Post on 20-Sep-2020
Technology Enhancements in Education
Technology Empowering Learners
Laurie S. Nash
Purdue University
October 11, 2015
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Abstract
Technology shifts across generations create pathways, for learners to absorb information quickly
and efficiently. Technology (Smart phones, apps, Interactive Whiteboards, tablets, projectors,
iPads, and web-based dashboard interface sites) has secured itself a permanent part of daily
living. It is constantly evolving to better lives. Consider primary, secondary, and post-secondary
schools as well as corporate training classes while asking who is teaching the skills that are
obtained in life. No matter the age of the learner, examples of behaviors demonstrated are
powerful motivators. Humans observe behaviors from all living creatures without consciously
knowing they are evaluating the actions. Society has an obligation of accountability for what
tomorrow’s leaders do with the information learned today. For the purpose of this paper, the term
Millennial will be used to refer to tomorrow’s leaders and today’s learners. It is the purpose of
this paper to consider the dependency of the current generation’s acceptance of more technology
and less human interactions.
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Technology Empowering Learners
Children depend on parental involvement in order to establish expectations and goals.
Educationally speaking, parental involvement sets the child’s compass on self-worth, based upon
the level of reinforcement the child receives in the home. Those children with parents that offer
little to no regard for their child’s achievements may slowly lose enthusiasm for the pursuit of
their own excellence. In contrast, parents that regularly engage within school achievements are
more likely to encourage and inspire future accomplishments. Schools covet a partnership with
parents. An institution is more likely to achieve positive results when they are receiving ample
feedback, support, and assistance from the child’s home. Many technologies assist in the
development of the partnership between the home and school. Technologies include schools
offering web-based dashboard interface sites, which allow students and parents continuous
connection to the classroom.
Many schools have begun to recognize the various needs of each student in their care.
The presence of technology in the classrooms has increased to include such devices as
Interactive Whiteboards, tablets, projectors, and iPads. Whiteboards are a visual and interactive
method created to increase the involvement and commitment of children while learning. While
video games often have a bad reputation, they are beginning to gain acceptance in the
educational realm.
The next generation of world leaders has been born into the era of the Internet,
multimedia, and a world that provides immediate results and information. Many names are
associated with the generation of people born between 1980 and 2000, Sanders & Morrison
(2007) label them to be The Net Based Generation while Technology Quarterly defines them as,
“the Net Generation, Millennials, Generation Y or Digital Natives” (Technology Quarterly, 2010,
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p. 1). This generation has come to expect ready and ample access to technology. Technology
Quarterly further describes these individuals as “Growing up with the Internet, it is argued, has
transformed their approach to education, work, and politics” (Technology Quarterly, 2010, p. 1).
Technology intertwines within numerous aspects of the Millennials daily lives; including, but not
limited to, its use in learning, socializing, purchasing of goods, and immediate results of their
efforts. Millennials are dependent on technology to express their views, beliefs, and political
standpoints. This generation shares expression and beliefs by posting to social media sites, rather
than taking actual stances in political protests or writing to political figures (Technology
Quarterly, 2010).
Technology encourages students to continue the domineering demand society puts on
education. Modern expectations for professional employment require the continuous engagement
in learning activities, in order to stay abreast of advancements and new technologies. Innovative
tools and concepts are evolving daily to facilitate in the training of individuals for a more
comprehensive and effective education (Branch & Merrill, 2012). Scholastic technologies are
offering specific advantages to learning at all ages. The use of Interactive Whiteboards, tablets,
projectors, and iPads can be functional in every subject including sports education (Sinelnikov,
2012) and foreign languages (Quillen, 2012). Another benefit technology helps learners facilitate
is changing methodology for similar concepts taught to previous generations. A specific concept
contrariwise taught to subtractions is Common Core Math. (See Figure One) Common Core
presented before the National Council for Teachers of Mathematics (NCTM) in 2010. (Main,
2012) The inverse steps required have created the need for mobile apps, blogs, and other
resources to teach the older generations outside the teaching realm.
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Teachers and trainers use technology to supplement classroom limitations. Classrooms
are training arenas for present and future problem solving. When considering what the instructor
is teaching, items such as socialization, mannerisms, and soft skills/people skills are often
overlooked (Collinson, 2001). Some forms of technology allow for interactions, evaluations, and
the practice of newly developed skills; however, it removes key objectives from the traditional
classroom.
Parental InvolvementMonti & Roisman (2014) state that children, ages 0-5 years old, build their self-worth
from parental participation and encouragement provided in the early years of life. After a
consistent lack of attentive involvement from the parents, the child’s urge to strive for approval
and success diminish over time. The weakened urge extends into later years of life and may
include sports, education, and communication. Mental building blocks for future triumphs or
failures trace back to the amount of parental engagement in a child’s life. When a child is used to
receiving routine recognition at home, the child is more prone to take on new possibilities (Monti
& Roisman, 2014). Many factors are able to influence the quality of life that shapes a self-image.
According to the Children’s Partnership (2010), “research has identified specific ingredients for
student academic success, including: ensuring children have their basic needs fulfilled—such as
food, health care, and shelter; home-based parent educational support; high expectations set by
parents and other adults; and learning opportunities” (p. 2).
Interactive educational technologies are making leaps and bounds in making it easier for
parents to become involved with their children’s educations. Many institutions now offer some
form of a ‘parent portal’ or web-based dashboard interface sites. Alongside the parent’s
dashboard interface sites, many free apps for smartphones are available on specific subject
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maters in both the digital Android and iTunes market places. (Roth, 2014) Like mobile banking,
most of the reputable apps are discrete and highly secure. These apps deliver educational updates
to on the go parents, concerning their child’s academic happenings in real time on their smart
phones. Technology is constantly evolving into what it can do to make daily lives more on the
go.
Instant messaging, or online chatting, can allow parents and teachers to talk in real time
without the need for a phone call. Teachers can remain in the classroom while students
are working and communicate with parents at the same time. A teacher can also create a
chat room and invite several parents to chat together, augmenting PTA meetings, or
facilitating a new dialogue around a common interest. (The Children's Partnership, 2010,
p. 4)
This offers parents a variety of ways to communicate with instructors, be involved, and stay
informed about upcoming activities in the class, all while having a conscious eye on children’s
struggles and achievements.
A noticeable issue with institutions is the lack of parents understanding on how to use the
technology to its greatest potential. Parents are not the only individuals that can be intimidated
by new web-based dashboard interface sites. “Teachers need training in ways to use the
technology, both with students and parents” (The Children's Partnership, 2010, pp. 6-7). Many
institution have started holding informative meetings about the technology, how to fully operate
the functions, and a question/answer forum. Once users have attended these assemblies, the
schools have noticed an increase in participation from both the children and the parents. (Self &
Aguayo, 2014)
Educational Video Games
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Parents and teachers have a responsibility to prepare their children with the tools needed
to succeed. Examples include cognitive reasoning, adaptability to change, and motivation to
succeed. A reoccurring concept in the research of educational video games is the focus on
upcoming generations continued immersion within technology. Many parents hand toddlers
smart phones at grocery stores to keep the child occupied while performing the necessary
“grown-up” activities. While it is common to think handing a child an educational ‘game’ to
occupy their time is a recent development, it actually started with Apple creating a gateway into
schools in the 1980’s. Many might recall the game, Oregon Trail. In the mid 1980’s, Oregon Trail
was introduced into the school systems along with labs of computers.
Educational video games are designed to sharpen competencies according to age or grade
level. These skills include critically evaluating circumstances, preparing for new challenges,
absorbing information, and utilizing the information gathered previously whether from the
classroom or the game itself. Maguth, List, & Wunderle (2015) suggest children will be
enthusiastic and willing to spend a consistently steady amount of time learning from the playtime
and may be able to achieve the skills above. With any game, video or otherwise, there is a goal to
strive to accomplish. After playing the game, children are often shocked at abilities to employ
skills they previously could not apply. A child who is feeling accomplished, strives for continued
praise, good grades, and overall approval. (Maguth, List, & Wunderle, 2015)
Research shows that children are not the only ones to benefit from playing video games.
Basak, Book, Voss, and Kramer (2008) focus on the fact that senior citizens decrease in ability to
recall information, judge speed and distance, perceptions have slower reaction times, and have
difficulties transitioning between tasks. These attributes become more difficult with older age.
Maguth, List, Wunderle (2015), who agree with research from Basak, et al., cite a program
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which introduced a video game called “Rise of Nations” to senior citizen was shown to “…
improve memory, reasoning, and multitasking” (p. 33).
Net Based Generation
Millennials make up the Net Based Generation. The Net Based Generation is defined by
John Sanders & Catriona Morrison (2007) as “…growing up in an environment in which they are
constantly exposed to computer-based technology. Methods of learning are different for learners
born into the Net Generation from those of previous generations” (p. 85). These students expect
the classroom settings to encompass technology in numerous forms of multimedia. Millennials
absorb and retain information learn best when energetically entangled in the material. When
instructed to read material and write about objectives learned, it often triggers less than
enthusiastic participation. When given the opportunity to have a hand in the learning, the
participation increases. These learners “expect immediate responses and are achievement
orientated, preferring a clear learning outcome to their task rather than ambiguity” (Sandars &
Morrison, 2007, p. 86).
Corporate America as well as educators need to be aware of the generational
differences in learners. The educators and supervisors for these up and coming professionals
need to embrace the new tools at their disposal. “Older people are characterized as being at least
one step behind and unable to reach the kinds of natural fluency that comes with having grown
up with new digital technologies. (Jones, Ramanau, Cross, & Healing, 2010, p. 722)”
No one likes change. Hurdles for older educators exist in numbers. Millennials might
find lesson plans lacking in multimedia. Multimedia keeps the Millennials engaged.
(Hoppenfeld, 2012) Thoughts and actions that support stationary ways of thinking cause a
downward spiral in participation in classrooms. Millennials may turn to other more stimulating
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activities when disinterest in the classroom arises. Smart phones and social media, offer
personalized stimulation (Ferguson, Gutberg, Schattke, Paulin, & Jost, 2015), that can become
the learner’s sole focus during times when interest may fade into boredom. Jones, et al., state “…
we are told that this generational shift has consequences for approaches to learning because the
new generation requires rapid access and quick rewards, is impatient with linear thinking, and
displays a novel capacity for multi-tasking” (p. 722).
Technologies Available to Teachers
Educational video games, IWB, tablets, projectors, iPads, and web-based dashboard
interface sites allows teachers to be both a teacher and a student at the same time. Teaching, like
many professions, expects continued professional development. Teachers have a tremendous
responsibility when it comes to being up to date on changing technologies. States set high
expectations, requiring instructors to follow strict guidelines while performing at a rapid pace.
Development of new ideas, programs, and structures focus on bettering the classrooms every
day.
“Due to increasing demand for education and training in the information age, online
learning and teaching is becoming a necessity in our future” (Oncu & Cakir, 2011, p. 1098). A
student can join a seminar half way around the world without leaving their home, participate in a
university program and absorb new skills, then take that information and utilize it within their
education or lives. These courses also offer a unique benefit in allowing the student to learn in an
individualized manner.
Miniawi & Brenjekjy (2015) found use of word processing programs are able to
provide students with the tools needed to develop writing skills, as many allow for explanations
with their corrections. Students appeared to benefit from this nonintrusive and impartial method
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of correction. Humans by nature are, and have always been, afraid of rejection or public
embarrassment. Computers are able to present failures without judgement (Miniawi & Brenjekjy,
2015).
Interactive whiteboards (IWBs) make it possible for an instructor to have one computer
and allow an entire classroom to participate within the interactive lesson.
SMART Boards combine the functionality of a whiteboard, computer, and projector into
a single system which uses touch control to perform all mouse and keyboard functions.
The large size and touch-sensitive display allow for easy navigation and make it suitable
for group activity. In general, IWBs seem to invite collaboration through social
interaction and communication. (Martin, Shaw, & Daughenbaugh, 2014, p. 90)
SMART Boards are very popular with the younger aged learners. Preston & Mowbray
(2008) publishing stated SMART boards to be perfect for kindergartenars due to their interactive
engrossment. Kindergarteners participation and ethusiasm to operate the SMART board boost
confidence levels which ‘aid them to work independantly at a later time” (Preston & Mowbray,
2008, p. 51). Young learners are able to manipulate, write, draw, and interrelate using fingers or
pointers with lesson plans. A benefit of IWBs in the classrooms is the want they create within the
child to participate.
The SMART Board also enhances older students’ understanding of concepts. No longer
do they huddle around the teacher for instruction. Moreover, the board supports how
kinesthetic and auditory learners learn, too. Students can write, say, and demonstrate the
math. I believe the technology allows them to take risks with their learning because of
their high comfort level with technology: Even the lowest in math ability are not afraid to
make mistakes using the technology. (Mueller, 2012, p. 265)
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Teachers notice better behaviors out of the children, in hopes to get a turn or ‘privilege’ amongst
the other students in the class. Classrooms have replaced chalkboards, with IWBs to increase
learning involvement. Technology is moving into a place that instills confidence rather than
breaking it down.
Will Technology Replacing Teachers
Media reports are growing in numbers with stories related to budget cuts in schools.
Schools cannot cut the number of children, so what does this mean for their education? Ian
Quillen a writer for Education Week describes how budget cuts in the Eagle County, CO school
district within New York City lead to layoffs of three foreign-language teachers, “…affected
teachers, railed against the district for replacing face-to-face instructors with a digital option that
argued would not be as rich or as meaningful” (Quillen, 2012, p. 4). The Eagle County school
district stated this was purely a budget cut, they would prefer to keep instructors for face-to-face
teaching. Research conducted by Quillen’s (2012) found a school within New York City, which
had a different idea for teaching mathematics:
Multiple vendors could be the primary source of instruction for students. The role for
teachers then becomes to intervene when students encounter difficulty with a
computerized lesson, ideally with different teachers having different specializations in a
manner similar to a team of doctors at a hospital. (p. 5 – 6)
It is a common complaint of older generations, that the Millennials do not have people skills and
find comfort in being a loner within crowds. Do we want to remove the classroom setting from
their daily interactions? Often children’s classroom interactions shape their first look into the
‘real world,’ regularly providing contrasting morals from those learned in the home, socially
acceptable behaviors, comradery, and teamwork. The teachers within the classrooms are there as
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a compass to correct inappropriate behaviors, establish basic etiquettes, teach children to take
turns, and work within diverse teams.
Computerized curriculums are not the problem; the problem is the removal of the human
interaction from a live teacher. “Futurists quickly envisioned “virtual schools” where students
spend a great deal of time learning from their computer-as-teacher. (Collinson, 2001, p. 35)”
Technology has far more pros than cons while attempting to improve the classrooms. The
introduction of the television was the first groundbreaking step humans took to improve
education globally. Today’s classrooms have replaced the television with more interactive media
devices such as IWBs.
Vivienne Collinson (2001) declares, Children were physically and mentally inactive
while watching TV. Linguistically, they were not talking, playing with words, planning
responses, or fine-tuning their language skills. Socially, they were not practicing skills to
help them interact productively with others. (p. 39)
After the research noticed the need for more interaction, the IWBs seem to be perfect. Teachers
use IWBs within classroom as an educational aid, not to replace their primary function within the
learning process.
Kevin Lee’s 2013 publication states it best when discussing how new technology is
affecting law schools, “Nonetheless, this essay defends humanistic education” (p 3). It is the job
of the masses to ensure our society remains as humanist as possible. Allowing technology to
present material or instruct, rather than assist, the youth would be a tremendous turn in the
further withdrawal of human interaction. When technology is bestowing the information, no
humanistic skills are developed; the only objective is to absorb the information presented. It is
the roll of the human teacher to maintain a balance between the maximum learning possible and
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development of applicable skill/knowledge. The future depends on this fine line of balance
between what parents and teachers can teach with the collaboration of technology as an assistant.
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Figures
(Faulkner, 2013)