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Technology in K-16 Education:

Issues, Concerns

and Possible Solutions

Sherelyn T. SarmientoMAEd-Guidance and Counseling

Comparative EducationJanuary 22, 2011

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1. Effectiveness

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

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

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

Access to remote learning resources. Teachers and learners no longer haveto rely on printed books and other materials in physical media housed inlibraries for their educational needs. With the Internet and World WideWeb, 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 byan unlimited number of people. ICTs also facilitates access to resourcepersons- mentors, experts, researchers, professionals, business leaders andpeers- all over the world.

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

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

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

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

Networked computers with internet connectivity can increase learnermotivation as it combines the media richness and interactivity of other ICTswith the opportunity to connect with real people and to participate in realworld events.

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2) Facilitating the acquisition of basic skills. The transmission of skills and

concepts that are the foundation of higher order thinking skills and creativitycan be facilitated by ICTs through drill and practice.

Academic InvolvementTechnical SkillsSocial Skills & Social Interaction - Peer RelationshipsLifestyles

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Academic InvolvementAcademically, computers allow students to

communicate with faculty more often (Arend, 2005),which can improve student-faculty relationships.

Students claim to have a better understanding ofcourse material through the use of technology in the

classroom (Arend, 2005).

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Technology offers children a sense of empowermentand provides them with the tools needed to utilizecognitive abilities such as memory, spatial and logicalproblem solving, critical thinking, concentration,abstraction and comprehension. The Internet exposeschildren to information to improve the quality oflearning that they can transform into knowledge.

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

with a broad range of computer software. Although thespecific software tools in use will likely change beforethese students enter the world of work, the studentsacquire a basic understanding of how various classes ofcomputer tools behave and a confidence about beingable to learn to use new tools that will support theirlearning of new software applications.

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Multiple media give students choices about how bestto convey a given idea (e.g., through text, video,animation). In part because they have the capability toproduce more professional-looking products and thetools to manipulate the way information is presented,students in many technology-using classes arereportedly spending more time on design andaudience presentation issues.

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Treuer and Belote (1997) raised a similar concern aboutcocooning, in which students retreat to theircomputers and isolate themselves from campusactivities. Technology may offer ways to avoid directinteraction with peers and therefore impedepsychosocial development.

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More Collaboration with Peers - There is an increasedinclination on the part of students to workcooperatively and to providepeer tutoring.Collaboration is fostered for obvious reasons whenstudents are assigned to work in pairs or small groupsfor work at a limited number of computers.

Often the use of Internet in classrooms allows thechildren to work together, encouraging thesharing of ideas and cooperative learning.

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

way the interaction is, the less physically active andhealthy he or she is. Sometimes resulting to obesity.

Students today would have a pretty difficult timeimaging life without items such as internet, cable, cell

phones, ipods, video games. More students aretechnically savvy and adept at using these gadgetssince they are a part of every day life.

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Other Concerns:Addiction to gaming/Internet

Decline in moral judgment

Laziness (tendency) Loss of reality

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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 upgradetheir 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 learningoutcomes, lack of administrative support, increased time and effort needed tolearn the technology and how to use it for teaching and the fear of losing theirauthority in the classroom as it becomes more learner-centered.

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