Technology and Education

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Technology and Education

The advent of technology has been accompanied by a number of revolutions which cover all sectors of life such as health, manufacturing, and service industry. One of the affected areas in these categories is the education sector. There are a number of technologies that have been introduced in the education sector which include flipped classrooms, Chromebooks, and paper tab among many others. The young generation which is the newest generation also known as the k-12 has shown tremendous and active uptake when it comes to technology use in education and various aspects of life.

According to Green and Hannon (2007), the youthful generation has made technology a normal part of their lives. For instance, many students all over the world are utilizing new media technologies to come up with new things, new ways of communicating with people and this have led to the development of weird kind of thinking and operation among the students. However, the use of technology especially in education comes with a number of shortcomings.

The shortcomings greatly violate the characteristics that make a meaningful learning. For instance, the use of technology such as flipped classroom comes with one of the greatest disadvantages of using technology in education which is lack of interaction among the students (Koehler et al, 2009). For good education, the teachers should create an environment that incorporates collaborative learning within the classroom which then prepares the students to work and interaction which is the reality in the job market. The use of technology, therefore, denies the students the ability to work and interact with a group in order to share ideas and help each other in solving problems they face during their learning process.

Suppose in a class of fifty students, I would like to introduce the topic on HIV&AIDS and i.e. what is it and how does one contact. The students need to get a clear understanding of the issue at hand and even do some discussions on the topic. The fifty students are quite a big number hence the use of technology to reach the students will be a more effective way. The technology to be chosen has to be the one that allows my students to easily get and understand the topic that I will introduce. The main goal of the scenario is to get the students get an understanding of the topic of HIV and aids which is one of the most dangerous diseases in the world today.

The three technologies that are most appropriate for the educational setting and the scenario that had been previously introduced are the Chromebooks, video conferencing and the snag it. Chromebooks are almost the same as an iPad where students can download, read and store their class notes. When compared with the iPad the Chromebooks are preferable as they are cheaper, have One-button-push easy setup and have easy to control settings which make it more attractive. On the other hand, SnagIt is a screen that captures video software programs which makes it easy for online instructors to conduct online tutorials. The app can also be used by a teacher to correct a paper or demonstrate a math problem.

Lastly, video conferencing is a technology that creates a visual connection between people located in different places using high video and audio quality (Groff et al, 2008). In this case, this will apply if my students are located at different places. The main reason why these technologies can apply is their ease of use which will not cost students time and more effort due to complications.

References

Green, H, and Hannon, C, (2007), Their Space: Education for a digital generation. Retrieved from: http://www.demos.co.uk/files/Their%20space%20-%20web.pdf

Groff, J., & Haas, J. (2008). Groff, J., & Haas, J. (2008). Web 2.0: Today’s technology, tomorrow’s learning. Learning & Leading with Technology, September/October 2008

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from www.citejournal.org/vol9/iss1/general/article1.cfm