Advantages Of Educational Technology In Education

Concerning the implementation and upgrading of educational technology in schools there are two opposed viewpoints on where the focus and funding should go. Firstly, are those who subscribe to the technological abundance viewpoint; these individuals believe that more recent technology is the pathway to higher student achievement and will use all of their available funding to make this happen. Often at the expense of adequate teacher training on the use of the aforementioned technology. Secondly, are the believers in technological mastery. These individuals believe that modern technology is a powerful tool in education, though they also believe that the teacher who is masterful in their use of that technology is the most powerful educational …show more content…
In some cases, this pressure is reinforced by the implementation of requirements to create and scrutinize technology-based lessons. Under these circumstances, educators underutilize the new technology in their classrooms due to lacking familiarity. Forming engaging and meaningful lessons is the goal of successful educators; the focus shifts when teachers must hastily design lessons requiring the use of the “new and improved” technology resulting in less effective instruction. Additionally, when asked to navigate through new technology, students who are unfamiliar with the basic use of a product, be it hardware or software, waste instructional time acclimating. Henceforth, diminished student achievement results along with a strained budget for allocations in other areas of need. Results such as these cause students and teachers to despair alongside administrators and …show more content…
This approach involves extensive faculty training on the use of a technology in relation to lesson planning and curriculum development. The technology training teachers tend to receive during professional development is limited to the most basic elements of the technology. However, this is only half of what educators need. Teachers, especially those who resist the impending change, might need encouragement in the form of possibilities illuminating how this technology can boost their instructional efficacy. At times, educators are reluctant to create lessons utilizing unfamiliar technology (Moore-Hayes, 2011, p.10). This reluctance is exacerbated when technology is particularly foreign and possibly incompatible with older technology the teachers were comfortable using, or when the technology is granted to the school for a license-based period, with a view to extend the license after feedback and results have been studied. In these cases, teachers are wary of having the technology taken away from them after they have invested extensive effort creating engaging lessons. Effort effectively wasted once the institution no longer supports the