Based on the evidence acquired through our group’s research we have concluded that, overall, the use of technology in schools does improve education. The facts and the numbers speak for themselves: increased graduation rates within Ontario, higher test scores and the enthusiastic support of principals, teachers and other experts in the field of education. At the same time, any of the disadvantages associated with the use of technology in education are either greatly outweighed by its advantages, or can be easily (and cost effectively) surmounted with a little flexibility, creativity and enthusiasm – all qualities that should be present in an education system, regardless of the tools it uses to instruct its students.
To begin with, the use of technology could be regarded as essential for students with physical impairments. Studies reported in the article Accessibility of e-Learning and Computer and Information Technologies for Students with Visual Impairments in Postsecondary Education clearly demonstrate the importance of technology as a means of facilitating learning for students with visual impairments, since the majority of students surveyed used some form of computer software to assist with their education. It is therefore obvious that the use of technology does improve the education of at least one group of people in society, and to ignore the importance of this would amount to discrimination towards that group.
In spite of such compelling evidence, one might still question the value of education-enhancing technological tools if teachers are unwilling to use them and schools are unable to afford them. Any such doubts are dispelled in Preparing Preservice Teachers to Integrate Technology: A Longitudinal Study, which provides evidence of the positive attitude most new teachers have towards the use of technology, and their belief in its effectiveness. According to the study, this belief was held by teachers in schools with limited technological resources, and moreover, many of these teachers were eager to suggest cost-effective ways of incorporating technology into the classroom. In Supporting 21st Century Learning Through Google Apps, Roger Nevin highlights the Google suite of products as being an effective means of implementing technology into classrooms, without costing money. Furthermore, due to the rapid development of technology, the availability of technological products will only increase over time, as their costs decrease.
The use of technology in education does, of course, present challenges and raise issues that need to be addressed; but such concerns can be easily met with creativity, flexibility and enthusiasm – qualities which are found amongst the teachers included in the above studies - so there is no logical reason to conclude that any potential problems associated with technology in the classroom cannot be overcome. For example, the concern that the use of technology in the classroom may isolate students from their teachers and peers ignores the interactive nature of many technological products and the opportunities they present for students to connect with others. Cloud computing, as well as the use of web-based projects (such as this one), permits teachers to review student’s work in progress online and provide feedback before it is submitted. This effectively turns a would-be disadvantage into an advantage, since technology can afford teachers more control over their student’s work than otherwise, while permitting a closer connection between teachers and students through utilizing a medium for school work that promotes sharing and is accessible to all.
The evidence speaks for itself and the use of technology in schools clearly does improve education. However, we would like to qualify this statement, since there are many issues to consider and multiple shades of grey within them. The effectiveness of technology as an educational tool is entirely dependent on the manner in which it is employed. A class of students may be equipped with the most cutting-edge technology available, but if they are not properly guided in using it for a specific educational purpose, then it may indeed lead to frustration, isolation and other negative consequences of self-learning. On the other hand, if the education system and individual teachers within it are willing to embrace technological developments and explore creative and interactive methods of implementing technology into the classroom, then the use of technology in schools will continue to increase the accessibility and quality of education for all.
To begin with, the use of technology could be regarded as essential for students with physical impairments. Studies reported in the article Accessibility of e-Learning and Computer and Information Technologies for Students with Visual Impairments in Postsecondary Education clearly demonstrate the importance of technology as a means of facilitating learning for students with visual impairments, since the majority of students surveyed used some form of computer software to assist with their education. It is therefore obvious that the use of technology does improve the education of at least one group of people in society, and to ignore the importance of this would amount to discrimination towards that group.
In spite of such compelling evidence, one might still question the value of education-enhancing technological tools if teachers are unwilling to use them and schools are unable to afford them. Any such doubts are dispelled in Preparing Preservice Teachers to Integrate Technology: A Longitudinal Study, which provides evidence of the positive attitude most new teachers have towards the use of technology, and their belief in its effectiveness. According to the study, this belief was held by teachers in schools with limited technological resources, and moreover, many of these teachers were eager to suggest cost-effective ways of incorporating technology into the classroom. In Supporting 21st Century Learning Through Google Apps, Roger Nevin highlights the Google suite of products as being an effective means of implementing technology into classrooms, without costing money. Furthermore, due to the rapid development of technology, the availability of technological products will only increase over time, as their costs decrease.
The use of technology in education does, of course, present challenges and raise issues that need to be addressed; but such concerns can be easily met with creativity, flexibility and enthusiasm – qualities which are found amongst the teachers included in the above studies - so there is no logical reason to conclude that any potential problems associated with technology in the classroom cannot be overcome. For example, the concern that the use of technology in the classroom may isolate students from their teachers and peers ignores the interactive nature of many technological products and the opportunities they present for students to connect with others. Cloud computing, as well as the use of web-based projects (such as this one), permits teachers to review student’s work in progress online and provide feedback before it is submitted. This effectively turns a would-be disadvantage into an advantage, since technology can afford teachers more control over their student’s work than otherwise, while permitting a closer connection between teachers and students through utilizing a medium for school work that promotes sharing and is accessible to all.
The evidence speaks for itself and the use of technology in schools clearly does improve education. However, we would like to qualify this statement, since there are many issues to consider and multiple shades of grey within them. The effectiveness of technology as an educational tool is entirely dependent on the manner in which it is employed. A class of students may be equipped with the most cutting-edge technology available, but if they are not properly guided in using it for a specific educational purpose, then it may indeed lead to frustration, isolation and other negative consequences of self-learning. On the other hand, if the education system and individual teachers within it are willing to embrace technological developments and explore creative and interactive methods of implementing technology into the classroom, then the use of technology in schools will continue to increase the accessibility and quality of education for all.
