The Importance Of Technology On Education And Technology

664 Words3 Pages
We are teaching in a period of great turbulence and fluidity in education and technology. Computer, tablet, and phone development continues at an exponential clip, while network technologies, multimedia tools, and social media race each other from obscurity to avant-garde to mainstream and (occasionally) back to obscurity. Concomitantly, standard educational methods are (still) being disrupted, offering great potential and pitfalls, and redefined, offering progress and resistance. The challenge, then, as a teacher is to situate oneself in these fluid fields and develop a philosophy and practice that effectively incorporates technology in a way that works for oneself, one’s students, and the learning objectives for the course.
To begin, we as teachers must consider the utilization of technology from the student’s perspective. This means that cost must be a key component. With the cost of software and devices, technology can quickly become very expensive for students, and the pedagogical value must outweigh the economic expense. Besides financial cost, when considering these technologies, and particularly network technologies and social media, the personal exposure of the student should be factored in the equation, as well. The private/public identity of our students and ourselves has been problematized by advancement in personal communications (think Facebook) and the availability of private information (think Google). Similarly, the marketability of information and exploitation of a captive (if not always captivated) audience has always been an issue in education, but advances in communication, data collection/storage and marketing have heightened the problematic relationship between capital and education.

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...departments at the institutions where we work and be zealous advocates of seeking assistance with any issue beyond our abilities.
Most importantly, these technologies must fit within a well-structured and well-designed course. The technology must be a tool and a means to an end, not an end itself. The course should already promote significant learning though an understanding of situational factors and learning goals, implementation of active learning and teaching activities, and effectual feedback and assessment. Through (for instance) interactive asynchronous and synchronous activities, multimedia use, social networking platforms, and learning management systems, technologies can significantly improve our teaching practices and expand our understanding of education, but only if we develop an effective and integrated philosophy and practice of teaching.
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