional knowledge and its transmission. From the onset of this chapter, the author admits that technology has a lot to offer and improve teaching and learning transaction in terms of curriculum design, curriculum implementation, and curriculum evaluation in all stages. It also sets a pace as an aid to learning especially during this era of technological savviness. To answer the question whether technology is a deciding factor on learning outcomes remains a work of further research and more so educational dialogue forums on the subject matter. However, this study has underscored the significance and usability of technology to learning and that without which learning outcomes become rather wanting. It is further argued that teachers who are half baked in the use of technology can bring more harm to education than good. To be precise, technology in education requires a “handle with care” machine. Teachers must be able to use the “machines” and not to be used by them.

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