Against Technology in Education
In the modern world, computers and mobile inventions have been the shiny technologies that have impacted on virtually all areas of human life. In particular, these advances have offered highly attractive premises for social-economic and psychological development. In this regard, these technologies have found their entry into the education sector. According to one of renowned arguments about advances in technologies, the passiveness of old technologies could have been credited with active proliferation of the new technologies in the modern world. As a result, interactive digital technologies are perceived to provide a perfect solution to the older challenges.
Patrick Suppes was the pioneer of integrated technology learning platforms. In 1966, he had suggested that computers may adapt to mechanical teaching procedures based on the needs and performances of individual students. However, neither interactivity nor adaptive potential was adequate to guarantee success in educational performance. The main challenge facing the education sector has been the lack of long-term motivation for students as it can never be achieved through any form of technology in isolation from other factor components. However, competent teachers can develop such motivation in the learners. It is beyond question that computers are better relative to either television or radio sets. As a result, if the use of computers in education sector can adequately prove effective in generating quick and effective returns in education, then they should be adopted across the global education sectors as long as resources allow.
Research that has been conducted on the use of computers in education sector has consistently rested on a single conclusion that computers can be a major source of excellence in well-performing schools that are equipped with not only basic but also advanced facilities; however, computers may have no positive impact on underperforming schools. This implies that efforts towards enhancing performance in such schools via technology or equally substituting missing teachers with said technology have an invariable propensity to fail. In particular, some of the main education stakeholders have noted the general trend of educational institutions enhancing the learning outcomes through integration of e-learning methodologies in both high performing and underperforming schools. Educators, however, seek to tame this technology uptake in underperforming schools, while at the same time advocating for patience and due diligence in integrating new thinking mechanisms in schools.
In particular, there are various skeptical opinions about EdTech concerning its effectiveness and utility of new learning approaches despite its promising positive implication on enhanced academic achievements. Technology use is also seemingly combined by virtue of its application. For instance, iPads are enhanced with mobile learning possibility through YouTube platforms and the social media networks. This is unreservedly a major challenge to the learner’s ability to cope with high influx of technology in the modern society. More complications also arise from the attempt to integrate modern technology into classroom learning processes. Some educators find it extremely hard to expedite teaching through new technologies. For instance, teachers have to understand the contents, technical terminology and other teaching methodologies using the technological approach devised for learners.
In many instances, this has been associated with reduced zeal for teachers to deliver effectively. In particular, when teachers are unable to deliver as per the contents of the technological facilities provided, it has often been a source of low motivation and an exposure of teachers’ perceived lack of expertise. This, however, does not imply that teachers questioning EdTech are simply incompetent in the area. But naturally, it is rare to find people complain about things they can perfectly manipulate.
EdTech is also unimportant in the education sector due to its effect on students’ thinking process. In particular, technology is designed with a view to stir an individual’s emotions. This also occurs in the education sector when students are exposed to technology. First, e-learning devices are very costly. Active simulation of modern technologies in education is undertaken through trial and error and has been subject to change from time to time. This dynamic nature of the technology is a major challenge to its effectiveness in the sector as it demands educators and learners to be in the constant wave of change in order to reap from integration of technology in the learning processes. Equally, technology disrupts most school systems in general by changing the educators’ attitude towards teaching. Besides, research shows that technology can never effectively replace the active role of teachers in the classroom delivery of material among other key areas of the education sector.
With compelling mobile technologies, integration of e-learning processes in schools has imposed inherently manipulative pressure on systems and individuals that constitute the education sector functionality. This implies that modern education systems are principally aging and rickety, hence some educators are ready to terminate and change them completely to tap into modern content delivery. In some instances, teachers, particularly newly recruited ones, have perceived technology integration into learning as a process of transforming the education sector despite its shortcomings. The use of technology, such as tablets, in classrooms generates a lot of noise that may distract the active learning process. All educators must understand their preferences in the classroom setting. The debates around the adoption of technology in schools have been a major hindrance to focus on other crucial considerations in the education sector, such as disparities between access to education for both sexes, blended learning processes, and flipped classrooms among others.
Finally, there is no confirmed short-cut to effective education as technology seems to presume. For both primary and secondary schools with underperforming traits or minimal access to essential resources, measures to promote quality of education should focus on strong administration units and better teachers as a source of enhancement of education. If information technology is to be used, it should only target specific areas or else be limited to highly resourced schools with unquestionable fundamentals. Although computers are perceived to engage students, such engagement only swings between addictive distractions and useless preoccupation in many instances. In this regard, no modern technology or technological inventions in the near future can avail the tailored inspiration, encouragement and attention that dedicated teachers can. As a result, technological applications as an alternative to classroom instructions are deemed to fail.