Within today 's digital age, there is always an app for that, there are stockpiles of pictures and diagrams online, followed by an endless number of videos available in libraries of topics, while the web contains countless articles behind every internet connection, all of which are available on unprecedentedly advanced devices. Largely, the field of technology continues reaching impressive milestones of convenience. As a consequence, educators and their institutions have their interests piqued by this wealth of technological potential. To be fair, this makes sense because today 's technology has a lot of qualities to aid classroom efficiency. However, these same devices and programs are also capable of harming the learning process. To be clear,
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That being said, there is little learning that can take place in a digital world where knowledge is wildly spat at each observer. For example, on the subject of how far technology should go in advancing classrooms of the future, author Jacqui Murray visualizes “[a] stream of student comments, thoughts, questions and ideas will appear on the class Smartscreen for the benefit of all. Students will access it on their digital devices, while class goes on.” While this may sound like a helpful tool and future innovation, it has to be asked that if students are writing on the board for the class to see, then what is the instructor presenting for the students to learn? Furthermore, has it been considered that students could easily use their digital devices for things other than learning when they are feeling bored or disruptive? On a similar thought, author and pediatric therapist Cris Rowan remarks, “Further analysis of the impact of technology on the developing child indicates that while the vestibular, proprioceptive, tactile and attachment systems are under stimulated, the visual and auditory sensory systems are in ‘overload’,” (Rowan). In other words, not only is there an underwhelming amount of things for students to do with a digital device, there is also an overwhelming amount of information for them to process with just hearing and vision. In conjunction, educational technology …show more content…
ensure normal development of posture, bilateral coordination, optimal arousal states and self-regulation necessary for achieving foundation skills for eventual school entry,” (Rowan).
Upon final consideration,
Most paradoxically of all, it isn’t uncommon to find educational institutions proudly rushing to buy the latest in digital technology for their classrooms. At first glance, it might seem reasonable to expect that items with the highest price will yield the most return on education; upon a second glance, it is more likely that the opposite is occurring.
Primarily,
“the booming ed-tech industry with corporate titans and small startups alike vying for a slice of an $8 billion-plus yearly market” (Herold).
On the other hand,
“Without a clear picture of how teaching and learning are expected to change, experts say, going 1-to-1 often amounts to a ‘spray and pray’ approach of distributing many devices and hoping for the best,” (Herold). What is worse, “An urgent closer look at the critical factors for meeting developmental milestones, and the subsequent impact of technology on those factors,”
That being said, there is little learning that can take place in a digital world where knowledge is wildly spat at each observer. For example, on the subject of how far technology should go in advancing classrooms of the future, author Jacqui Murray visualizes “[a] stream of student comments, thoughts, questions and ideas will appear on the class Smartscreen for the benefit of all. Students will access it on their digital devices, while class goes on.” While this may sound like a helpful tool and future innovation, it has to be asked that if students are writing on the board for the class to see, then what is the instructor presenting for the students to learn? Furthermore, has it been considered that students could easily use their digital devices for things other than learning when they are feeling bored or disruptive? On a similar thought, author and pediatric therapist Cris Rowan remarks, “Further analysis of the impact of technology on the developing child indicates that while the vestibular, proprioceptive, tactile and attachment systems are under stimulated, the visual and auditory sensory systems are in ‘overload’,” (Rowan). In other words, not only is there an underwhelming amount of things for students to do with a digital device, there is also an overwhelming amount of information for them to process with just hearing and vision. In conjunction, educational technology …show more content…
ensure normal development of posture, bilateral coordination, optimal arousal states and self-regulation necessary for achieving foundation skills for eventual school entry,” (Rowan).
Upon final consideration,
Most paradoxically of all, it isn’t uncommon to find educational institutions proudly rushing to buy the latest in digital technology for their classrooms. At first glance, it might seem reasonable to expect that items with the highest price will yield the most return on education; upon a second glance, it is more likely that the opposite is occurring.
Primarily,
“the booming ed-tech industry with corporate titans and small startups alike vying for a slice of an $8 billion-plus yearly market” (Herold).
On the other hand,
“Without a clear picture of how teaching and learning are expected to change, experts say, going 1-to-1 often amounts to a ‘spray and pray’ approach of distributing many devices and hoping for the best,” (Herold). What is worse, “An urgent closer look at the critical factors for meeting developmental milestones, and the subsequent impact of technology on those factors,”