Technology Trends in Education, Essay Example

Primary and secondary levels in schools are considered as the essential pillars of the learning process. Children grown from youngsters to young adulthood during these stages, and it is important that during such moments, they are able to gain knowledge of the most basic and the most common points of living which includes good manners, right dispositions, correct motives which also involves critical thinking as a whole. Back in the days, students are required to finish tasks according to the resources they have; they are rather enforced to become resources and be definitive when it comes to making their decisions especially in relation to academic activities they are asked to complete. These tasks teach the students to become self-reliant and resourceful at many terms. It is as if the culture of having to find something or discover a particular matter spurred the interest of these students to be cautious about their environment and be observant of their situations and somehow make a way out when they are asked to. This practiced their personal intuition and initiative well making it easier for them to be trained according to their personal understanding of the situations presented to them in class and how such situations relate to them and their lives.

At present, it is believed by some that technology provides a great tool of teaching for teachers both in the primary and secondary level of learning. However, it is highly observed that established technological educational programs often make students less interested in researching or in putting a great deal of effort into their studying practices. With technology feeding then with everything they need, students tend to lose track of the fact that they ought to be trained to think critically especially when solving problems or completing school tasks. No, technology is not bad at all; it is true that it helps in education students. However, for the primary and secondary school, it is important that the students be presented with lessons in a more traditional way pushing them to think critically when they are expected to solve academic problems and complete activities assigned to them in class. Minimal use of technology at hope could be permitted, but over involving the youngsters to such gadgets might not only ruing their concentration but could also halt their interest in actually learning something new.

References

Guo, Z., Li, Y., & Stevens, K. (2012). Analyzing Students’ Technology Use Motivations: An Interpretive Structural Modeling Approach. Communications of the Association for Information Systems, 30(14), 199-224.

Jump up ^ Warschauer, M., & Matuchniak, T. (2010). New technology and digital worlds: analyzing evidence of equity in access, use and outcomes. Review of Research in Education, 34, 179-225.