Dissertation
The impact of technological advancement on education
Download 2.1 Mb.
|
The impact of technological advancement on educationThere's no doubt that technological advancement changes how society works, how the job market works, and how people can learn. Muro et al., (2019) opined that, people and computers are both affected by the rise of new technologies, the widespread use of the internet, and the changes it has brought to educational settings and curriculums. From the hype curves, it's clear that the most important parts of technology are changing in a way that will allow them to work together better after 2016 (Ahlstrom et al., 2020). The creation and spread of information through digital networks have become a key part of the global economy. Because of the exponential growth of knowledge Yusuf et al., (2020) teachers have had to change the way they teach in big ways (Yusuf et al., 2020). The main reason for the paradigm shift is the rise of new technology, which has made content that was once inaccessible to people outside of traditional educational institutions accessible. Thanks to the internet and mobile devices, students have access to information and resources 24/7, no matter where they are or what time of day it is. After starting its Schooling for Tomorrow project at a conference in Hiroshima in 1997, the Organization for Economic Cooperation and Development (OECD) has been working with the Centre for Educational Research and Innovation (CERI) and an increasing number of international partners to create a standardised knowledge base and set of tools to help policymakers in education politics imagine and create the school of the future (Kellow & Carroll, 2022). Bringing attention to the fact that the new ways of learning made possible by technological progress are a direct cause of the increased demands on learning. The OECD project not only helps come up with a strategy for making decisions, but it also gives people the chance to compare changing patterns and experiences by bringing together knowledge from all over the world. In 2003, a Hungarian academic named Ben Csapó wrote in a paper that the spread of ICT technologies had a big effect on education by changing the focus of education and giving teachers better ways to teach. At the turn of the 21st century, the idea of a "learning society," or more often "lifelong learning," became a global political goal (Toroujeni, 2022). Lifelong learning means that Europe's education system needs to change so that all citizens can get the right kind of education at every stage of their lives. Because of this, the old ways of teaching need to be looked at again. The International Society for Technology in Education (ISTE) Scherer et al., (2019) created the National Educational Technology Standards (NETS), a competency group that integrates so-called standards for the learning and educational processes of the digital era (Cabero-Almenara et al., 2020). There are four subsets of the group's members: teachers (NETS-T), students (NETS-S), computer science teachers (NETS-CSE), and administrators (NETS-A). Instructional assistants can be evaluated using either the National Evaluation of Teaching Standards for Coaches (NETS-C) or the National Evaluation of Teaching Standards for Administrators (NETS-A). The ISTE NETS-S highlights competencies necessary for success in the digital, interconnected world of today, including "digital citizenship," "critical thinking," "communication and collaborating with others," "creativity and innovation," and "technology operations." Collaborative studies on the future of education have resulted in a plethora of scholarly articles (Gajdzik & Wolniak, 2022). As a means of wrapping things up, I would like to highlight a handful of changes that will significantly affect future pedagogical practices. Factors include students' propensity for learning, teachers' shifting roles, opportunities to gain knowledge in a variety of contexts, and the increasing value placed on students' independence in the classroom(Jackson et al., 2019). To reach these goals, modern teaching tools like gamification, the flipped classroom, mobile learning, and the virtual learning environment were created. Figure 6 shows the hype curve for 2021. The teaching method of "flipped learning," which is shown by the Flipped Classroom and can be found in the Trough of Disillusionment phase of Gartner's Hype curve, involves moving instruction from the group learning space to the individual learning space where students are encouraged to think about the subject at hand from their own unique points of view and ideas (Schillig, 2021). Some of the most disruptive ideas in education right now are virtual environments, mobile learning, and gamification, but the Gartner Hype curve says that they won't be used for a much longer time. Niaz et al., (2021) says the internet, intranets, satellite programmes, audio-video conferences, chat rooms, web content, and CD and DVD applications from teachers are all examples of ICT-enabled online education that fall under the term "Technical-Based Learning" (TBL). Part of the reason there are so many disruptive innovations is that technology is getting better and better, which makes it easier for people to get an education (Bongomin et al., 2020a). Download 2.1 Mb. Share with your friends:
|