Digging Deeper

It’s 2016, when we talk about technology used in schools or “classroom technologies” we usually turn to the usual suspects: computers, projectors, calculator, etc. Depending on how you would define “technology” there are many other types, such as the old fashion chalk board to an ipad. Classroom technology has been constantly being created and evolving during the late 19th century and throughout most of the 20th and 21st century. Most of the things we wouldn’t even consider technology now helped reinvent the way students were taught and were aimed to enhance their learning experiences. Materials we readily have in our hands such as a pencil and a piece of paper replaced writing slates, which looks like a smaller version of a chalk board. Fast forward to today, the 21st century, we still have chalk boards but we also have computers, tablets, TVs, and projectors in a classroom to enhance student’s learning experience. So the question is, should technology be used in schools to enhance learning experience; is it beneficial or harmful?

Deciding whether technology should be used in schools to aid/enhance student’s learning experience can fit into all of the four categories:

Facts: we can determine if there are already technologies used in schools, which there obviously is. And then assess how it has affected the school and its students, such as is technology affecting them negatively or positively?

Definition: the main thing to focus on is what defines “technology”, more specifically, what is “classroom technology”? What does the words “beneficial” and “harmful” entail? With this defined, we can move on to determining how beneficial or harmful technologies are in schools.

Quality: just as important as definition. For quality, we would need to figure out whether or not technology is beneficial or harmful for students. For example, a question asked might be, “Is it better to have a textbook or a tablet?”  Is it right to have schools not advance because some students are not benefiting from technology?

Policy: we could look into how technology would affect students in the long run; are they going to be reliant on technology? If technology is indeed harmful for students, how do we solve this problem? What if we ban technology in schools, how will this affect them?

 

There are two stasis types I want to focus on, the first being definition and the second being quality. I think that both of these go hand in hand. In order to do research on quality, we first have to define what we mean by technology. Everyone has a different definition for it, and by establishing the basis (like I mention in one of my blog posts), we can then come to an understanding and move on to questions relating to quality. These questions are important to discuss in order to find an answer to whether technologies used in schools are aiding the student’s learning abilities or not. This topic is important in general, considering that we are in school right now, and we should have some knowledge on how technology is affecting us, whether good or bad. And maybe sometime in the future when you have children, you would want to know how technology has run its course in the education system. We have been talking about creating a better educational system for years now, and it’s important to discuss about technology if we want to establish a better educational system.

 

Works Cited

Dunn, Jeff. “The Evolution of Classroom Technology.” The Evolution of Classroom Technology. N.p., 18 Apr. 2011. Web. 01 Apr. 2016.

“Slate (writing).” Wikipedia. Wikimedia Foundation, n.d. Web. 07 Apr. 2016.

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