Since its discovery, technology has been used in a wide range of fields including hospitals and industries. However, its integration in the classroom as a form of educational process has caused specific arguments, with opponents asserting that technology encourages distraction and allows learners to access inappropriate contents such as games and pornographic materials, especially when the internet is available. Contrary to the opponents, several types of research reveal that application of technology in the classroom gives a better personalised and modified learning experience and provides learners with a range of learning skills which are imperative for the future world. According to Blake (2013), individuals in this era should not fear technology; instead they should embrace and explore it since it provides better teaching techniques which are essential for both educators and learners.
First, technology gives learners the room for personal exploration. With the source of internet, learners can access numerous and vital information. According to the study carried by Mehdipour and Zerehkafi (2013), several topics lack in the traditional program, and students can explore such information on their own by watching videos or reading articles. Blake (2013) asserts that this practice provides room for individual learning which benefits learners who are bored by the typical class routine. In the classroom, other students and teachers may view these apprentices who are jaded as unintelligent or lazy. However, some of them demonstrate their understanding when they explore different topics and allowed to read on their own. As such, technology is a tool of education that supplements or polishes typical classroom learning through personal exploration or individual learning.
Secondly, technology encourages collaboration among learners and educators. According to the study conducted by Mehdipour and Zerehkafi (2013), technology is a unique thing hence most of the students may not be well-conversant with its features and applications. It, therefore, supports collaboration where learners offer to assist their fellows. This is opposite in traditional method of education where the educator is the solution to all problems in the classroom. According to Blake (2013), teachers have experienced an increased occurrence of kids helping one another when they are using technology in their classes. Mainly, several technology-based tasks require other aspects which call for a situation where learners seek help from their peers. On the same note, when leaners are assigned in small groups, those who are not well-conversant with it get assistance from technologically advanced students. Armstrong (2014) adds that it also creates a good collaboration between learners and tutors. In a traditional setup, it is sometimes difficult to approach a teacher; however, through technology, students are connected with the teacher where they can communicate without physical interaction.
The technology incorporates different learning styles which are very important for information retention. Most teachers have been integrating new educational programs into their lesson procedures, which demonstrated increased retention and understanding (Dell, Newton & Petroff, 2016). Online programs such as Kahoot, for example, can involve students in a collaborative way that is funnier than earlier techniques. Along with detailed plans that enable learning look like a game, it gives pupils a competitive vigour that upsurges their determination to study (Armstrong, 2014). On the same note, flashcard apps are handy for learners. Instead of spending an extended time writing flashcards, pupils find earlier made flashcards and intelligently use his time learning. Similarly, online tests prep programs are also beneficial tools for learning than practice sheets prepared by the teacher. The extensive field of information on the internet assists pupils to learn speedily. For instance, a learner can get a large quantity of information for his/her research project with one internet search compared to a hard search through many books and journals in the library
Technology also allows learners to be all rounded and acquainted with more information than the one provided in class. The use of the internet will enable learners to access valuable information which is not within their curriculum but very vital in their future decision-making (Mehdipour & Zerehkafi, 2013). For example, learners who read extensively as a result of technology can make earlier life choices on what career they want and what is entailed in that profession (Aldunate & Nussbaum, 2013). Specifically, a student who wants to be an engineer should not concentrate so much on religious studies since that subject has nothing relevant to that profession. For the kid who has access to the internet, there are high chances of knowing what that job entails and what should be done to do it. In its most straightforward meaning, technology provides learners with useful information besides the ones presented in class.
Lastly, technology improves teaching and also benefits educators. With uncountable online resources, it helps improve the teaching process. Instructors can use different apps or reliable online materials to strengthen the traditional customs of learning and keep students engaged (Parkay, Stanford & Gougeon, 2010). Grading software, Virtual lesson plans, and online valuations assist teachers to save a lot of time. That saved time can be utilised to support learners who are not well-conversant with the concept. Additionally, virtual learning environments in institutes improve teamwork and knowledge allotment between teachers.
On the contrary, opponents of the use of technology in the classroom have asserted that it is a source of distraction during learning. This is perhaps number one concern of tutors who consider executing classroom technology: the worry that learners will be too busy doing other things to devote to the class lessons (Hicks, 2011). On the same note, there is the possibility of looking for different contents or involvement in other activities such as games which are not significant in the learning process. In the end, learners will lose focus and give non-issues priorities hence destroying their ability to excel in education.
In conclusion, the emergence of technology is one the significant discovery the world has seen. Technology has been used in several fields and the results according to research are positive. However, its implementation in the classroom has faced particular challenges since a section of individuals does not support. However, it is proven that it is beneficial in learning processes. In particular, technology gives learners the room for personal exploration, encourages collaboration among learners and the educator, and incorporates different learning styles which are very important for information retention. It also allows learners to be all rounded and acquainted with more information than the one provided in class and improves teaching and also benefits educators. However, it is also understood that it forms part of distraction and allows learners to access unintended information from the internet.
Aldunate, R., & Nussbaum, M. (2013). Teacher adoption of technology. Computers in Human Behavior, 29(3), 519-524.
Dell, A. G., Newton, D. A., & Petroff, J. G. (2016). Assistive technology in the classroom: Enhancing the school experiences of students with disabilities. Pearson.
Armstrong, A. (2014). Technology in the classroom: It's not a matter of'if,'but'when'and'how'. The Education Digest, 79(5), 39.
Blake, R. J. (2013). Brave new digital classroom: Technology and foreign language learning. Georgetown University Press.
Stanley, G. (2013). Language learning with technology: Ideas for integrating technology in the classroom. Cambridge University Press.
Mehdipour, Y., & Zerehkafi, H. (2013). Mobile learning for education: Benefits and challenges. International Journal of Computational Engineering Research, 3(6), 93-101.
Hicks, S. D. (2011). Technology in today's classroom: Are you a tech-savvy teacher?. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 84(5), 188-191.
Parkay, F. W., Stanford, B. H., & Gougeon, T. D. (2010). Becoming a teacher (pp. 432-462). Pearson/Merrill.
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