Technology in Education

Introduction: Technology in Education

Education, in the modern realm of technology, has aided the remote and digital learning and teaching practices due to the technological advancements by integrated use of computer hardware, software, and other technologically-aided learning tools and applications that facilitate the effective learning practice (Bernacki, Greene & Crompton, 2020). If you see the recent innovations in the technology of educational practices, it can be well understood that the use of technology in the school education system can cater as an innovative educational opportunity. To let you know, involvement in technology-enabled learning has become important as it not only influences the transformational shift in the educational practices but also enhances the pedagogical strengths. Shifting from the traditional modes to a tech-enabled list of technologies and tech-enabled applications have evolved that have elevated the scope for efficient, engaged, and successful learning capacities (Burbules, Fan & Repp, 2020). Reading the article proposed, you will get to identify, understand, and ideate about the technology and its influence in education, types of technology applications, and their utility in school learning along with the prospects and consequences of tech-based learning. Moreover, the article also puts a fair explanation of the personal experiences of its utility and impact on the school learning and education practices.

Virtual Classrooms as a Useful Technology in Education

Nowadays, you and I have been constantly observing the use of virtual classroom technology as an applicative source in the educational system. Virtual classrooms, in my experience and research, have occurred as an effective learning environment that provides learners and students in schools with remote engagement to a learning session, materials, and informational sharing aids (Mishra, 2020). A number of students and parents might have witnessed in the recent educational shifts, the virtual classroom is a design of an online learning environment that permits the teacher and students to remotely engage into, communicate, and share the information on the grounds on internet connection (Dung, 2020). To explain to you on a wider note, the involvement of virtual classrooms is superior as it provides the abilities of video conferencing, audio conferencing, real-time chatting, interactive learning boards, and so on. This allows your children and students along with the teachers to see, listen, communicate, and interact in real-time at the online, digital place. If your children use online applications like Zoom Education, Google Classroom, Prezi, etc. you must already be aware of the varieties of virtual classroom applications prevalent in the modern digital world of education that allows audio, video, messaging, and real-time interaction ability (Harjanto & Sumarni, 2019).

Fig1. Virtual Classroom and learning

Source: (Sourceforce, n.d.)

Advantages of the Virtual Classroom learning

Fulfilled with a variety of advantages, the virtual classroom applications can aid you and the audience with the prospects of time, cost, energy, etc. Education has been considered by Burbules, Fan & Repp (2020) as a key element of sustainable development. Adapting to virtual classrooms for virtual education is fruitful in my perspective as it lays beneficial platforms of an extended educational outreach among the students, distant and remote access to the knowledge process and education, increased ease of accessibility and convenience, and also the cost-effectiveness (Dung, 2020). You may already have the idea that the use of a virtual classroom can cater positive responses to the overall entities involved in the process. The use of such virtual classrooms provides an innovative strength to the school teaching and learning capabilities by allowing the graphical, visual, and prototyped explanation on the educational information, allows safe access to the platform, etc. According to the pedagogical strategies proposed by Cai et al. (2017), the different age groups such as early childhood, middle childhood, and adolescence have a distinct approach to development and learning. However, the cognitive and sensory abilities of each age group allow an interactive assessment of knowledge that uses a graphical, visual, and game-based learning approach, the other major benefit of virtual classroom learning (Lengyel, 2020).

Disadvantages of the Virtual Classroom learning

Nevertheless, we cannot deny the fact that few aspects of virtual classrooms can propound as disadvantageous in a variety of ways. Let us not forget that the comparative analysis of traditional and virtual classrooms reflects the infrastructural inabilities and challenge as a drawback to the virtual learning practice that is eventually based on the technological framework and incorporates the null need for the infrastructural factors (Dung, 2020). Moreover, under the pedagogical development and learning processes of the school-aged students, the physical, cognitive, social, and emotional development seeks a great compromise in the realm of virtual classroom technology and e-learning practices as a result of the lesser involvement of physical and cognitive abilities, increased and excess screen timing of students leading to physical illness, damages, and deficiencies (Harjanto & Sumarni, 2019). Also, the virtual classroom as a useful technology in the areas of education can tend to delink students from the scope of personal interaction and communication, thus obsoleting the emotional and social learning among students.

Experience gained from the Virtual Classroom Technology and its use among students

In my observation, supported by the research proposed, the use of virtual classroom as a technology-enabled utility in education facilitated on the applications like Zoom Education, Google Classroom, and various other applications to foster and ease the distance learning for students in the events of misconducts, lesser sense of the arrangement of centralized and integrated learning approach (Cai et al., 2017). From the perspectives of a school teacher engaged in educating, I have personally sense that conducting technology-based learning sessions in the schools or among the middle-aged students certainly provides the ease for convenient modes that reduces the need for grouping of students, need for physical control, and management of students, etc. However, I also analyzed, on the other hand, that the virtual placement of educational training and learning practices for school students raises the bar for their lesser involvement in physical and motor skills or activities (Firth et al., 2019). Also, I witnessed in a school session, where I served as a school teacher, that the increased dependency on technology has made the school students lesser creative and innovative. The overall observation and research conducted by me assisted in the knowledge that the setting up of virtual and tech-based educational settings confronts both positive and negative outlooks. Henceforth, a teacher studying in the education practices must focus on the equilibrium level of technology usage as a higher or lower dependency in the modern realm can cater to challenging scenarios.

Augmented Reality and Videos as useful Technology in Education

Technology in the educational settings has certainly catered purposeful impacts on few aspects of education and learning. The concept of augmented or virtual reality as a useful tool of technology in education has eased and engaged the students’ drive towards learning. From a teacher’s perspective, I can state that the augmented reality has taken a leading position in the educational settings due to its innovative offerings of integrating the virtual and real affluents of learning with the efficient scope of interaction in real-time (Garzon, Pavon & Baldiris, 2019). The augmented reality concerting with the human activities provides dynamic and monitored designs that aid the learning process by enhancement of the learning and knowledgeable capabilities. The augmented reality utilizes an audio-visual capacity at the fundamental level along with the strategies of game-based learning, 3D art and representation of the learning areas, and entertaining content strategy that elevates the students’ engagement, interaction, and enthusiasm towards the learning and educational approach (Wang et al., 2018). Platforms like YouTube, AR-based videos by online content creators like Byjus, and other such learning applications provide an efficient source of education and learning in schools that eases distance learning, anatomy learning, and remote learning efficiency (Burburles, Fan & Repp, 2020).

Fig2. Augmented Reality in Education

Source: Blum (2018)

Advantages of Augmented Reality in Education

In my understanding, the augmented reality and its implication in educational settings have beneficial outcomes to serve. Most importantly, as you all understand that the concept of augmented reality depicts the sense of personalization in an effective manner, which acts as a beneficial part in linking the effects of the augmented reality to human reality and thus the development of the subjects’ understanding and learning among the students (Martin, Bohuslava & Igor, 2018). Also, the use of augmented reality, in my opinion as a school teacher, provides the learners with effective involvement of their cognition in the learning that raises the sensory engagement that improves the brain capacity, real-world annotation, and knowledge management abilities in the learner age range (Wang et al., 2018). Also, this reflects effective memory retention among the learners, supported by a higher sense of creativity, the generation of abstract ideas, etc. Another advantage catered by the augmented reality on the particulars of education management system incorporates the factors of efficiency, efficient time management, ease of accessibility, sense of comfort and convenience, and remote learning facilities.

Disadvantages of Augmented Reality in Education

As we all know that higher dependency on technology tools, especially in the school education system, can certainly raise drawbacks in a varied way. At the primary part of the educational system, the use of augmented reality technology in education occurs as a novel approach that implies higher cognitive involvement for understanding, thus raising the complexity of learning and knowledge assessment among the students (Firth et al., 2019). Also, the lack of interpersonal and social interaction in the augmented reality application in education destructs the interactive capabilities, which can result in the weakened social and emotional development and learning of the students, in my perspective (Martin, Bohuslava & Igor, 2018). Also, as a student or a teacher, once you have relied on the remote abilities of the augmented reality for educational fulfillment, it raises the technology dependency that can force the diverse negative aspects to disrupt the educational system. Also, to think from a managerial perspective, the constant use of augmented reality upsurges the utilization of energy and technological power, which gradually increases the cost factors associated with the same (Firth et al., 2019). Also, the need for concrete focus on the learning aided by AR enquires the multitasking to understanding, identifying, analyzing, noting, interacting with teachers and colleagues, etc. that increases as distraction factor.

Experience gained from the Augmented Reality Technology and its use among students

In the modern technology to education, we all have seen that students utilize and engage attractively into the use of augmented reality as it employs the students’ focus into the state-of-the-art educational services, maximizes interests towards learning by use of AR services, and hence drives engagement towards learning. The use of smart classes, YouTube video channeling, video, and audio-visual contents, etc. play effective use in school education (Alkhattabi, 2017). As a school teacher, utilizing the augmented reality in the school education system has been an experience of positive and negative sides. I have observed that the use of augmented reality provides efficacy in creating student engagement towards learning. I managed to observe and analyze that the audio-visual capabilities of the technology tool in education provide the students with zeal and motivation as it generates a source of attraction for these age range (Wang et al., 2018). Integrated to the other forces of education in schools, the augmented reality aids cognitive development at the supreme level. However, as personally experienced, the technology dependency has made students distract from motor learning and skills, which has impacted physical development. Also, the students’ lesser involvement in the classroom activities and discussions have led to nullified interaction and hence the lesser social and emotional connectivity and development among the student of the modern age (Alkhattabi, 2017).

Thus, the technology used in educational frames has facilitated numerous applications with a variety of benefits as well as drawbacks. As we all can understand, higher reliability senses can impact fruitful results, we must manage the technology in education to a limited range for the sake of a balanced education and learning approach.

References

Alkhattabi, M. (2017). Augmented Reality as E-learning Tool in Primary Schools’ Education: Barriers to Teachers’ Adoption. International Journal of Emerging Technologies in Learning12(2). https://doi.org/10.3991/ijet.v12i02.6158.

Bernacki, M. L., Greene, J. A., & Crompton, H. (2020). Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education. Contemporary Educational Psychology60, 101827. https://doi.org/10.1016/j.cedpsych.2019.101827.

Blum, A. (2018). The multiple uses of augmented reality in education. Emerging EdTech. Retrieved from https://www.emergingedtech.com/2018/08/multiple-uses-of-augmented-reality-in-education/.

Burbules, N. C., Fan, G., & Repp, P. (2020). Five trends of education and technology during a sustainable future. Geography and Sustainability, 1(2), 93-97. https://doi.org/10.1016/j.geosus.2020.05.001.

Cai, Y., Chiew, R., Nay, Z. T., Indhumathi, C., & Huang, L. (2017). Design and development of VR learning environments for youngsters with ASD. Interactive Learning Environments. http://dx.doi.org/10.1080/10494820.2017.1282877.

Dung, D. T. H. (2020). The advantages and disadvantages of virtual learning. IOSR Journal of Research & Method in Education, 10(3), 45-48. https://doi.org/10.9790/7388-1003054548.

Firth, J., Torous, J., Stubbs, B., Firth, J. A., Steiner, G. Z., Smith, L., Gleeson, J., Vancampfort, D., Armitage, C. J., & Sarris, J. (2019). The “online brain”: How the web could also be Internet may be changing our cognition. World Psychiatry18(2), 119-129. https://doi.org/10.1002/wps.20617.

Garzon, J., Pavon, J., & Baldiris, S. (2019). Systematic review and meta-analysis of augmented reality in educational settings. Virtual Reality23(4), 447-459. https://doi.org/10.1007/s10055-019-00379-9.

Harjanto, A. S. & Sumarni, S. (2019). Teachers’ experiences on the utilization of Google Classroom. 3rd English Language and Literature International Conference, 3, 172-178.

Lengyel, P. S. (2020). Can the Game-Based Learning Come? Virtual Classroom in Education of 21st Century. International Journal of Emerging Technologies in Learning15(2). Retrieved from https://doi.org/10.3991/ijet.v15i02.11521.

Martin, J., Bohuslava, J., & Igor, H. (2018, September). Augmented reality in education 4.0. In 2018 IEEE 13th International Scientific and Technical Conference on Computer Sciences and Knowledge Technologies (CSIT) ( pp. 231-236). IEEE.

Mishra, P. K. (2020). How tech is shaping education: Technology offer more flexibility and learning support than traditional formats. Times of India Opinion. Retrieved from https://timesofindia.indiatimes.com/blogs/toi-edit-page/how-tech-is-shaping-education-technology-can-offer-more-flexibility-and-learning-support-than-traditional-formats/.

Sourceforce, (n.d.). Virtual Classroom Software. Retrieved from https://sourceforge.net/software/virtual-classroom/

Wang, M., Callaghan, V., Bernhardt, J., White, K., & Peña-Rios, A. (2018). Augmented reality in education and training: pedagogical approaches and illustrative case studies. Journal of ambient intelligence and humanized computing9(5), 1391-1402. https://doi.org/10.1007/s12652-017-0547-8.

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