Children and Digital Technology, Essay Example

It has been inevitable to incorporate technology into all the aspects of human life because of the advantages that it offers. One of the major driving forces of evolution is making work easier, and technology has come in handy in propelling it. When everyone and everything around is adopting technology, it is getting to a point where life without it will be impossible. Education is one of the sectors that have not been left behind as adoption of new technologies has been the trend. Technology is being implemented for both administrative and educational purposes, and this has led to many discussions regarding the influence it has on education as a whole (Raja and Nagasubramani, 2018). The aim of this paper is to discuss the concept of technology in education. It entails the definition and different perspectives of technology in education, its history, the debate on it and the impact it has on children. Lastly, there will be a proposal for an area of improvement.

Technology in Education – Definitions and Perspectives

Technology has always been used in education in three main ways. First, it has been utilised in the process of organising and managing education systems. For instance, it has been used in connecting the school information to the national system. Secondly, it has been used in assisting educators and educational systems in satisfying supplementary needs like the use of technology for communication, word processing and even supply of information. Lastly, it has been used in enhancing the process of teaching and learning (Januszewski and Molenda, 2013). The aspect of technology used in teaching and learning is widely known as educational technology that also has three aspects. First, technology can be considered a discipline for learning and teaching. Secondly and third is the technology of learning and that for teaching (Luppicini, 2005). The term technology in education has always been used to denote the third component of technology use, which is in the realisation of the process of learning and teaching.

There are two terms that are important when discussing technology in education; pedagogical technology and instructional technology. The term instructional technology refers to a branch of education that deals with both the theory and practice of designing and developing resources and processes of learning (Gil and Pym, 2006). In addition, it is associated with the utilisation, management and evaluation of the products of design and development. The main aim of instructional technologies is to improve both the efficiency and effectiveness of the learning process in the educational context without being affected by the substance to be learnt. The process requires a multidisciplinary approach that incorporates the concepts of both the behavioural and physical sciences, as well as other fields of knowledge, in developing a systematic solution to instructional problems (Seels and Richey, 2012). On the other hand, pedagogical technology is a term that implies an educational system that has been specifically normalised or an educational activity that creates change in students in a purposeful way. It is always a priority to apply the most current tools and their related technologies.

Four perspectives have been used to define educational technology historically. The first perspective views educational technology as media and audiovisual communication. It was first used in higher education as instructors proposed the use of slides and films to deliver information. This has since then spread and improved and is widely used in education. The second perspective is technology as instructional designs and systems. This perspective was first introduced by military and industrial trainers who needed to produce a high percentage of personnel quickly. It emanates from the belief that both the animate and inanimate resources can be made to be part of a system that efficiently addresses an instructional need. Therefore, this perspective equated the solving of educational problems to educational technology. The third perspective considers educational technology as being vocational training. The originators are industry trainers and vocational educators who had two main beliefs. They believed that education has an important function of preparing students for a working environment where they use technology. In addition, they had the belief that all the content needs of the curriculum could be met by vocational training. This perspective was associated with a significant shift in paradigm regarding vocational training in K-12 schools. The last perspective is educational technology like computer systems. It is a more current concept, and it gained popularity when it was seen to transform the practices of businesses and other industries (Anderson, 2010). Teachers also saw the potential of utilising computers in aiding instruction.

History and Current Initiatives

The use of technology in education has evolved, and more current intentions are being incorporated into the setting of teaching and learning. Before the onset of formal education, informal education existed, and it had the aim of preserving the cultures of people and fostering morality. Most of the information was passed through a speech by the elderly to the young to ensure continuity of knowledge. With the inception of formal education, there came a need for making the process of sharing and retaining information more effective. Consequently, with the advancements in technology, there has been a continuous integration into education in a bid to make it more efficient.

The idea of using books in the education setting came up after the establishment of the primitive printing press from which the first Bible was printed. This was in the 1400s, and the printed materials were very expensive and not accessible to everyone. The concept was introduced in the education setting with the use of hornbooks that were small wooden paddle-shaped instruments. They had a sheet of paper that could be used to display the alphabets, number and short passages such as the Lord’s prayer. The hornbooks offered a cheaper way of introducing books into the class (Mangal, 2009). With time, the price for printing books became progressively cheaper, and the printed books replaced the hornbooks.

The Lancastrian methodology of teaching came with the advantage of educating many students at a lower cost. At its inception, students only had the option of using sandboxes for practising the alphabets and numbers. The sandboxes were later replaced by slates that allowed students more ease in practising their writing skills. Before the late 1800s, the individual slates were the main tool used in the classroom, but later the blackboard was introduced. It is reported that blackboards went unused for many years until it was discovered that they could be used to facilitate the delivery of instructions to the entire group. After the blackboard, there came the magic lantern that was a predecessor to the slide machine. They were utilised in projecting images on glass plates. Before the beginning of the 20^th century, the use of slates in the classroom was replaced by a massive production of lead pencils and papers.

Films and radio were introduced into education early in the 20^th century. The industry that produces films incorporates educational films in their production, hence promoting their use in learning. Radio broadcasting was also used as 30-60 minutes programs could be broadcasted in the class. The inventions that followed, such as the overhead projectors, typewriters and television, were a modification that made the previous technologies work better. The introduction of computers in education made it possible to develop a learning system that is advanced. Computers were also adopted in numerous other sectors that made it imperative for students to be taught computer skills to be competitive in the job market. The computer later made it possible to develop learning management systems that are online tools that can be used for both communication and collaboration to enhance real-time online interaction. In addition, there is intelligent tutoring where technology has been used in developing instructional methods that can encourage long term plasticity. Lastly, the internet has transformed the education experience. It came with possibilities that made the information easy to store and share (Mangal, 2009). The internet made the world to be considered a global village because it offers instantaneous access to information and can allow visual contact without limits of distance.

Debate about Technology in Education

A debate has always surrounded the effectiveness of technology in enhancing education as a whole. If the case were to be decided in black or white, it would mean a total caseation of the use of technology in education or complete reliance on technology in teaching and learning. Those that are against the use of technology cite the negative effects that are associated with its use, while those that support it often use the advantages to make their argument. In the end, there has never been a consensus on the issue because both sides have strong points that cannot be neglected.

The first argument for the use of technology in the classroom is the general adoption of technology in all the other areas of life. Beginning from homes to working places and even the malls are full of technological advances. It makes the use of technology to be a critical skill for survival in the normal world. One of the aims of education is to make it easy to function in the normal world, thereby making the use of technology one of the modules that should be made compulsory for all students. In case the use of technology is not embraced in education, there is a likelihood of incompatibility between the environment of learning and that of application. In addition, technology has the attribute of making work easier and simplifying processes (Delgado et al., 2015). When used in education, technology maintains that attribute, and it has been shown to enhance engagement in classes and makes it easier for the tutors to execute their lessons.

There are some strong arguments that require handling to make the use of technology in education more appropriate. They include access, adequacy and equity regarding the technologies used in education (Roth, 2020). Despite being effective, it is almost impossible to give students an equal experience regarding technology. The general concept has it such that the best technology is always more available to wealthy students. This leaves most of the economically challenged students suffering. Technology is expensive, and its use always comes at a cost that some students at times cannot be able to incur. One may argue that in the absence of technology, classrooms will be the same, and the only guide will be the curriculum. Therefore, in such a case, there will be no economic difference in the education that one gains in any school setting (Roth, 2020). The difference in access that is created by the use of technology affects the general effectiveness of technology and creates inequality that is not one of the aims of education.

There are some factors that make it hard to come to a definite decision regarding the use of technology in education. Every advantage that is offered by new technology has a disadvantage that corresponds to it. Both the positive and negative effects that are associated with technology are never equally distributed. New technologies always come as a competition with the old, and it often requires a lot of time, resources and attention. Therefore, there can never be an argument that does not have an equal voice in an opposing population. This calls for a balance to be created to make the integration of technology in education more useful.

Impact of Digital Technology and Media on Children

The media and digital technology have had a great impact on children in both positive and negative ways. The first benefit is that access to social media sites offers children a chance to connect with friends and family and, at the same time, acquire technical and creative skills. Social media has also been shown to carry the capacity of improving the social skills of children who would have otherwise not had an opportunity of meeting many peers. Another advantage is that education can be enhanced by the use of different forms of media. It offers students a chance of knowing self-directed learning early, and also, they can collaborate to complete projects. Lastly, electronic games and devices can promote social interactions and encourage general well-being (Higgins, Xiao and Katsipataki, 2015). In addition, in others, they can be used to increase physical activity, promoting general health.

The use of technology in education does not fall short of its negative impacts, especially on children. One of the major concerns that are associated with social media is the issue of cyberbullying. The sharing of content online and the ability to communicate has made social media a fertile ground for bullying. Most students are humiliated on online platforms, while others are filled with threatening messages. Cyberbullying changed the conduct of bullying to a more damaging form. The damage is not accomplished by physical damage, but it is more psychological and emotional. In addition to bullying, the access to content that is offered by the internet makes it dangerous to children. Children are capable of accessing violent and nude material online, and it is not good for their mental health. Lastly, exposure to media has shown to have effects on the proper reasoning of children (Higgins, Xiao and Katsipataki, 2015). Of importance is that the view of other people online makes many children compare themselves with ideals that they cannot achieve, hence having a negative self-image that predisposes them to a maladaptive way of thinking.

Area for Improvement

Regarding the use of technology in education among children, one of the major hindrances to the implementation of regulations is the lack of collaboration between parents and teachers. The access to media, television and the internet cannot be regulated among children if there is no continuity of instruction from the school where they learn and at home where they live. First, it is important to consider that excessive exposure of children to digital and media technology is injurious to their health. First, it has an effect on the sleep patterns of children since excessive screen time has been associated with insomnia. In addition, when left unmonitored, children can fail to regulate their exposure, hence staying all night using the technology. The exposure also affects the engagement in physical activities by children. These children always enjoy the comfort, and when they are given an interesting distraction, they can forget to go out and play. Therefore, it ends up affecting both their physical health and social skills.

It is, therefore, critical to limit the time that children are exposed to technology to limit the negative effects that it can have. There are numerous guidelines that have been made to guide the amount of time that children should get exposed to technology and other useful activities that children can engage in instead. Success in implementing such guidelines requires close collaboration between teachers and parents. The exposure to technology both at home and school should be closely monitored and reported to ensure continuity. It should be such that when there has been much screen time at school, it must be limited at home and vice-versa. Effective implementation of the regulations regarding exposure to technology is likely to enhance the effectiveness of its use in education. First, it allows children to be in good mental health, hence coping well with challenges at school and also performing better. In addition, it gives children time to explore other learning resources that also enhance understanding.

Conclusion

It can be noted that the integration of technology in education is an inevitable process. Cognisant of that fact, it is critical to come up with ways of making it more effective in enhancing the learning process. The use of technology in education is full of pros and cons such that for effectiveness to be achieved, the advantages should be promoted while ways of handling the disadvantages should be devised. The lesson that can be learnt from the history of technology in education is that change is inevitable, and the process of learning can be actually enhanced. For instance, it is hard to comprehend how the learning was achieved without blackboards, whiteboards and interactive boards. Currently, they are the centre stage for teachers, and learning in the classroom can hardly be achieved without them. Technology often solves a problem but at the expense of creating another. The effect on the undeveloped minds of children is also an issue. Children require monitoring to curb any issues that arise at a very early stage. Therefore, an area that can be improved to help modulate the effect on the children is the collaboration between teachers and parents as it can create a continuity in the monitoring of children’s exposure.

Reference List

Anderson, S.E., 2010. Moving change: Evolutionary perspectives on educational change. In Second international handbook of educational change (pp. 65-84). Springer, Dordrecht.

Delgado, A.J., Wardlow, L., McKnight, K. and O’Malley, K., 2015. Educational technology: A review of the integration, resources, and effectiveness of technology in K-12 classrooms. Journal of Information Technology Education, 14.

Gil, J.R.B. and Pym, A., 2006. Technology and translation (a pedagogical overview). Translation Technology and its Teaching, Intercultural Studies Group, Universitat Rovira i Virgili, Tarragona.

Higgins, S., Xiao, Z. and Katsipataki, M., 2012. The impact of digital technology on learning: A summary for the education endowment foundation. Durham, UK: Education Endowment Foundation and Durham University.

Januszewski, A. and Molenda, M. eds., 2013. Educational technology: A definition with commentary. Routledge.

Luppicini, R., 2005. A systems definition of educational technology in society. Educational Technology & Society, 8(3), pp.103-109.

Mangal, S.K., 2009. Essentials of educational technology. PHI Learning Pvt. Ltd..

Raja, R. and Nagasubramani, P.C., 2018. Impact of modern technology in education. Journal of Applied and Advanced Research, 3(1), pp.33-35.

Roth, K., 2020. Technology in Education: The Ongoing Debate of Access, Adequacy and Equity.

Seels, B.B. and Richey, R.C., 2012. Instructional technology: The definition and domains of the field. IAP.