Technology in K-16 Education: Issues, Concerns and Possible Solutions

Sherelyn T. Sarmiento
MAEd-Guidance and Counseling Comparative Education January 22, 2011

1. Effectiveness The educational effectiveness of ICTs depend on how they are used and for what purpose. ICTs do not work for everyone, everywhere in the same way.

ICTs as educational tools can do, if they are used prudently, is enable developing countries to expand access to and raise the quality of education.

Anytime, anywhere. One defining feature of ICTs is their ability to transcend time and space. ICTs make possible asynchronous learning or learning characterized by a time lag between the delivery of instruction and its reception by learners. EX. Online course materials may be accessed 24 hours a day, 7 days a week.

Access to remote learning resources. Teachers and learners no longer have to rely on printed books and other materials in physical media housed in libraries for their educational needs. With the Internet and World Wide Web, a wealth of learning materials in almost every subject and in a variety of media can now be accessed from anywhere at anytime of the day and by an unlimited number of people. ICTs also facilitates access to resource persons- mentors, experts, researchers, professionals, business leaders and peers- all over the world.

Raising quality. The use of computers as tutors for drills and practice, and for instructional delivery, combined with traditional instruction, results in increase in the traditional curriculum and basic skills areas, as well as higher test scores in some subjects compared to traditional instruction alone. Students also learn mor equickly, demonstrate greater retention and are better motivated to learn when they work with computers.

ICT can enhance the quality of education by increasing learner motivation and engagement, by facilitating the acquisition of basic skills and by enhancing teacher training.

1) Motivating to learn. ICTs such as videos, televisions and multimedia computer software that combine text, sound anad colorful moving images can be used to provide challenging and authentic content that will engage the student in the learning process.

Interactive radio likewise makes use of sound effects, songs, dramatizations comic skits and other performance conventions to compel the students to listen and become involved in the lessons being delivered.

Networked computers with internet connectivity can increase learner motivation as it combines the media richness and interactivity of other ICTs with the opportunity to connect with real people and to participate in real world events.

2) Facilitating the acquisition of basic skills. The transmission of skills and concepts that are the foundation of higher order thinking skills and creativity can be facilitated by ICTs through drill and practice.

Academic Involvement Technical Skills Social Skills & Social Interaction - Peer Relationships Lifestyles

Academic Involvement
Academically, computers allow students to

communicate with faculty more often (Arend, 2005), which can improve student-faculty relationships.
Students claim to have a better understanding of

course material through the use of technology in the classroom (Arend, 2005).

 Technology offers children a sense of empowerment

and provides them with the tools needed to utilize cognitive abilities such as memory, spatial and logical problem solving, critical thinking, concentration, abstraction and comprehension. The Internet exposes children to information to improve the quality of learning that they can transform into knowledge.

Technical Skills
Students are able to acquire an impressive level of skill

with a broad range of computer software. Although the specific software tools in use will likely change before these students enter the world of work, the students acquire a basic understanding of how various classes of computer tools behave and a confidence about being able to learn to use new tools that will support their learning of new software applications.

 Multiple media give students choices about how best

to convey a given idea (e.g., through text, video, animation). In part because they have the capability to produce more professional-looking products and the tools to manipulate the way information is presented, students in many technology-using classes are reportedly spending more time on design and audience presentation issues.

Social Skills & Social Interaction

Research by Lewis, Coursol, and Khan (2001) and

Kvavik and Caruso (2005) demonstrated that students use technology for social reasons to connect with peers. It allows children to socialize with other children through the use of email, chat rooms, and instant messaging. It is a communication culture. The Internet and cell phone have made communication with peers an instantand at all times possible connection.

 Treuer and Belote (1997) raised a similar concern about

cocooning, in which students retreat to their computers and isolate themselves from campus activities. Technology may offer ways to avoid direct interaction with peers and therefore impede psychosocial development.

 More Collaboration with Peers - There is an increased

inclination on the part of students to work cooperatively and to provide peer tutoring. Collaboration is fostered for obvious reasons when students are assigned to work in pairs or small groups for work at a limited number of computers. Often the use of Internet in classrooms allows the children to work together, encouraging the sharing of ideas and cooperative learning.

Lifestyles
The more sedentary a student is, and the more one-

way the interaction is, the less physically active and healthy he or she is. Sometimes resulting to obesity.
Students today would have a pretty difficult time

imaging life without items such as internet, cable, cell phones, ipods, video games. More students are technically savvy and adept at using these gadgets since they are a part of every day life.

Other Concerns:
Addiction to gaming/Internet
Decline in moral judgment Laziness (tendency)

Loss of reality

3) Enhancing teacher training. ICTs have also been used to improve access to and the quality of teacher training. ICTs are swiftly evolving technologies, however, and so even the most ICT fluent teachers need to continuously upgrade their skills and keep abreast of the latest developments and best practices.

Yet many teachers are reluctant to use ICTs because of poor software design, skepticism about the effectiveness of computers in improving learning outcomes, lack of administrative support, increased time and effort needed to learn the technology and how to use it for teaching and the fear of losing their authority in the classroom as it becomes more learner-centered.

the illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn.
According to futurist Alvin Toffler,