Technology:
Empowering Education
Technology
encompasses all aspects of life from ordering groceries to performing surgery.
As reliance on technology increases, it becomes imperative to analyze possible
societal effects, specifically areas which may be negatively impacted. Since
children influence easily, what role should technology have in childhood
education? Some teachers claim technology distracts from education and restrict
it from the classroom; while others argue that technology nurtures learning.
Technology, when used educationally, improves standardized test scores,
empowers students with disabilities, and engages students.
Computer-based
programs introduced into the curriculum increase standardized test scores. The
IStation program, already adopted by many Texas schools, is designed to model
to the student's individualized skillset. The program focuses on individualized
learning, by allowing each student to advance according to their own pace.
Ninety-eight third-graders participated in the IStation program for four months
and took the STAR (State of Texas Assessments of Academic Readiness) test. The
mixed-method study obtained quantitative data by comparing previous test scores
with the grades received after completion of the IStation program. Researchers
observed a positive correlation between the STAR test results and the IStation
program (Luo, Lee & Molina, 2017). Luo, Lee & Molina concluded,
“There was some growth in STAR test scores overtime during the implementation
of the IStation, which correlated with improvements seen in the IStation
Scores” (2017, p. 257-258).
Researchers noticed improved reading scores after implementing Innovations
for Learning (IFL) to elementary students. IFL is a non-profit program created
to combat illiteracy among high-risk youth. Schools with documented low-test
scores and low-income levels leave students susceptible to poor grades and
potentially dropping out, making it paramount to discover new ways to enhance
their education. The IFL computer program is an addition to the traditional reading
curriculum. Eighteen randomly-selected first-grade students accessed the
IFL stations two to four times per week (Blachowicz et al., 2009). The study
notes, “Students in the IFL classrooms performed significantly better on the
end-of year-spelling assessment than did students from the matched norming
group” (Blachowicz et al., 2009, p. 401). While the IFL study consisted of a
small group, the data gathered reflects a positive association between the IFL
program and literacy test scores.
Additionally,
technological devices facilitate literacy for young children. Forty-eight
Australian children ages two through five participated in a study involving
applications on touchscreens tablets. Researchers placed children in either an
iPad group or a control group. The iPad group played on three selected apps:
Endless Alphabet, Letter School, and The Draw Buddy. Endless Alphabet focused
mainly on matching letters. Letter School requested the child to trace and
write letters of the alphabet. The third application, Draw Buddy allowed
children to draw freely. The iPad group interacted with the tablets for thirty
minutes a week. After nine weeks, the study observed improvement with letter
knowledge, name writing, and print concepts (Nueman, 2018). The results show that
even children as young as two-years-old can advance their learning skills with
the help of technology.
One
qualitative study resulted in students producing more creative art and reported
an overall engaging class experience. Kindergarten students in Taiwan
practiced drawing lessons on Interactive White Boards (IWB) in class. The
students shared ideas and engaged as a group (Chou, Chang & Chen, 2017).
After the students participated in eight-unit lessons, Chou, Chang & Chen
reported that, “More diverse elements appeared in the students’ drawings with
the IWB intervention" (2017, p. 96). The IWB also benefitted three
students who did not respond to previous traditional teaching methods. The IWB
device engaged students, and through social exchange, improved creativity.
Teachers reported that students displayed enthusiasm towards lessons involving
the IWB. In fact, the students expressed disappointment and mood changes when
presented with traditional-style teachings afterward (Chou, Chang & Chen,
2017).
Assistive
Technology (AT) devices are protected by the Individuals With Disabilities
Act (IDEA) due to the immense learning benefits offered to children with
disabilities. Assistive Technology bridges communication between teacher and
student, which allows the student to provide more feedback and the teacher to
more accurately evaluate gained knowledge (Hartman & Weismer,
2016). Digital text, digital braille, and enlarged text make it practical
for students to access textbook materials, but Assistive Technology also helps
students engage in the lessons. The study provides Kalani as a case-study
example. Kahlani is legally blind and deaf in one ear which can hinder
communication and learning. Kalani frequently uses enlarged font and
voice-output which allows her to interact with her class and participate in
groups (Hartman & Weismer, 2016). Technology provides Kalani the means to
communicate, connect, and learn with the rest of her class.
While
education-related technology use indicates improved comprehension, does
recreational use share comparable results? According to the survey
conducted by pewresearch.org, “As of August 2017, two-thirds (67%) of U.S.
adults report that they get at least some of their news on social media”
(Shearer & Gottfried, 2017, para. 1). One study reports, “As many as 90% of
young adults in the United States use social media, and the majority of users
visit these sites at least once a day” (Lin et al., 2016, P. 324).
Researchers explore the possible repercussion social media has on mental
health. From October 2014 through November 2014, 1,787 participants responded
to a survey regarding social media usage. The data-collection focused on the
social media platforms accessed and the number of times participants visited
the sites daily. The survey also asked participants to self-report and rank the
occurrence of several depression-related symptoms (Lin et al., 2016). The study
noted, “Our findings are consistent with prior research that showed an
association between social media use and mood dysregulation” (Lin et al., 2016,
p. 327). It is possible that technology used recreationally or excessively can
cause adverse side effects, but are these observed effects merely a product of
present, underlying psychiatric issues?
The
rise of compulsive behavior prompts researchers to analyze the addictive
properties of social media and video games. One Norwegian study surveyed
23,533 anonymous participants online in March and May of 2014. All four
behavioral areas surveyed: ADHD, OCD, Anxiety, and Depression, reflected a
positive association with addictive technology usage (Schou Andreassen et al.
2016). A possible correlation exists between psychiatric disorders and
addictive technology, but additional research is required to establish if one
causes the other. Being a younger age was associated with increased
addictive behavior, so further study may uncover useful tools to safeguard
susceptible groups (Schou Andreassen et al. 2016). The study concludes, “This
implies that adolescents and young adults with some of these characteristics
could be targeted regarding preventing the development of addictive online
participation” (Schou Andreassen et al. 2016, p. 258). If recreational use is
responsible for specific behaviors, perhaps more research will uncover a way to
prevent these behaviors from forming.
Devices,
like mobile devices and laptops, used recreationally can cause a distraction.
According to Jackson’s self-reported survey of students, “Mobile phones were
regarded as ‘mostly a distraction’ by 76% of the sample” (2012, p. 132).
Laptop use does not improve students’ grades. One study found that notetaking
on laptops is less effective than longhand. Researchers compared test results
between students who either took notes in class by hand or on their laptops.
Before the exam, researchers gave the laptop group the advantage of studying
their notes. On the test, the group with typed notes scored lower than those
with handwritten ones (Mueller, 2014). Devices create opportunities for
cheating. One survey polled students about cheating and fifty-eight percent
stated they were aware of the occurrence of cheating in class (Jackson, 2012).
Devices can sidetrack students and impede learning.
The
same potentially distracting technology can improve the mental and physical
health for users. As one pamphlet explains, “Social networking sites provide a
way for teens to experience connectedness and opportunities to learn from each
other. Online exchanges can help foster a child’s identity, and social skills create
relationships between individuals of different social and cultural backgrounds”
(Social media use..., 2014, para. 5). A Swedish study reports, “Elderly are
increasingly using social media sites such as Facebook, Wikipedia, Twitter, and
YouTube to access information related to prognosis, symptoms, and treatment
options” (Goncalves et al., 2016, p. 1134). One study introduced gaming
consoles to elderly participants to increase physical interaction and found
that senior citizens are more apt to use devices when they trust the technology
will enrich their lives and provide health benefits (Soares et al.,
2012). Social media and video games also have constructive
purposes.
While
devices can be a distraction in class, outside of school, devices engage students
and encourage further learning. If teachers understand the students’ interest
in devices and the importance they hold outside the academic environment,
teachers can gain credibility with their students. Teachers can engage students
to seek further knowledge by integrating available technology into homework
assignments. By using the devices for research and other time-consuming
educational activities, the class can be a platform for open discussion (Bowen,
2014). Bowen explains, “The most important benefits of using technology occur
outside of the classroom. With greater access to content now freely available,
we should have more time for the pedagogy of critical thinking” (2014, p. 20).
Some
teachers ban devices from the classroom to avoid the pitfalls of distraction
while others incorporate Interactive White Boards, tablets, and computer
programs into the syllabus. As dependence on technology grows, questions arise
regarding the appropriateness of such devices in school. Technology raises
standardized test scores, engages students, and aids students who require
additional resources. Outside the classroom technology cultivates curiosity.
Technological devices used in educational ways shows positive results; however,
recreational activities have the propensity to distract from learning and
affect one’s mental health. One researcher states, “(Students) have the ability
to waste an infinite amount of time if they (devices) are used in an
undisciplined way” (Jackson, 2012, p. 134). Whether the technology is banned or
embraced by the instructor, it is critical to teach children the appropriate
use of technology. If students are aware of the possible ramifications and
benefits technology offers, students can make decisions to empower their
education. Acquiring the proficiency to use technology responsibly is a
valuable lesson for students and life-learners of any age.
References
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C., Bates, A., Berne, J., Brigman, T., Chaney, J., Perney, J. (2009).
Technology and at-risk young readers. Reading Psychology, 30(5),
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Bowen,
J. (2014). The teaching naked cycle: technology is a tool, but psychology is
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