The Use of Technology Does Improve Education an Analytic Conclusion

When used properly, I believe the use of technology does improve education. There are a few main reasons why I believe technology improves education, such as: the improvement of individualized learning (Miller, 2013); the ability to enrich and expand the curriculum (Statistics Canada, 2004); and by helping students become well-rounded students and proficient at technology, which is a marketable skill for their futures (Seaman, 2015.). It is important to realize that there are of course some downsides to technology in the classroom, regardless, I believe the pros outweigh the cons.

First, through the use of technology, it is increasingly easier to help students who need extra help. There are various ways technology can work towards individualized learning (Miller, 2013). In the classroom, no two students will be the same and with technology, teachers can embrace these differences and provide enrichment as well as extra support as needed (Bergen, 1999). Burns and Richards (2012) develop this idea by examining the various forms of technology that can work to help with individual needs. These forms of technology appear to be adaptable and valuable to each level of learner. Of course, planning for all of the technological enrichment and support will be very time consuming for the teacher (Becker, 1994; Snyder et al., 1992, as cited in Gundy, 2012). However, there seems to be an increasing amount of support from other educators who pass along their resources which makes it easier for teachers beginning the integration of technology into their classrooms (Gundy, 2012). Therefore, if teachers can continue to collaborate, the resources for individualized learning will increase and the workload will not be as overwhelming for the teacher.

Furthermore, the integration of technology in the classroom helps enrich and expand the curriculum overall (Statistics Canada, 2004). It is important for a teacher to never feel like they have all the answers. Through the use of technology, teachers can constantly be learning and bringing this knowledge into the classroom while keeping the students interested and engaged. According to Statistics Canada (2004), principals also recognize the positive effect of computers in particular; they try and provide students with the enriching opportunity as well. This can unfortunately lead to distracted learning which as a result can lead to lower levels of performance (Wood et al., 2012). However, due to the many benefits of computers, such as all of the additional learning it provides, I do not believe computers should be removed from the learning environment and should instead be used for students who want to learn more or know that they learn better by using one.

Lastly, using technology helps students become more marketable for their future jobs (Seaman, 2015). In my opinion, one of the main functions of school is to learn all that you can so that you can eventually go on to get a job. Statistics Canada (2004) states that in the majority of jobs, computer use is expected. Unfortunately, there are some teachers who refuse to integrate technology into their classrooms because they don’t feel like they have the necessary skills (Hew & Brush, 2007). This is a very interesting dilemma and I think that like Hew and Brush (2007) state, it is very important for teachers to be supported with the necessary resources and support to successfully integrate technology. By providing teachers with these resources, teachers are learning, and can then provide students with additional opportunities to enhance their skills. I believe teachers want the best for their students and if they are insecure about their technological skills they will not put the students’ learning at risk. However, if they feel supported and agree that technology is in the best interest of the student, teachers will do what they can to successfully integrate technology into their classrooms.

In conclusion, although there are barriers to the integration of technology, such as: an increase of workload (Becker, 1994; Snyder et al., 1992, as cited in Gundy, 2012), the chance of technology as a distraction (Wood et al., 2012), and a perceived lack of skill (Hew & Brush, 2007), these barriers can be worked on and overcome which will result in an educational system that is enhanced by the use of technology.

References

Bergen, D. (1999, December). Technology in the Classroom. Childhood Education, 76(2),

116-118.

Burns, A., & Richards, J. C. (2012). The Cambridge guide to pedagogy and practice in second language teaching. Cambridge: New York. Cambridge University Press.

Gundy, M. S. (2012). Teacher perceptions of the integration of laptop computers in their high school biology classrooms (Doctoral dissertation). Ottawa: Library and Archives Canada. Retrieved from https://ruor-uottawa-ca.proxy.bib.uottawa.ca/handle/10393/30146

Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current

knowledge gaps and recommendations for future research. Educational Technology

Research and Development, 55(3), 223-252.

Millar, E. (2013, Aug 29). The pros and cons of digital classrooms. The Globe and Mail (Index-Only) Retrieved from https://search-proquest-com.proxy.bib.uottawa.ca/docview/1428502073?accountid=14701

Seaman, S. M. (2015). Technology in the classroom (Master’s thesis). Education and Human Development Master's Theses. 600. Retrieved from, http://digitalcommons.brockport.edu/ehd_theses/600

Statistics Canada. (2004). Computers in the classroom: Opportunity and challenge. Education Matters, 3. Retrieved from http://www.statcan.gc.ca/pub/81-004-x/200409/7017-eng.htm.

Wood, E., Zivcakova, L., Gentile, P., Archer, K., De Pasquale, D., & Nosko, A. (2012). Examining the impact of off-task multi-tasking with technology on real-time classroom learning. Computers & Education, 58(1), 365-374.

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