Technology Impact On Education Essay Example

Essay about The Impact of Technology on Education

1045 Words5 Pages

The Impact of Technology on Education

Technology has greatly affected and impacted the way things are presented and taught in the classroom. Technology has had a large impact on the materials that are used and the way we use these materials to teach in the schools. Most everything that is used in today’s classroom has been a result of technology. All materials, including textbooks and the Internet, have been invented and have had some connection to the growth of technology in the school setting.

There are many advances in technology that are now used in the classroom and have been very beneficial to the teaching process. For example, the invention of the printing press allowed textbooks to be…show more content…

Technology has allowed for, at times, both an easier and yet a more complicated way of dealing with things in the classroom.

At times it is easy for teachers to rely and depend upon technology as their aide, but as it turns out, they still end up having to first of learn the device and then be able to teach it to others. It is easy for a teacher to sit at a computer and write up a newsletter or assignment once they have learned how to use it but still, teachers have to be taught how to use this machine. In the future, the computer will become second nature to everybody but it is still a new invention for some. Along with this, comes all of the extra classes that have to be added to the schedule for learning these technologies. Computer classes have to be organized and taught in order to keep the children up to date on the latest technology. Along with the computer era comes the Age of the Internet, a new source of information and communication. Instead of going to the library to find resources, many students and teachers turn to the Internet for help. Teachers even post assignments and their goals and objectives on the public web for all to see. Teachers also have many other technologies that aid them every day with their work. Simple things like blackboards and writing utensils are also products of technology (Anderson 14, 16).

Technology has opened the

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Universities Challenged: The Impact of Digital Technology on Teaching and Learning.

Third in the series of Position Papers published by the U21 Educational Innovation Cluster.  

Executive Summary

At the present time, there is much talk about the potential of digital technologies to bring about significant changes in models of teaching and learning in universities.  Most notably, the advent of MOOCs (Massive Open Online Courses) has aroused much interest, with influential commentators suggesting that this represents a ‘killer app’ or ‘game-changer’.

Technological innovations should be understood as only one part of broader moves to ‘reimagine’ the role of universities in a fast-changing economic and cultural environment.  Examples of influential accounts of these changes are found in two recent reports:

  1. Bokor, Justin (2012).  Ernst and Young Australia. University of the Future.
  2. Barber, Michael & Donnelly, Katelyn & Rizvi, Saad (11 March 2013).  Institute for Public Policy Research. An Avalanche is Coming: Higher Education and the Revolution Ahead.

Both of these reports assume that the ‘traditional’ public university, which emerged in the aftermath of World War II, is now in terminal decline, and are concerned with ‘what comes next’.  In both accounts, technology plays a potentially disruptive role because it undermines the monopoly on knowledge and content traditionally held by universities.

Whilst digital technology is a central feature of university life, the role that it plays is contested.  For some commentators, digital technology has the potential to contribute to solving the long-term ‘cost-crisis’ faced by universities in providing teaching courses.  For others, digital technologies are transforming the everyday life of consumers, academics and students, and are ushering in new sets of relations based on sharing, collaboration and creativity.  Still others express concern about the ways in which innovations that have their origins in commercial environments, are set to undermine the slower, more deliberative processes of learning in universities.

The important point is that technological developments are unavoidably linked to broader social imaginaries: our ideas about the role of technology in education are shaped and reshaped by our ideas about what constitutes the ‘good society’.  In this case, it is incumbent on university administrators and academics to openly discuss the opportunities and costs of these developments. 

Read the full report by downloading the paper below.


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