What Impact Has Technology Had on Education and Learning?
A tiny bit of technology makes little impact. It is possible to make life a bit simpler by automating chores. It may be used to spice up a class here and there, or even to interest reluctant students. This is one area where tacked-on learning technologies can assist. But what about a real at-the-marrow combination of learning model, curriculum, and educational technology?
This has a substantial impact
The first step is to assign letter grades.
You might not understand how gamification might improve the visibility of the whole learning process. Standards-based reporting, designations like “proficient,” and grading on a 1-3 scale may irritate you. It’s possible that you don’t want to pass/fail at all.
That’s OK. When it comes to technology, publishing is the name of the game. It’s a nice thing to share. Documents and procedures that are always evolving. It all comes down to iteration. Observation. Crowdsourcing is a technique for gathering information from a big online community. Authenticity is crucial.
You may still provide letter grades; if you don’t, the parents will riot and the children will be perplexed. Give them whatever grade makes them feel good. Using technology to encourage self-awareness and self-directed work revision, on the other hand, is something that a letter grade could never do.
The classroom’s arrangement
Concerns like bulletin boards, rows vs. clusters of desks, and where your workstation goes change with the total integration of learning technologies.
The wall signage, which promotes learning techniques and digital citizenship, raises more concerns. Is it important to be worried as well? WiFi connections, outlets, youngsters who need to walk about freely, and precautions to avoid generating “noise” in adjoining schools are all items to think about. Your classroom has become the world’s classroom, acting as a vessel or template rather than a singular place.
The learning center’s location
Learning happens in your classroom most of the time. They read, write, and solve problems during part of their free time. For a percentage of the time, they’re listening to you. They spend part of their time performing group work and then practicing at home–or the reverse in the case of a flipped circumstance.
Strong technology integration in learning, on the other hand, should ideally make learning mobile, with constant, asynchronous, and self-directed access to information and collaborators. In the library, down the hall, from any room in the school, from any school in the district. They reside in their communities, towns, and villages.
Yes, it looks that this is ridiculous talk. No, every classroom, every day, for every age group is unrealistic. Yes, the August timetable established by your district would be thrown into turmoil.
Isn’t it great?
The speed at which students’ progress.
As a teacher, you’re used to being in command of the content, assessment, feedback, and reporting.
For one person, the bottleneck is the control valve for the next. Technology should completely eliminate your capacity to control what you learn and when you learn it. Children may choke on too much information or fall flat on their faces as a result of complete technological integration, unaware of where to go or what to do once they arrive.
This is a fantastic place to start if you’re new to planning.
The internet’s benefit is that you can now teach anybody, anyplace. There are no limitations. Not only for teaching purposes, but also for learning purposes. It is now quite simple to educate through the internet. If you want to start teaching English to people who speak different languages online, all you need is a laptop and a microphone. And don’t forget that you’ll need TESOL certification for that.
What is being researched?
Yes, there are a plethora of academic prerequisites to fulfill. According to Grant Wiggins, the building code is a wonderful example for standards. They just give you a concept of how the structure should appear, feel, and work, but they don’t teach you how to build it.
While it may not be that straightforward for every teacher (or your school or district), technology is always evolving. The movie should be different every time you see it.
Where do the questions come from?
In most cases, you are the one who initiates the inquiry. You’re the one who investigates, prompts, front-loads, and evaluates. You may take learning snapshots and know how to scaffold questions for students at different levels and at different times. It is the obligation of the students to reply.
Technology offers an alternative choice in highly dynamic and social digital environments, where inquiry is more natural and sustained. If questions are more important than solutions, shouldn’t students learn to develop and enhance them?
Who provides feedback on learning and when do they provide it?
You’re probably the one who grades everything. This is an excessive amount of effort for you, and it deprives the student of the recognition he or she deserves. You can still be the most immediate and attentive responder to their work, offering the most professional advice, but their brightest person in the room is, as the expression goes, the room.
Input can be provided asynchronously, according to technology. Comments can be threaded in discussions. Texts and writing can be highlighted, commented, and fluid. According to the cloud, teachers and students can access the same document at the same time from the park, the classroom, or the public library.
Learning feedback should be given more frequently, with higher quality, on various platforms, and in new ways than in a typical classroom.
Correcting misbehaviors at the start and conclusion of class
“5, 4, 3, 2, 1,” says the narrator. Everyone is looking at me.
Thank you for taking the time to hear what I have to say. Thank you very much, Mackenzie. Dillon, thank you so much. Thank you for forgetting about level 1 so quickly, class. I’ve divided you into groups and prepared a set of questions for you to answer on the whiteboard. When the five-minute timer goes off, one person from each group will stand forward and describe what they learnt from your mini-discussion on these subjects.
As per our district policy and Principal Peabody’s PA announcement this morning, no mobile phones should be used at any time. No texting, tweeting, or other forms of social media will be allowed. There is no need to perform any Googling, YouTubing, or Wikipediaing for this lesson. Adaptive applications, such as Knowji or Duolingo, do not exist. There will be no asking our Beijing sister school an inquiry through Twitter. And, whatever you do, disregard the blog post you published last week as a journal response in order to prevent this problem and the ensuing threaded debate.
If we have time, we can also use the Smartboard! You have 5 minutes to complete this task. It’s time to go to work.”
Technology suggests that while you were reminding students of Principal Peabody’s eloquent speech, they could have formed groups based on the framework you developed in August and have practiced on a regular basis since then. They might have watched your YouTube video the night before, taped a follow-up conversation, and then made a quick video to promote on social the next day.
That is, without a doubt, an oversimplification.
Yes, that’s a possibility.