Technologies for education: Potentials, parameters and prospects

Communications and Networking in Education, 2000

This paper addresses the relationship between societal needs and ICT. In particular it identifies how society now has different goals and needs because of the new technologies. These include a recognition of the change in mathematics and the language of reason; thus discrete processes, such as approximation, will be more important than arithmetic. And yet change can be threatening for teachers, even those who are innovative. It will be important that the best of new technologies are harnessed for Information Processing by learners. But also new curriculum projects such as building an address book, should be devised for learning about information and information handling. A model for change is proposed based on cooperation , which builds on willing teachers, who are paired with a technology teacher for certain lessons. Help from the Internet and links with traditional educational ideas, such as the role ofthe teacher, should lay the foundation for open-ended change.

Modern technology plays an important role in the life of a young language learner and therefore it should be regularly used in the process of language teaching. There are many arguments in favour of using technology and there are some arguments that do not support it. This paper aims to present some basic arguments on both, using and not using technology in the classroom. Unfortunately, most of language teachers in Bosnia and Herzegovina do not have anything more than an old CD player that could be considered as teaching technology. In some situations they have very good equipment but they are not very enthusiastic to use it. If we have teachers who are well-equipped and willing to use their equipment, there is usually lack of good software or proper sources to follow the lessons which are to be taught. The main stress of this paper is on the fact that good teaching depends on teachers, not on technology they use. To support this statement the paper gives examples which are to prove that most of the teaching activities can be successfully performed either using modern technology or basic materials such as textbooks, paper, board and chalk combined with teacher's creativity. The activities cover multiple language skills so we can see what we can do with or without technology when we teach (or revise) vocabulary, when practising reading, pronunciation, speaking or writing. Technology helps but does not do a teacher's job " There can be infinite uses of the computer and of new age technology, but if teachers themselves are not able to bring it into the classroom and make it work, then it fails. " (Nancy Kassebaum) " New technology is common, new thinking is rare. " (Sir Peter Blake) The use of technology in contemporary classroom mostly depends on two conditions: 1. Technical equipment of the classroom 2. Teachers' willingness to use it. This paper aims to show that the second condition is of much more importance for quality teaching process.

Contemporary Educational Technology, 2010

Journal of emerging technologies and innovative research, 2018

INTRODUCTIONWe all know that some teachers teach better by utilising new methods and techniques. Some other teachers teach with some age old methods without looking back whether their teaching is effective. Over the years, teachers and researchers have developed and used many techniques, methods and equipments to make the process of learning effective. This process of developing and using scientific methods, media and techniques for raising the effectiveness of teaching and learning is essential for educational technology.

It is generally agreed that education is an inseparable component of solutions to many contemporary problems such as the population explosion and the climate crisis. In the transition towards economies increasingly based on knowledge creation and dissemination, educational institutions are urged to change, pressed by a sense of competitive urgency and the fear of being left behind emerging knowledge-based economies. The term pedagogy – the art or science of being a teacher – refers nowadays not only to strategies and styles of instruction, but also to the facilitation and management of sustainable transformations, whether individual, social, structural or institutional. The paper seeks to provide some modest and certainly partial answers to questions about the educational challenges that can be solved with technology. Technologies are not magic wands, but they can contribute to the dissemination, scaling up, 'thingification' and acceleration of human intentions, using flexible modes of delivery, smart integration strategies, and effective policies allowing increased access to quality education. We show that the nature and quality of learning will depend on the epistemological orientations, and structure of the usage of technology.

The broad logic of the deployment of technologies to support or aid classroom practices at every level goes a long way back and has persisted to this day. Attention is given to the learning of students. This framing is supported by a long tradition of research which has broadly investigated questions characterised by “how”, that is how best to use a particular technology to support the learning of particular content.

Teaching is changing and, in many ways, is becoming a more difficult job because of the increasingly numerous expectations that were never part of what to expect from schooling. Among such expectations come high-level skills such as how to access, evaluate, analyze, and synthesize vast quantities of information as we are living in an age of information explosion whereby the amount of knowledge produced during one year is seemingly huge. Evidence indicates that when used effectively, "technology applications can support higher-order thinking by engaging students in authentic, complex tasks within collaborative learning contexts" (Means et al., 1993). Instead of focusing on isolated, skills-based uses of technology, schools should promote the use of various technologies for sophisticated problem-solving and information-retrieving purposes . In addition, technology has become accessible almost to every student outside the school; from mobiles to PCs and laptops, etc... This puts technology at the heart of any educational reform not only because it is available to students both inside and outside the school, but also because it is familiar and liked by them. The purpose of this paper is to (a) highlight the role of technology in shaping future schools, (b) analyze student gains from the use of technology in schools, and (c) suggest means for linking student learning in and out of the school by the use of technology.

British Journal of Educational Technology, 1973

The frequently severe nature of the problems of education in the developing nations has been characterized as a 'world education crisis' and has been the topic of considerable analysis and discussi0n.l Education is faced with severe problems primarily because it has failed to change as rapidly as other sectors of the general societal system. The major problems faced by education include, (a) the necessity for rapid expansion of its efforts because of the rapidly growing number of students who want or need education, particularly in the developing nations, (b) the changing nature of the output requirements of education as a result of the changes from agrarian to industrial societies, the increase in the technological nature of industry and communication, and the urbanization which has accompanied these changes. Further, education has internal fI aws which have been exacerbated by the external pressures. These flaws include, (a) its high labour intensivity with a low level of specialization of functions, (b) the frequently unclear intentions, goals and objectives of education, (c) the indeterminancy of the contributions to the output provided by the various components such as teachers, materials, structure and evaluation, and, (d) the unclear processes for operating and evaluating education.

International Journal of Case Studies in Business, IT and Education (IJCSBE), 2021

Purpose: In the globally competitive 21st century, one has to be technically literate, able to use technology with much ease. Technology has revolutionized the field of education while automating manual tasks. With the implementation of computers, the task of the teachers is made easier not only in the process of imparting knowledge, but also in the grading and assessment process. As education is a process of social development, there is always a platform to bring about change through educational reforms like curriculum pedagogy, online or digital education, compulsory and high-quality education along with organizing learning programme for teachers that are considered essential and are prioritized with the support of the government. And without doubts its implementation leads to greater effectiveness and efficiency. Technology is an elixir that connects parents and guardians with educational institutions. In this process, innovative pedagogy is implemented with the redesigning of the classrooms. This paper aims to explore the discrepancies causing hurdles in the effective imparting of knowledge through online instruction. The implication of the research conducted focuses on identifying and labelling positive and negative factors, that is not a prominent part of the mainstream mechanism of education but have a draconian impact on it. Design/Methodology/Approach: The researcher conducted a survey with a designed questionnaire seeking feedback from teachers about their online mode experience during the COVID 19 pandemic. Findings/Result: Teachers lack the necessary training and tools to effectively deliver lectures. Social backgrounds, home environment, mental wellbeing, inaccessibility with regard to materials and methodologies also poses a problem. Originality/Value: Based on the survey conducted it is argued that there is a need of a hand-holding mentor facilitating self-motivation in students. Students lack time management skills, ability to use their potentials, think on their own, develop personal and interpersonal skills to solve difficult, challenging problems and collude effectively. Paper Type: It’s empirical research.

Nesta Report, 2019

Education is our most powerful tool to improve and shape the lives of young people, but our school systems around the world face huge problems. These problems vary from country to country - from vastly unequal access or crises in teacher recruitment, to the growing costs of modernisation or stalling social mobility - and should leave us with some concern about the future. With our concern should come a degree of optimism. While the challenges our school systems face are big, technology - designed, used and implemented effectively - is providing an increasingly sophisticated set of tools to help us address them. We can find inspiring examples of the benefits for teachers and learners, often with dramatic improvements across a range of measures from attainment or attendance, to parental engagement or teacher workload. However, examples of technology achieving impact at scale and impacting on school systems as a whole (beyond the particular context of a small number of schools) are rarer than we might think. And while we can find extraordinarily clever pieces of software and hardware, often EdTech is too far-removed from the immediate concerns and context of teachers and learners in the classroom. There remains a marked gap between the excitement surrounding a technology-enabled school-system of the future and the reality of technology in most classrooms today. This report examines nine examples - three in Italy, three in the rest of Europe, and three in the rest of the world - of inspiring practice where technology is impacting on large numbers of teachers and learners. Drawing lessons from shared problems and successful approaches from across these examples, this report provides recommendations for making the most of technology in school systems. These recommendations are grouped in three sections. The first relates to scale. How can we ensure that the benefits of investment in technology are felt more widely, and that the exciting practice seen in exceptional schools can be felt elsewhere? The second relates to schools. How can we gain buy-in from schools to wider programmes of change? And how can school leaders support their school community to make the most of change in their school? The third relates to philanthropic foundations. Foundations emerge from many of our case studies as playing a vital role in supporting innovation and brokering complex relationships within our school systems. We explore how foundations can use their resources and status outside government to support innovation and EdTech.

2015

How is new technology to be used in the classroom in order to optimise performance and learning? Research on this topic has been carried out in separate disciplines, but knowledge and results do not circulate easily between groups. More theoretical and methodological exchange about the use of new technology for educational purposes, is needed. The objective of the advanced study group is to gather scholars from different disciplines, organizing a seminar series where they will present their research on the use of new technology from perspectives ranging from psychological, educational, sociological to technological perspectives, including perspectives of cognitive science and library and information science. Another goal is to invite international scholars and to organize a workshop on research and visions concerning the classroom of the future.

2021

This theoretical paper elucidates the nature of educational technology and, in the process, sheds light on a number of phenomena in educational systems, from the no-significant-difference phenomenon to the singular lack of replication in studies of educational technologies. Its central thesis is that we are not just users of technologies but coparticipants in them. Our participant roles may range from pressing power switches to designing digital learning systems to performing calculations in our heads. Some technologies may demand our participation only to enact fixed, predesigned orchestrations correctly. Other technologies leave gaps that we can or must fill with novel orchestrations, which we may perform more or less well. Most are a mix of the two, and the mix varies according to context, participant, and use. This participative orchestration is highly distributed: in educational systems, coparticipants include the learner, the teacher, and many others, from textbook authors to ...

Perspectives on Medical Education, 2014

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IJRASET, 2021

Technology gives moment-to-moment openness to data, which is the reason its quality in the classroom is so fundamental. Advanced cells, PCs, and tablets are now a ubiquitous component of daily existence for understudies and educators the same. It's just normal that the utilization of innovative gadgets in the class are investigated to make significant learning encounters for understudies, everything being equal. Nowadays, it is almost hard to find a classroom that doesn't have no less than one PC in it. Fortunately, research recommends adding innovation to a classroom can positively affect instructing and learning. Using various sorts of innovation in the classroom, including a virtual study hall, makes students who are effectively drawn in with learning targets. The implementation of innovation likewise makes pathways for separate guidance to meet the exceptional necessities of understudies as individual students inside a more extensive classroom environment. In current time, smart classes is a new innovation development that is quick turning into a basic for each institute in the world. It is an in-the-study hall innovation arrangement that has changed instructing and getting the hang of, connecting with a huge number of schools and schools.